Moving Tables yr4

[Stopshrieking]

Ds was on top table for a subject he likes and is good at - he didn't get on with Child B who is known for being confrontational to other children so Ds was moved down to next ability group and not child B. Ds feels a bit sad about this as teacher even said to me that child B is known for making fun of others a lot but Ds has to learn not to react and that he had moved tables that day. At the time I didn't know how my son felt and ability wise they are both very able in this subject and ds is probably slightly stronger - but overall academically child B would be higher level and they are also middle class where we are working class.
I've tried to tell ds that the table doesn't matter and he can still work well on the group he is in now - but he liked and thrived by working with a group who were similar and higher ability than him - so he is now on a table where he is being asked for answers from the others. Is it worth asking teacher why he moved ds even though it's common knowledge that child B causes and still causes a lot of issues.

Lepet, far better than "well done", every single ones without proper marking/checking answers. (Happened in yr1)
To be clear, I am not talking about lack of comment etc., talking about lack of correction when it's wrong. I do totally agree with skeleton's way of saving time.

Random, I am not making any assumption about your work. Sorry if it was unpleasant comment. I was only talking about my ds's school.

I disagree. I'd rather my child's work was marked by a teacher even if it was just a generic well done. I don't want it marked by an unqualified child.

Lepet, really? What I am talking about is, that teacher doesn't actually check the answer was correct or not. Just sign, "well done" for every thing...So wrong answer was left as it is.

Clearly, should have been more specific. Subcontracted out the marking of the actual sums - next step comments of explanation/correction/extension done by me, obviously. Plus reviewing where children all at so as to pitch next lesson correctly.... Hope this reassures you

Surely you had to check the marking your children had done though, to ensure they'd marked it correctly? So I don't see how this would save any time?

Lepetit thanks for this morning's laugh. I haven't giggled so much in ages.

Nothing funny about a primary school teacher needing to farm their marking out to their own children. If they can't cope with the marking they should reconsider the job they're in.

I'm a volunteer in GSs school. He was unhappy about being on bottom table and his parents spoke to teacher, teacher assured them the children weren't seated by ability.

Seemed funny to me as I was working with the children who were behind with their reading and they were all on the same table, a TA worked with the same group on maths as again they were behind with maths. What a coincidence that these children weren't seated by ability but the high ability children were all on one table and the kids who were struggling just happened to be sitting on another. Wasn't that a coincidence!

Oops - managed to derail the thread temporarily with a typo!

Indeed, I meant illusion.
Delusion would have worked equally well, so I can see why some might think it was a spelling error.

One problem is that we are constantly being asked/expected to do things by management that aren't necessarily brilliant.

I remember strongly explaining why I didn't have set ability groups for maths to my head teacher and a county advisor. The head expected me to have set groups. I was trying to explain that the children often differed in their confidence/ability depending on what area of maths we were covering, so my tasks were based more on confidence than which group they'd been slotted into.

Letpetit - I meant your earlier posts about seating tables by class! I agree teacher's child should not be marking for her.

What would you do with one outlier?