The parents of eleven plus children have the ability to wield considerable power. “He who pays the piper calls the tune.” Parents have a variety of ways of assessing a teacher’s ability to prepare their child for the eleven plus.
One vital method is their child’s attitude to the lessons and the extra work generated by the eleven plus. Personal recommendation must also play a part as parents discuss the teacher with other parents. The teacher’s past eleven plus record must also be important. Some parents will also rely on their own very personal reaction to the teacher.
Eleven Plus teachers are concerned with far more than being simple purveyors of eleven plus preparation. There is the important matter of the intellectual development of the child. After all the very title `verbal reasoning’ implies that there could be a need to develop and stretch a child’s reasoning ability.
Some children may also need some elements of social training – where help is offered to the child to understand the implications studying largely academic subjects. This could include the need to understand that a candidate can not give up in the middle of an examination. Some children may need to learn how to cope with pressure of time. Other children may need some assistance with breaking day dreaming habits.
The eleven plus teacher is also concerned with helping the child to become organised. Books and papers have to be put away after use. The child needs the right equipment – a sharpened pencil, for example, must help! The child has to arrive at a lesson and leave on time.
Children, however, often have reasonably simple requirements from an eleven plus teacher:
Is the teacher fair, patient and friendly?
Does the teacher have a sense of humour?
Is the teacher willing to answer questions?
Will the teacher provide a safe and secure environment?
Showing posts with label parents. Show all posts
Showing posts with label parents. Show all posts
Monday, January 10, 2011
Friday, November 05, 2010
Eleven Plus Preferences
Some parents are sometimes faced with which eleven plus tutor to choose. There could be a list ranging from the highly prized specialist tutor who ALWAYS gets results (but lives a long way away) and a tutor who lives less than a mile away.
Another factor is the `before and after’ effect of tutoring. Does one tutor select only strong candidates and another does not mind as long as the child and the parents are willing to work hard?
There was a research experiment based on two towns in America. They were thirty five miles away from each other on the Hudson River. Both towns had a water supply that was fluoride deficient.
One town had its water supply treated with sodium fluoride.
After ten years it was found that the children who had been brought up on fluoridated water all their lives had a fifty eight percent chance of less tooth decay.
These results appear to be conclusive. Yet there could have been other factors that could be compared like bone structure, vision, hearing and ability.
In eleven plus terms the wonderful tutor who lives far away may be a better choice for a parent to approach. The eleven plus child, however, may prefer to spend an hour a week less in the car. The eleven plus child may prefer to follow a highly structured approach. Some parents may prefer not to be told every week just how good the tutor is and what wonderful results had been obtained in the past. Preferences, however, do not help parents make a scientific judgement.
At some stage, however, some parents may prefer to say: “What ever!” and go with the flow.
Another factor is the `before and after’ effect of tutoring. Does one tutor select only strong candidates and another does not mind as long as the child and the parents are willing to work hard?
There was a research experiment based on two towns in America. They were thirty five miles away from each other on the Hudson River. Both towns had a water supply that was fluoride deficient.
One town had its water supply treated with sodium fluoride.
After ten years it was found that the children who had been brought up on fluoridated water all their lives had a fifty eight percent chance of less tooth decay.
These results appear to be conclusive. Yet there could have been other factors that could be compared like bone structure, vision, hearing and ability.
In eleven plus terms the wonderful tutor who lives far away may be a better choice for a parent to approach. The eleven plus child, however, may prefer to spend an hour a week less in the car. The eleven plus child may prefer to follow a highly structured approach. Some parents may prefer not to be told every week just how good the tutor is and what wonderful results had been obtained in the past. Preferences, however, do not help parents make a scientific judgement.
At some stage, however, some parents may prefer to say: “What ever!” and go with the flow.
Thursday, June 26, 2008
Eleven Plus Questions
A Brief Survey on Parental Aspirations: (Where 0 is low and 5 is high)
Why do you want your child to go to grammar school?
The standard of teaching and learning would be better
0 – 1 – 2 – 3 – 4- 5
Children would learn more than at other schools.
0 – 1 – 2 – 3 – 4- 5
Grammar schools lead to better career prospects
0 – 1 – 2 – 3 – 4- 5
The grammar school curriculum is `better’.
0 – 1 – 2 – 3 – 4- 5
The subjects a grammar school offers will interest the children.
0 – 1 – 2 – 3 – 4- 5
Grammar schools will stretch academic ability.
0 – 1 – 2 – 3 – 4- 5
Grammar schools will develop intellectual ability
0 – 1 – 2 – 3 – 4- 5
Grammar schools will develop leaders.
0 – 1 – 2 – 3 – 4- 5
There are social advantages in going to grammar school.
0 – 1 – 2 – 3 – 4- 5
The traditions of grammar school are an advantage.
0 – 1 – 2 – 3 – 4- 5
Grammar schools develop character.
0 – 1 – 2 – 3 – 4- 5
Grammar schools prepare children for life.
0 – 1 – 2 – 3 – 4- 5
Parents feel that their children will mix with the `right type of child’.
0 – 1 – 2 – 3 – 4- 5
Some of these statements may stimulate discussion.
Why do you want your child to go to grammar school?
The standard of teaching and learning would be better
0 – 1 – 2 – 3 – 4- 5
Children would learn more than at other schools.
0 – 1 – 2 – 3 – 4- 5
Grammar schools lead to better career prospects
0 – 1 – 2 – 3 – 4- 5
The grammar school curriculum is `better’.
0 – 1 – 2 – 3 – 4- 5
The subjects a grammar school offers will interest the children.
0 – 1 – 2 – 3 – 4- 5
Grammar schools will stretch academic ability.
0 – 1 – 2 – 3 – 4- 5
Grammar schools will develop intellectual ability
0 – 1 – 2 – 3 – 4- 5
Grammar schools will develop leaders.
0 – 1 – 2 – 3 – 4- 5
There are social advantages in going to grammar school.
0 – 1 – 2 – 3 – 4- 5
The traditions of grammar school are an advantage.
0 – 1 – 2 – 3 – 4- 5
Grammar schools develop character.
0 – 1 – 2 – 3 – 4- 5
Grammar schools prepare children for life.
0 – 1 – 2 – 3 – 4- 5
Parents feel that their children will mix with the `right type of child’.
0 – 1 – 2 – 3 – 4- 5
Some of these statements may stimulate discussion.
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