I didn't suggest it would require less of your time. I suggested it would make your life more enjoyable. I made the assumption that you would be more willing to do grading/prep for a more advanced class and the extra time that can take, than to deal with some of the harder problems in classroom management. My assumption could be quite wrong, maybe you would make that trade. Although, you state this is a reward for you further down, suggesting you would not take that trade.Ixtellor wrote:You are wrong when you say "[teaching all gifted classes] makes my life easier". Yes, I will spend zero time on discipline, but I will spend more time grading/preping. Smart kids ask smart questions and frequently challenge me, which requires constant 'upkeep' in my own education. Additionally you can spend a lot more time on higher order activities which requires a lot more time and thought when grading.
Where a class of 'reluctant learners' won't challenge me intellecutally, I will spend more time on discipline and class room management.
I guess...I don't understand what you mean by intellectually rewarding then. While the 'gifted' classes might get into more complex material; working with non-gifted or even students tracked below the average and trying to increase their motivation, level of engagement and understanding of concepts has been for me, and teachers I've worked with, the more difficult and intellectually challenging task.A more accurate description would be that teaching all gifted kids is frequently more rewarding intellecutally. But in reality my favorite class this year is my 'lowest' class. They are an eager bunch and I love the constant side discussion we get into based on their curiosity, even though its not particularly challenging.
I asked the question as I'm curious why you think that we should devote more time and resources to 'gifted' students we can know there is detriment to other students learning when we add in tracking. Especially when we take into account the number of students that are benefited by tracking and how slight that benefit generally is if there is one at all.What percentage of those students are the 6 that matriculated to MIT?
Meaningless question. While working at an inner city student: Zero, with a small small portion even attending college.
While teaching "regulars" at a wealthy school: Zero. 86% went on to a 4 year college.
While teaching AP classes: Probably 2% make it into the most competitive schools. (MIT, Harvard, Cal Tech, etc) with 80% making it into a top 50 school.
So you perceive it as a reward, but a reward that doesn't make your life easier? Do you believe that you, as a kick ass teacher, should be given the opportunity to work with many gifted students? Rather than you, as a kick ass teacher, should be placed where you are needed most?If your example of ability as a teacher comes from your students that go on to MIT or similar schools why not just focus on students with a relatively high chance of getting into those schools?
Like 99.999% of all teachers, I don't get to pick and choose my populations, much less my schedule. I get, am rewarded, with a lot of "gifted" students because of a long track record of kicking ass in the class room.
My question had nothing to do with the structure you currently have. There are many structures in which students end up in classes. You have not provided me with the structure you work in. My question has to do with how you think we should track students and use resources within our educational system.Why not just have you teach 6 students a year and do your best to make sure all of them get in to MIT
Do you know anything about education?
Kids sign up for my course, I don't get a veto... nor would I want one.
P.S. Its hard to teach kids math when their parents force them to sell drugs or they are in constant fear for their life from actual murderers. The skills that help you survive in the inner city are not condusive to doing well in school, and are in fact a detriment. "School Boy" = Beat down.
I would retort with questions about you and your student populations, but I wager you don't have any real world experience.
I agree, it is quite difficult. Social punishment, as well the threat or reality of physical punishment, are significant and difficult problems. Problems that we are continually getting better at solving.
It feels...trivial, to respond to your wager but as ignoring it might be construed as affirmation of your guess; I do have years of real world experience. Granted, it sounds as if I do not have the same number as you and my experience is related to increasing teacher, student and administration performance and not being a classroom teacher. I do not share your job, a job I greatly respect, but I have significant experience working in schools, schools with great variance from each other.