Questions about 'ability' in the classroom

[Cortina]

Do educators assume that 'ability' in the class room follows an approximate bell sized distribution? Within the classroom there will roughly three groups of children the below average, average and above average.?

The average around which ability groups are based being approximately the middle of the class. NC targets are then set for each group depending on whether the group is above average, average or below average?

In a literacy lesson, for example, the highest group will get to write a poem with a free choice of words in a similar style to the one studied, the middle group will write a few paragraphs on something around the general theme with much vocab given to them, the bottom group given a few sentences as regards what was happening in the lesson.

You can see the flaws in this system, it's possible that someone talented might be in the bottom group but due to poor evaluation and lack of opportunity to excel will never be seen to be as able as his peers in the top group.

In a good school, with a good teacher this is unlikely?

The bottom group are unlikely to excel in KS2 if this is the set up even if capable? Do some able children 'fall through the net' in this sort of scenario? What about a large class etc?

I'm always struck reading through posts here and elsewhere that parents seem to think 'ability' is fairly static. The forums are shot through with opinions about a child's static academic ability. John is 'able' at maths but less 'able' at english, one child just isn't academic and so on, there's a feeling that there's little room for John to smash anyone's expectations especially as he gets older.

I think you can easily fall into a trap of defining success in life in a very restricted narrow way. School is there as part of you children's life - to assist them to gain the skills they need in adult life. I think to an extent parents are increasingly suffering from tunnel vision, children do not need to sit in the top table all through their time at school and score 4 A*'s in their A levels and gain entrance to Oxbridge to have a happy, financially secure life.

I'm not knocking schooling but I think it's importance is grossly exaggerated, not helped by all the constant testing and assessing and reporting to parents. Sometimes I think we need more perspective, we need to allow our children to enjoy the journey - who is all this for anyway? A friend's Dad pushed and pushed him all his life - till finally he pushed him into a profession that he is thoroughly miserable in. His Dad is proud as punch of his successful son - and has no idea of the misery he has caused.

Let you children enjoy life, experience new things, learn about their interests and talents, encourage them to build skills and learn to overcome obstacles and relax about school.

Absolutely pink

I agree too pink but I think even though I am in no rush for my dd to learn, (I would be happier if she could take her time etc), because of the set up in school (ability groups) and the fact that they start so young I feel pressure to do things with her at home and make sure she doesn't fall behind. Having said that I never have and won't put pressure on her to do i.e. reading one evening if she doesn't feel like it. It is important she is enjoying it. And again would never pressure her in to a certain career. Would however encourage her. And education is important. Not because we all have to become doctors and lawyers etc but if my dd does well in school and further education it would give her more choice in life. Then what she wants to do is up to her. But I want to do everything to help her do things to the best of her ability to give her more opportunities.

Elin agree with you - it is hard not to feel the pressure when the children are put under pressure by the existence of ability groups at such a young age. Just because if doesn't affect One child negatively doesn't mean it does not affect another. It is just unnecessarily divisive at such a formative age.

Also funnily enough! agree also
With you too pink - too much pressure from parents is no good and they need to enjoy their childhood, but I do think the system of ability groups at such a young age encourages this pressure on children and on parents - wrongly of course, but it is difficult sometimes not to be affected by it, particularly when a lot of schools place a lot of emphasis on academic achievements.

I don't however think that it is realistic to say all the Childs feelings of esteem come solely from the parents? Of course their ability to deal with issues comes from their upbringing, but I think it is naive to think that school issues do not have an impact on their self esteem as well?

I agree Elin, I would rather my DS could take his time as he is a young age 5 in year 1 and I have been very chilled out about his progress so far BUT I am now getting worried that in the climate of other parents pushing he will be classed as average and left behind.

I am of course thankful that he has been classed as on the upper end of average in his class (of children with very competitive parents!) but worry that he will always be pigeonholed here, whether he needs some extra help or excels at something.

Cortina Fri 18-Feb-11 01:17:20

"I read something about Finland recently where it said children were often more often involved in practical tasks (compared to the UK) at home, even rewiring/helping build houses, tinkering with engines, sorting out cars etc and these had great cognitive benefits going forward."

That is very true, Cortina, and something I am reminded of every time I visit Sweden. The way you see 4yos sitting in the garden banging nails into pieces of wood and 5yos using saws. My 7yo nephew is a dab hand with the stir fries. And they spend a lot of time out of doors, despite competition from television. I have never heard a Swedish parent suggest that their child is so gifted that they get bored if they cannot spend their days doing the 3 Rs: there is no assumption that a person can somehow be too clever to do practical things.

I was probably g&t as a child: certainly my parents thought it was a good idea to teach me German and Classical Greek at home when I started pestering for it at an early age. But to them this did not mean that I should not also spend time gutting fish and skiing on the pond and making toy boats and knitting jumpers. Nor would it ever have occurred to them to complain if I spent part of the school day on such tasks. The thought that any of these pursuits might be unsuitable or not good enough for a clever child simply would never have crossed their minds.

Having said this, seeing that my son did have to start school at 4, in a system that emphasises reading and writing at the cost of everything else- I think ability tables were his salvation: it was dreadful for him the first terms when he had to work with children who were so far in advance of him.

This is an old thread ,but i thought it was relevant to what i am about to discuss.
My dsis is really annoyed with her ds's(5 )year 1 teacher. Her son is an August born child.
At the end of reception her son could not read. However, over the last few months he has just clicked and is reading really well (deffo above average).
His comprehension skills are very good. However, the teacher has not moved him up and he is still given books with one line on each page, despite the fact that he reads much more advanced books at home.
She has spoken to the teacher and nothing was done. My dsis does not want to be deemed a pushy mum, but is concerned about her son's education.
She just wanted to know how she should approach this matter.
She is more concerned about the fact that her ds may lose confidence, as his efforts are not being recognised.
Do schools assess students at the beginning of the academic year.?