SH name: Mine changed with Counter Strike. First I was echoesofshadows, shortened it to echo, noticed a lot of echo's, changed it to acrality, shortened it to acra, kept it since. Used to be my band's name (which is really just me). Changed it to Salvage the Structure, and that is what I plan on keeping it as.
Hometown: Nowheres, MI
Occupation: I cook, and I teach friends how to play (real) guitar for a couple bucks.
Intro To Scorehero: I was on the old GH forum for a while, and I remember Cyberscore being brought up at some point, and then I remember JCirri's thread about making a site with better scoretracking than cyberscore (which he definitely did). So I joined as echoesofshadows. Forgot my password, rejoined as acra.
How I got Started On GH: I was excited as hell for this one because I already played real guitar and I loved Amplitude. Played at Best Buy, bought it not 10 minutes later.
Strengths: Alt-strumming, fast sections, ziggys in 3's
Weaknesses: Ziggy's in 4's, trills
Favorite song from GH1: Get Ready to Rokk, Tripolette
Least Favorite song from GH1: Hey You (I was really sad/angry when I realized that it wasn't Pink Floyd)
Favorite Song From GH2: H18, Institutionalized, TLtB
Least Favorite From GH2: Elephant Bones and FTK (Vagiant, to me, sounds like Vagina Ant. That's negative appeal.)
Favorite Customs: The Crusher, Concerto, Speed Metal Messiah, Sound the Surrender. So many good ones.
Bands - Thrice (early), Darkest Hour, Sum 41 (middle period), A Wilhelm Scream, All That Remains, Arsis, In This Moment, Mors Principium Est, Ill Nino, My Bitter End, Rise Against (though the new CD was absolutely terrible), and Five Finger Death Punch. Dream Theater is also awesome, but I have to be in the right mood for them (long songs aren't typically my thing).
Guitarists - Paul Gilbert, Kris Norris, John Petrucci, John 5, Joe Satch, Alexi Laiho
Will definitely be adding more in here soon.
Here’s what worked for my 8th grade math students and raised their 2012 standardized test scores two to four times higher than the county/state scores…
(What you’re about to read can be done in a 50-minute class, so here is the agenda in advance: Peer-to-peer quiz corrections for previous day’s quiz, 5 minutes; today’s quiz, 10 minutes; go over 5 homework problems from previous night, 12 minutes; teach new lesson, 20 minutes; wrap-up, 3 minutes.)
1. Don’t grade homework: do assign it every night. (I know, I know, hold on…) Make sure each assignment combines evens and odds so that students CAN CHECK THEIR ANSWERS to the odd problems in the back of the book and make sure they’re on the right track!
2. The next day, require that 5 questions be asked about the homework: this frees students to raise hands knowing they are contributing to one of the required 5 problems, instead of hesitating because they don’t want to look inept. Be sure to thank each student for bringing up whatever issue it is.
3. Remind them that they have a short quiz on THIS lesson tomorrow, made from similar even AND odd homework problems. (So, homework is completely formative; short quizzes make students accountable, but it is critical that you create quiz questions that are very representative of the homework.)
4. Proceed to teach the new lesson and wrap-up.
5. The next day, students will take the 3- or 4-question quiz (short-answer, always, which I wrote and projected on the LCD projector) on the homework that we went over yesterday. I had half-sheets of recycled paper in the back of the room: students grabbed one as they walked in. They had to show all work or else.
(These quizzes are quick to grade and enter, and, once I do, I staple tutors/tutees together for the next day so that students who “got it” can explain things to those who didn’t. This peer tutoring was eagerly anticipated in the classroom, especially since it gave ALL students, even the poorer ones, a chance to be the expert to someone else. )
Now it’s the next day, so here is how a complete “rotation” works:
A. As students walk in, they are given the previous day’s stapled quizzes and find their “staplee” to go over what they missed. The previous day’s quiz is projected on the screen.
B. After 5 minutes, they take today’s quiz (now projected on the screen), based on homework that we went over yesterday.
C. Quizzes are collected after 10 minutes, and students get out last night’s homework so that they can go over the 5 problems of their choice.
D. Afte 15 minutes (more or less), we launch into today’s new lesson and finish in 20 minutes, with a brief wrap-up.
All my grades were quiz and test grades; I reduced my grading time, increased the students’ accountability, and forced them to know the material by not using any multiple choice. Any quiz retakes were done during lunch and involved a student coming in and my throwing an impromptu problem up on the whiteboard or giving an oral assessment . Took 3-4 minutes.
To the boys who get it, who have always gotten it, but who have had low math grades due to incomplete homework assignments… You are free to make A’s with no pain.
To the girls who are great at math and love doing homework to prove it, have at it!
To the middle-of-the-road kids, this is math with no fear. Relax. You can ask questions and try problems and ask questions again with no grade attached, and gain confidence.
To the students who place math at the bottom of the list and don’t plan on doing homework now or ever, your quiz grades will soon put you on probation either at school, at home, or both.
I wish all you dedicated teachers the very best, and hope some part of this system works for you.