The highly gifted are at one end of the special education spectrum and absolutely need differentiated instruction. Gifted kids don’t want to spend their time teaching slower kids to solidify their understanding. Their understanding was solidified as soon as the teacher finished her sentence. Gifted kids want to be challenged with both the content and the pace of instruction.

A good teacher should be able to differentiate to some extent for individual pupils. However students at both extremes of the special ed spectrum do require unique programs.

Have you ever heard of Abacus math? I know someone who sends his child to this program to supplement his regular education but have had a hard time getting more information.

Please keep the posts coming! I am in Wayzata school district (I’m guessing you might be, too) – please share anything else you learn.

I have subscribed to the theory that in a mixed group, the children help to teach each other and therefore the weaker students will be aided by the stronger students who solidify their understanding through teaching. I have seen this work when the size of the classroom group is very small and the teacher has time to work extensively with all of the children. But class sizes are rarely small enough for this to work well and the middle range inevitably falls through the cracks!

Streaming seems to be a no-no, but would it not be more efficient and less frustrating for the teachers and the students?

Further, when children relocate from one curriculum to another, cultural factors play a significant role. Teaching methods that work well in one country may be ineffective when incompatible with the norms and expectations of the cultural climate.

There is no doubt that it is common in many Asian and European countries to teach children math facts and foreign languages at an earlier age than is the case in the United States. And children may learn greater discipline when it comes to sitting down to do homework or practice music, both at an early age, continuing into adulthood. Nevertheless, the American system of education teaches initiative, problem solving skills and a “can-do” attitude in a way that is unique among these cultures. Children raised in America have the skills to learn independently, work collaboratively and think creatively in a different sort of way than Indian, Japanese, Chinese or British children do.

Schools are a microcosm of the cultures in which they exist. Good education in one country may not mirror that of another. But children raised in more than one country can learn the best of each system. And they can also be prepared to live in the global world they will undoubtedly encounter as adults.

Hi Enakshi,
I read your blog and I share your concerns, but with less concern perhaps. I don’t know where you heard that spelling isn’t important. I believe that in early elementary, children are encouraged to write, but since their spelling – and often their vocabulary as well – are limited, they’re encouraged to write the sounds they hear. As you can see from the bumblebee unit, they’re gradually learning to focus on the sounds they hear at the beginning, end and then vowel sounds. The focus will quickly change to spelling correctly as they are ale to distinguish the sounds they hear in words. It may seem strange if you aren’t familiar with the theory, but it has been proven to work. Of course, not all students learn at the same rate, and the goal is to leave no child behind. It’s a lofty goal, and not always attainable. Meanwhile, those who are ready to move on can be somewhat neglected. We’re lucky we have Mrs. X (name withheld for privacy) for a teacher. She really works hard to try to challenge at all levels. Most teachers just get defensive when you have concerns. They are all limited by the administration and the district.

As for math, I’ve never understood why schools keep changing the way math is accomplished. I can remember doing “new math” in fifth grade in Minnetonka school district. “New math” happens about every ten years. It’s always harder than the old carry over system and about all it accomplishes is that parents can’t help their children because they don’t understand it!! The children who have excelled at the grade level math and extra credit math are allowed to use calculators, but it’s more a reward for good work and an introduction to calculators than a tool that will be used on a regular basis.

Science is a tough one. I believe they should have a specialist for science in the same way they do for art and music. It’s really difficult for individual teachers to teach all the subjects and still be effective. A science teacher could go into more depth if that’s all he or she teaches.

It’s not a perfect system, but it is fluid. There are many ways to effect change, and that’s the best thing about the system. We are allowed to have a say in what happens in our schools. However, unless a majority want change, it may be difficult to institute change. In the end, whether you grow up in the U.S., Europe, Asia, Africa, the Middle East, South America or anywhere else, great minds will find a way to be educated and hopefully add to the rejuvenation of all schools. We should all work toward that goal!

My biggest concern is that the top 1% and bottom 10% receive all the extra funding, and I don’t believe it’s very effective at either end. The children who excel but don’t test into the top 1% basically have to fend for themselves. Unfortunately, many if not most parents find schools to be good babysitters and don’t care or get involved as long as they don’t get a lot of complaints from the teachers or their children. The parents who seem concerned are also the parents who work hard supporting their children’s education by helping them learn at home and making up for weaknesses in the school curriculum. It has worked this way all along. That’s why so many children are left behind. Without hands on support from parents, there are a lot of children left behind. Probably the hardest thing teachers have to deal with (which includes all nationalities) is a parentally supported lack of discipline of the children. Teachers spend way too much time trying to control unmanageable children and parents are either unresponsive or offended and disbelieving of the situation.

Carol