Ds expected to “help” another pupil with work in class

[LostFrog]

Ds is 9 years old, just started Year 5, first year of new school (middle school system here).

He tells me that when he has finished his own work in class, he is required to help a boy who sits next to him. This happens every single lesson, and he says that the boy is reluctant to work, won’t write anything, gives up quickly and mutters all the time that he doesn’t get it, etc. From asking around, this seems to be the standard on every table in the class - there is one or two pupils who are “learning mentors” who have to teach the less able ones.

Is this a) normal, and b) reasonable? It’s not like ds volunteered for this role. If he has finished, Shouldn’t he be offered an extension task whilst the teacher or TA (there is one, I checked) help the ones who are struggling? I have emailed the teacher to ask them to clarify what’s expected, but has anyone else come across this?

And you very obviously don’t understand it, you think it’s one child teaching another. It isn’t.

I’m sure I can speak for others in saying we understand your convoluted explanations.

But what you call ‘support’ just boils down to a kind of crap teaching in practice.

@TatianaBis

What do they do instead?

It’s not either/or, instead of x they use y. Most teachers have different strategies in their toolkits to use for different levels, different kids, different subjects if they teach more than one.

Such as?

Bonkers.
How do they stop the kids just telling their classmate the answers?

@traumatisednoodle

How can it be helpful ? If you can tell the time, you can tell the time, there isn't any deeper understanding to be had. My Dd did this day after day in yr 6.

Because if you can tell the time, you can read a clock face.

But if you understand that six is half of twelve, and three is a quarter of twelve, and one doesn’t mean one unit it means one hour and also one minute and also one second and also 13, you can use all of those numbers and all of that communication for other things. You build skills on top of skills.

@TatianaBis

And you very obviously don’t understand it, you think it’s one child teaching another. It isn’t.

I’m sure I can speak for others in saying we understand your convoluted explanations.

But what you call ‘support’ just boils down to a kind of crap teaching in practice.

Is this hostility really necessary?

It’s hardly crap teaching if you can’t give me one single example of something that works better.

From the linked TESS article. There is a small advantage for the most able in setting or streaming. Mixed ability groups do not support the most able well.

@IveGotASongThatllGetOnYNerves

Bonkers. How do they stop the kids just telling their classmate the answers?

They don’t. And that’s what some do for a quiet life.

@traumatisednoodle

From the linked TESS article. There is a small advantage for the most able in setting or streaming. Mixed ability groups do not support the most able well.

Did you read that article?

What about moving onto yr 7/8 syllabus in yr 5/6 what's wrong with that ?

yes, I have I was aware of the reasearch it is based on as well.

@traumatisednoodle

What about moving onto yr 7/8 syllabus in yr 5/6 what's wrong with that ?

Nothing. Unless they’re being moved on before they have a solid, genuine (ie not rote learned) understanding of what comes before it. There’s absolutely nothing wrong with it, and they should be moved on.

@traumatisednoodle

yes, I have I was aware of the reasearch it is based on as well.

So you’ll know it’s based on a very small sample size, and the bottom line is essentially ‘it must be done properly’?

Nope. Ask for him to be moved desks aswell. Totally not ok.

But if you understand that six is half of twelve, and three is a quarter of twelve, and one doesn’t mean one unit it means one hour and also one minute and also one second and also 13, you can use all of those numbers and all of that communication for other things. You build skills on top of skills.

… and confuse a child with limited numeracy.

@TatianaBis

But if you understand that six is half of twelve, and three is a quarter of twelve, and one doesn’t mean one unit it means one hour and also one minute and also one second and also 13, you can use all of those numbers and all of that communication for other things. You build skills on top of skills.

… and confuse a child with limited numeracy.

Why would it?

I was asked to do this in primary school and still remember how proud I was when it was explained why by the teacher. The fact I can still remember it clearly means it was a positive experience and taught me some good social skills as well as compassion and responsibility. I would be proud of your child OP - what a lovely opportunity

Why would it?

Because they can’t read the time yet and talking about half of twelve being 6 in a context when you’re trying to explain that half past 12 is 12.30 may be confusing.

@TatianaBis

Why would it?

Because they can’t read the time yet and talking about half of twelve being 6 in a context when you’re trying to explain that half past 12 is 12.30 may be confusing.

But it could also be something that hadn’t occurred to them before. It might be easier for them to learn the time when they remember ‘half’ past is also ‘half’ of twelve.

Could you?

I could but I really cba. What’s the point?

@TatianaBis

Could you?

I could but I really cba. What’s the point?

Yeah, I’m not really sure what you’re hoping to get from this thread, aside from just flinging insults my way.