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Joined: Jul 2011
Posts: 2,007
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Joined: Jul 2011
Posts: 2,007 |
Actually my third-grade math class worked this way--but that was over 40 years ago. I did find it motivating and I think other students who were usually in the top ~fourth or third of the class did too, but I do wonder what effect it had on the students near the bottom. It was not a 'tracked' or accelerated class, so students of all abilities were in there together. It was in classes like this where I figured out that my intelligence could be used as a sledgehammer to psychologically smash other students. So, it also causes problems for the top of the class. Winning!
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Joined: Aug 2010
Posts: 3,428
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As I have mentioned before on this board, the teachers at DD's gifted magnet seem to semi-routinely announce grades and call out high achievers. They also send home report cards and standardized test scores in the kids' binders without an envelope or any instructions to keep them private.
I find this odd and troubling. It feel deliberate since it's happened in both classes, with two very different teachers.
DD is a high achiever and is often on the receiving end of these comments. She does not like it.
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Joined: Aug 2010
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M of N, that's always been the way band and orchestra were seated in all the ones I have been in. It's traditional practice, though I guess I wouldn't be surprised if it had been eliminated.
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Joined: Jul 2011
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Well, at least you knew where you stood. No practice, makes you a less stellar player. And then your parents could see that performance and either knock some practice into you or refuse to spend money on lessons, or tell your grandparents don't bother to show up, or however they wanted to respond to your underachieving ways. Sadly my dd takes no lessons, and rarely practices but is top in her class. She would not be tops anywhere else, and won't be by high school, but she says when she is no longer near the top, she will quit. I'm so glad that the ranking takes this part of parenting out of my hands. I kept doing it to fill in part of the "well-rounded" checkbox for college. Strictly going through the motions.
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Joined: Jul 2012
Posts: 1,478
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The National Association of School Psychologists (NASP) supports the instruction of students within heterogeneous classrooms that recognize and accommodate individual student differences in learning style, ability, and interests. That's awesome, I fully support the NASP in this dream! (cue violins)
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Joined: Apr 2010
Posts: 2,498
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The National Association of School Psychologists (NASP) supports the instruction of students within heterogeneous classrooms that recognize and accommodate individual student differences in learning style, ability, and interests. That's awesome, I fully support the NASP in this dream! (cue violins) Especially if the "accommodation" is something better than handing the kid a workbook for a year of self-instruction in the back of the classroom. DeeDee
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Joined: Feb 2011
Posts: 5,181
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Our band and orchestra performances routinely list the names of the kids in order of ability, starting in elementary. The better you are, the higher up your name. They also sit according to ability. The better are in front. The back row is not where you want to be. No, I specifically wanted to be in the back row in Orchestra. I mean, if you wanted to be better, you had to practice. And practicing an instrument is boring beyond words. DD? Is that you? 
Schrödinger's cat walks into a bar. And doesn't.
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Joined: Sep 2007
Posts: 3,298
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Posts: 3,298 |
Especially if the "accommodation" is something better than handing the kid a workbook for a year of self-instruction in the back of the classroom.
DeeDee Ooh! Ooh! I did that in third grade using fourth grade material and then got to repeat the fourth grade material in fourth grade. I'm not sure if I even learned much the first time through it. I slept through it in fourth grade.
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Joined: Mar 2013
Posts: 1,453
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'creative' being a euphemism for 'lowering standards' to further alienate the children with the most potential.
Become what you are
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Joined: Sep 2007
Posts: 3,298
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the problem as I see it is that nobody cares about the top. I think that's it exactly. There's probably an assumption among many educators (I've certainly heard it) that the higher achievers and/or brighter students are okay because they're already passing the test. NCLB and its onerous conditions don't help. It would help if educators in general were smarter. Schools are an environment with a high focus on cognitive activities. In this kind of environment, smarter people understand the needs of other smarter people in a way that others just don't.
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