And that’s not dealing with the elephant in the room: you have all the institutional conditions necessary to create a ‘standardized’ course so you can do less prepping for the next year. But the students’ needs are never standardized. It is indeed a myth that teachers have limited obligations during the off seasons - you have administrative duties, meetings, gradings and prep time to do. But teacher’s obligations are doubled from expected during on seasons simply because they are expected to implement a standardized course according to public (laws, curriculums and such) and private (whoever owns the school and textbook systems you’re meant to apply) requirements, while also personalizing stuff for classes and students that are all massively different from each other. If you teach 60 kids in two different schools, they won’t be the same and they won’t be the same as the next 60 kids the following year either.
Very true! Her school does mixed classes, so she has to come up with alternative work for the “high cap” kids while simultaneously providing additional attention to the kids that arrive to high school unable to write a full paragraph in a class period. The variability between classes in a given year also seems to be really big.
The motivating idea is that giftedness is largely a function of SES and that the high cap kids should still get peer socialization rather than be kept separate, but when class sizes are in the mid 30s and she has to keep answering emails from parents who want to make sure their high cap kids are getting adequate enrichment it ends up being a massive headache.
yeah i was probably fucked up for life because they chose not to skip me a grade when i was 8 or whatever. guess my parents should’ve let me watch power rangers instead of PBS.
this was also at a time when you didn’t get diagnosed with shit if you had good grades.
And that’s not dealing with the elephant in the room: you have all the institutional conditions necessary to create a ‘standardized’ course so you can do less prepping for the next year. But the students’ needs are never standardized. It is indeed a myth that teachers have limited obligations during the off seasons - you have administrative duties, meetings, gradings and prep time to do. But teacher’s obligations are doubled from expected during on seasons simply because they are expected to implement a standardized course according to public (laws, curriculums and such) and private (whoever owns the school and textbook systems you’re meant to apply) requirements, while also personalizing stuff for classes and students that are all massively different from each other. If you teach 60 kids in two different schools, they won’t be the same and they won’t be the same as the next 60 kids the following year either.
Very true! Her school does mixed classes, so she has to come up with alternative work for the “high cap” kids while simultaneously providing additional attention to the kids that arrive to high school unable to write a full paragraph in a class period. The variability between classes in a given year also seems to be really big.
that sounds like a disservice to literally everyone involved
That could be the tagline for the entire US school system, tbh.
The motivating idea is that giftedness is largely a function of SES and that the high cap kids should still get peer socialization rather than be kept separate, but when class sizes are in the mid 30s and she has to keep answering emails from parents who want to make sure their high cap kids are getting adequate enrichment it ends up being a massive headache.
yeah i was probably fucked up for life because they chose not to skip me a grade when i was 8 or whatever. guess my parents should’ve let me watch power rangers instead of PBS.
this was also at a time when you didn’t get diagnosed with shit if you had good grades.
I’m also skeptical - I think it’s post-hoc justification for the reduction in special ed funding, since the cuts hit family services and SpEd first.
Oh look, it me