**Calling Teachers-Differentiation I am tired ....

[saintpeta]

of making the resources for each lesson....what are the short cuts teachers help I'm new to this HA/MA/LA yes everyone has a different ability but surely its not fair to be constantly bolstering the LA, the MA largely getting left out and the HA doing stuff on their own....What about everybody doing the same work and EVERYONE LA included having to do extra at home to CATCH UP. I may be ranting but if my son was not doing well I would be doing stuff with him to get him up to scratch with the class and curriculum. I feel aggrieved that as far as I can see pots of money poured into the lower ability with all the reading writing and support they have, and nothing much for those who are doing well. Its not fair. (Rant over-hard week. And perhaps on the normal distribution bell curve we are going to have people on the lower end - can we not just accept this? so that I may just teach one lesson please...

I think setting creates gulfs between peers that rarely close and often grow

I work three days a week, I have three groups, I endeavour to work with a different group each day in maths and literacy so that at the the end of the three days, each group has had a turn with me. I have a TA who I also rotate round the groups each day. The groups have differentiated work and I try to push the top on, same with middle with lots of consolidation and reinforce basic skills for lower end. i expect all groups to be able to work alone and choose tasks accordingly and all groups to work with me. They should all have equal share of teacher and differentiated work. Its just how the job is I'm afraid.

mrz - I agree with you. Certain types of Setting at such early ages when the children are often up to a year younger in infants for example, creates a gap that is both social differentiates and educationally differentiates at such a young age before natural friendships have had time to form.

In addition creates a gap that can be hard to close over the years. It is often said that the setting is "fluid" in early years to avoid this but in my experience it (mostly) is fairly rigid due to either teacher time to assess fluidly enough, or the fact that it is frankly difficult for the lower groups to catch up with higher groups who have forged ahead. You only can do what you have been taught and if you are taught at a slower pace then the gap can widen rather than close, particularly in early years when some children can be up to a year younger than others in the class.