Gifted Issues Discussion homepage Forums General Discussion Another look behind the curtain - first grade

I'm impressed by how firmly that teacher wants to stick to "first grade concepts," despite evidence that the child already knows them.

Even if there is ability grouping, so that 60 students are split by ability among 3 teachers for math and language arts, there will be variations in ability in each 20-student class, so "differentiation" will be needed. But deliberately maximizing the variation within each class through heterogeneous grouping is an ideological decision.

Every year our elementary school principal emails us about how she is assembling "balanced" classes for next year. Her definition of balanced is that each class should have the same number of dull, average, and bright children (although she would never put it that way). It is interesting when credentialed and reasonably smart people operate in precisely the opposite manner that you think they ought to.

"'Ello. My name is I-won't-stop Mom. You failed my son. Prepare to die."

OK - maybe a little extreme. How about: "Prepare to suffer way more lost time in meetings than you would ever have lost just spending a little bit of time trying in good faith to give my child what he needs."

Sue (who thinks Princess Bride = best movie ever).
P.S. You see that I didn't even demand success. I'm only asking for good faith effort.

I just sat in a meeting where a bunch of junior high math teachers INSISTED that the best way to teach middle school math was to lump "most" of the students together. There reason was "research" all shows that this is best for the struggling students and not a problem for the average to above average students. (Gifted math students were allowed ONE faster track.) That in classes of 35-40 kid they can best meet all of these kids by teaching them all at the same speed. They seem to have bought the tracking is bad ideology hook line and sinker. This kind of tracking is OK at the H.S. level but those struggling in math must still try and keep up or those not struggling must be bored.

Quote from OP at other board:
"If i teach them 2 digit addition without regrouping now, then what would i teach them in the spring when the rest of the class is learning--my "high" student would be learning the same thing all over again "

The lack of logic here just boggles the mind. She's already teaching the kid stuff he knows right now. Remember the parents are saying the kid can multiply and divide (which the teacher clearly can't even believe). The teacher can't come up with anything for this kid to do, not because she doesn't have the time, but because she doesn't want to teach anything she's not already planning to teach. Sure, she may not have the time, but that's not her objection here.

And sure she feels bad about it, but I just don't think that feeling bad is enough of an excuse to get out of doing anything. "Sorry I'm not willing to rub two neurons together to try to help you in any way, but I do feel bad about it."

I want to be sympathetic toward public school teachers. I really do. First, it's politically incorrect not to be. Second, I'm the kind of person who likes to like people and think the best about them.

I only wish more of our own interactions with our public school district encouraged that sympathy.

Districts and teachers definitely vary. I've certainly read posts here where they've been accommodating in addition to the horror stories. The more asynchronous the child's development the harder it is to meet their needs in a group setting. Our district does a reasonable job at accelerating kids 1 or 2 years ahead in math especially as they get older. I'm very grateful for the walk to math options that my older son had starting in Kindergarten. However, if a kid is beyond that point I don't see much to do except wait until they are mature enough to advocate for some kind of independent study.

You know, this isn't just a public school problem.

My DD is applying to two private schools that screen children for cognitive abilities. I was surprised when I toured one of them that all students were working on grade level math. This school is famous for their STEM focus and they are doing amazing things at high school level (although I didn't see one single girl in their advanced robotic class....).

I understand how ability grouping might not work in all situations but a school that charges $21,000 a year and has 12:1 student teacher ratio can only do grade level workbook math? REALLY?

Agreed. Our DS had a horrible 1st grade year at a highly-touted private school with a pricetag to match. Workbooks and outright resistance to the possibility that he was gifted (despite their own testing pre-admission of his reading beyond a fifth grade level).

I'm going to use material from that website as part of a prompt for an interview question for teachers now.

I'm sorry, but what?! My son could describe photosynthesis in detail at 2. How is that even remotely acceptable for an older child?! I feel for you, chay.