Ditto what 'Neato said. Every last word.
I'm always skeptical of in-class differentiation. When it works, the good done can be undone the following year when the child is effectively held back. When it doesn't work, it's boredom and repetition for a whole year. I think it's a lousy policy. Better than nothing, but only sometimes, and then often not very much better than nothing. I want more!
This was happening with my eldest last year until we intervened, but it took some effort to fix it. It also happened to me when I was a kid --- I expect a lot of people here went through this. I guess I'm trying to say that it's been going on for a long time.
In Feb. last year, my son was given +1 books to work in, and he did the work totally independently. No one thought it odd that he was getting 100% on most of the exercises, with no instruction whatsoever.
Has anyone here ever encountered this odd attitude? Why do teachers react this way?
Val
