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?

What if he wasn’t around?

In event of emergency, open laptop and log on to Kahn Academy and all things mathematical shalt be made clear.

If you have to teach or show someone else how to do something, it solidifies that learning for you, and makes you work harder at understanding it yourself. Unless it is excessive, your child may well be benefiting.

@Pumperthepumper

No *@peaceanddove* I’m just joshing you.

You’d still use maths skills in an English classroom, of course.

Yeah, but if I inadvertently got my English class counting in base 8 I would think I had gone horribly of piste with the curriculum.

@peaceanddove

What if he wasn’t around?

In event of emergency, open laptop and log on to Kahn Academy and all things mathematical shalt be made clear.

Ok. I’m not sure how much further we can take this conversation. Most people feel knowledge is important, you don’t. That’s absolutely fine, but that’s not how education works in 2021.

Yeah, but if I inadvertently got my English class counting in base 8 I would think I had gone horribly of piste with the curriculum.

You’d be wrong then. There are loads of things you can do with maths mastery - iambic pentameter, for example. Counting in base eight would be a fantastic skill for learning rhythm.

So many misconceptions on this thread about the purpose of mixed ability partnerships, mastery, depth of understanding etc. I’d simply say that if a parent wanted to query what’s happening in my classroom they would be very welcome, but I’d take a very dim view of a parent who criticised without having that conversation first.

I absolutely believe knowledge is important which is why we sent our DDs to a grammar school - where they both gained excellent grades in all their subjects. And while I agree that grammar schools are essentially exam factories - exam results are still the currency of knowledge which universities and employers trade in.

@peaceanddove

I absolutely believe knowledge is important which is why we sent our DDs to a grammar school - where they both gained excellent grades in all their subjects. And while I agree that grammar schools are essentially exam factories - exam results are still the currency of knowledge which universities and employers trade in.

They’re not though. Most employers also want transferable skills. And it’s those skills we learn through community classrooms. And you’d agree with that, because UCAS like that your daughter is a mentor. That’s not an exam result.

I get the impression that OP's son's Jaxxon can't count in base 8...sounds like he can't, or won't count at all. You can lead a horse to water...

Most people feel knowledge is important, you don’t.

Really is that what you @peaceanddove’s posts?

@VashtaNerada

So many misconceptions on this thread about the purpose of mixed ability partnerships, mastery, depth of understanding etc. I’d simply say that if a parent wanted to query what’s happening in my classroom they would be very welcome, but I’d take a very dim view of a parent who criticised without having that conversation first.

I agree, but to be fair, schools have been closed books for far too long. The importance and benefit of peer support is information that parents should know, and they don’t.

inferred from ^^

You’d be wrong then. There are loads of things you can do with maths mastery - iambic pentameter, for example. Counting in base eight would be a fantastic skill for learning rhythm

Or, you know, they could just learn it's a short stress on a syllable followed by a long stress. No need for all that counting malarkey.

@TatianaBis

Most people feel knowledge is important, you don’t.

Really is that what you @peaceanddove’s posts?

Yes.

Why don’t you think Jaxxon mangling the 8 times table doesn’t contribute to maths mastery?

@peaceanddove

You’d be wrong then. There are loads of things you can do with maths mastery - iambic pentameter, for example. Counting in base eight would be a fantastic skill for learning rhythm

Or, you know, they could just learn it's a short stress on a syllable followed by a long stress. No need for all that counting malarkey.

What if they don’t understand a stress?

Again, there is more than one way to learn. Teachers don’t teach answers, they teach knowledge.

@VashtaNerada

So many misconceptions on this thread about the purpose of mixed ability partnerships, mastery, depth of understanding etc. I’d simply say that if a parent wanted to query what’s happening in my classroom they would be very welcome, but I’d take a very dim view of a parent who criticised without having that conversation first.

Yes that's all lovely.

But if a teacher hasn't noticed that the less able child is not doing very much and the able child is becoming frustrated, fed up and wanting to escape, then not a whole lot of mastery or depth of understanding or anything else good is happening.

Well, the top universities can cherry pick the students with superb exam results and all that extra curricular, rounded stuff. Otherwise all those painful fucking years of violin practice and DofE crap will have been for nought.

Can you count in base 8

Nope, my son can though. I managed to get a double first, MPhil, learn 3 languages and 2 musical instruments nonetheless. Doesn’t seem to have hampered me in any way.

Again, there is more than one way to learn. Teachers don’t teach answers, they teach knowledge

Yeah right. Teachers teach to the test. Exam results are king.

@peaceanddove

Well, the top universities can cherry pick the students with superb exam results and all that extra curricular, rounded stuff. Otherwise all those painful fucking years of violin practice and DofE crap will have been for nought.

It’s funny to me that you see the skills - communication, ability to read music, concentration, perseverance - as painful and crap.

But you also don’t value exam results because you don’t care that you don’t understand basic maths. Exam results mean university entrance, and you’re happy with that alone.

It’s a strange way to look at your kids’ education.

@TatianaBis

Can you count in base 8

Nope, my son can though. I managed to get a double first, MPhil, learn 3 languages and 2 musical instruments nonetheless. Doesn’t seem to have hampered me in any way.

Oh God, I just foolishly asked DH to explain base 8 to me.........

.........he has now been enthusiastically explaining it to me for quite some time [weeps]

@TatianaBis

Can you count in base 8

Nope, my son can though. I managed to get a double first, MPhil, learn 3 languages and 2 musical instruments nonetheless. Doesn’t seem to have hampered me in any way.

Well, you can’t answer questions;

Why don’t you think Jaxxon mangling the 8 times table doesn’t contribute to maths mastery?

@peaceanddove tell him to start at base 3, it’s easier. I’m so glad you were interested by that concept though, genuinely!

I look at my DDs education and see their excellent exam results and entrance into their first choice of university. And...?

@peaceanddove

I look at my DDs education and see their excellent exam results and entrance into their first choice of university. And...?

And what?