A-Level Mathematics Teaching at Stroud High School

I am a student of A-Level Mathematics at a school in Gloucestershire, England. I know that every person has teachers with which they do not see eye-to-eye, but this goes beyond that.

I petition to force the school to take remedial action, in a way that is acceptable to both the Administrative Management and Us, the students.

The reason I do so is because I struggle to learn under the tuition of Miss Hayward. Initially, I did not bother to make an expression of the inadequacy I felt, but since then, amtters have taken their own course, not necessarily of my wishing.

There are several reasons for said feeling of inadequacy;
1. The sub-subject and topics within those are taught to the class with a varyin degree of inaccuracy. This includes frequent mistakes; a subject lesson has not yet passed without a correction being made to the work, whether by a student of by the teacher;
2. The attitude with which the class is taught frequently has the overtones of being taught to a class of Year 7's; as smaller children with little or no knowledge or capability of simpler expressions. This usually manifests itself in long, rambling sentences usually found copied very studiously in the exercise books of dozens of Primary School pupils.
3. When exercise work is set at the level of a model A-Level question, it is difficult if not impossible to find a relationship between the method taught to us and the question being asked;
4. When asked for an explanation under the pretext of the prior explantion being misunderstood, a very similar explanation is given with no real differences, thus wasting time and yet not explaining the concept with which there is trouble.

These problems are serious issues.

After some thought on my behalf, I decided I would find the Head Of Mathematics Department, as they were responsible for that teacher and her methods. My intentions were to explain that I was not coping as well as I needed to be. When I could not find the Head of Maths easily, I gave up, as I had too little time in school to complete my other subjects' necessary work.
In the subsequent Maths lessons, I became frustrated with my inability to progress and became angry. I understand that I have a relatively small problem with self-control in situations like this, and am responsible for it. What happened during one lesson is my fault, and I am fully resposible for it.
In this lesson, I became annoyed because I could not understand the work, nor could I link the methods taught by the teacher to the work required. I asked for some help from a fellow student, but was met with a response similar to my own feelings. I agreed in kind, which unfortunately, the teacher heard. I outlined one of the above points to her, being sure not to use strong language that would erode my position. I was taken to the Head Of Maths, where my argument was effectively disabled, and my shortcomings blamed upon personal failings. I took offense at this, as might be expected.

I later learned that many, indeed, a clear majority of the other students had similar viewpoints, which made my argument more pressing, as it was a wide range of students taking this subject, so I felt that it could not have just been my 'personal failings' causing this lack of understanding.Since that lesson, I have been courteous as a rule, and have tried to complete all work, usually to the highest possible standard, in order that my argument is more defencible.

The reason I have written this petition is because I have no wish to fail my Mathematics A-Level, nor expend more hours learning the work by myself as I consider my other subjects more of a priority. I wanted to be able to learn without having the prioritise my entire life. Therefore, to achieve the latter, I want either;
A) A new teacher, who, between the School and Us as a class, is agreed upon as being able to teach us, the Year 12 class; or
B) Remedial action to be taken in order that The Teacher's methods are adjusted so that they are more easily understandable.

I want this for my class as a collective and as individuals, since it is imperative that our learning, already portrayed as difficult by the teaching staff, does not become even harder by having to make up lost ground.