We all probably have a number of names for a game which has rather simple rules.
One child holds out his or her clenched fist. The other, friend or foe, hits the knuckles as hard as he or she can with his or her knuckles.
As the game proceeds the knuckles become more and more bashed and bruised. Neither side can give up. The first one to withdraw is called a baby.
There are a number of names for this game. Some call it `knuckles’, others `knuckleduster’. It is likely that that there are many different names for the same trial of bravery and fortitude.
We worked last year with an extraordinarily bright child. She should have sailed through her eleven plus – but instead she failed her verbal reasoning paper. This is a girl who consistently attained high marks in any of the standardised test we offered – and in all the tests she worked through at school. It is difficult to recall if she ever needed help with any verbal reasoning exercise. She had good comprehension and a broad reading vocabulary.
I had an opportunity to ask her what had gone wrong. With remarkable insight – and some degree of sadness - she explained.
“I was enjoying the paper. I suddenly realised that time was running out. I panicked. I tried working quicker but kept looking at the time. I started guessing. The girl beside me started crying. I could not concentrate. I just guessed.”
As a teacher, and as a tutor, I am sad that this wonderfully articulate and deserving girl is not enjoying the fruits of a grammar school course.
Her parents did not ask for help with an appeal. Unfortunately there was no place in the grammar school for a girl who ran out of time. The children who did pass deserved to pass because they did not run out of time.
The inflexibility of the eleven plus system, however, feels a little at times like the game of knuckles. It is possible, sadly, for bright children to fail the examination. It is possible that some potential scholars leave the eleven plus saga feeling bruised and bashed.
Tuesday, November 30, 2010
Monday, November 29, 2010
Eleven Plus Hope
What kind of questions can tell you more about yourself as the parent of an eleven plus child? Are the same questions suitable for your child?
Are you as good, or better, than most people at answering verbal reasoning questions?
Are you usually troubled by feelings of eleven plus guilt?
Do you find yourself apologising if you can not answer an eleven plus question?
Do you sometimes feel that you don’t care if you can’t answer an eleven plus question?
Are you pretty confident about yourself and your role in the eleven plus?
Do you indulge in little superstitious eleven plus rituals? (Like tidying up?)
Would you say that you have a high opinion of yourself?
Are you offended if you are corrected over an eleven plus error?
Do you find it difficult to sit still without fidgeting?
If someone says something nice to you, do you believe them?
There are no answers.
If you score full marks you have a high esteem.
You are obviously a happy and well adjusted eleven plus candidate.
You don’t worry much about the outcome of the examination.
All you can do is hope for the best – and do your best.
Familiar words?
Are you as good, or better, than most people at answering verbal reasoning questions?
Are you usually troubled by feelings of eleven plus guilt?
Do you find yourself apologising if you can not answer an eleven plus question?
Do you sometimes feel that you don’t care if you can’t answer an eleven plus question?
Are you pretty confident about yourself and your role in the eleven plus?
Do you indulge in little superstitious eleven plus rituals? (Like tidying up?)
Would you say that you have a high opinion of yourself?
Are you offended if you are corrected over an eleven plus error?
Do you find it difficult to sit still without fidgeting?
If someone says something nice to you, do you believe them?
There are no answers.
If you score full marks you have a high esteem.
You are obviously a happy and well adjusted eleven plus candidate.
You don’t worry much about the outcome of the examination.
All you can do is hope for the best – and do your best.
Familiar words?
Eleven Plus Bullying 28/11/11
We have been establishing a basis for helping children who are being bullied. Bullying is a highly emotive term – with as many heads as a `Many Headed Hydra.’ You will recall that the Hydra had nine heads and if you cut one off it grew two more.
(The resultant eleven plus question: `How long will it take a Hydra to grow eighteen heads?’ Answers on a post card please to: Etc DA11 0DL. Please mark your post card with: the word Hydra and your answer.)
I can still remember at school a boy from the boarding house dormitory where I was a pupil’ He quite simply had a stutter. He stuttered because he kept repeating words or parts of words. He did not stammer, which is the inability to offer any words. He stuttered. He did not like one of the boarding house masters who took the roll call when we were all lined up waiting to go into the meal. We lined up in rows, starting with the youngest dormitory.
The whole hostel waited with bated breath for the boy’s name to be called. All he had to say was `present’. When the master (Mr Geoff) read his name he started to stammer. Mr Geoff made the entire hostel wait until the boy had said the full word. We wanted our food. Mr Geoff wanted vengeance. He wanted power. Sometimes we waited in silence. Sometimes someone tried to help by answering on the boy’s behalf.
The saving grace for this boy was the undoubted ability and ferociousness he displayed on the rugby field. He would tackle anything and anyone. The boys in the hostel respected him for this bravery and courage. Most were tolerant and supportive – especially during the rugby season.
Sometimes a very bright eleven plus child may experience bullying from less able children. Bullying does not have to be physical – mental bullying can be worse!
“Sticks and stones my break my bones, but words can never hurt me.”
(The resultant eleven plus question: `How long will it take a Hydra to grow eighteen heads?’ Answers on a post card please to: Etc DA11 0DL. Please mark your post card with: the word Hydra and your answer.)
I can still remember at school a boy from the boarding house dormitory where I was a pupil’ He quite simply had a stutter. He stuttered because he kept repeating words or parts of words. He did not stammer, which is the inability to offer any words. He stuttered. He did not like one of the boarding house masters who took the roll call when we were all lined up waiting to go into the meal. We lined up in rows, starting with the youngest dormitory.
The whole hostel waited with bated breath for the boy’s name to be called. All he had to say was `present’. When the master (Mr Geoff) read his name he started to stammer. Mr Geoff made the entire hostel wait until the boy had said the full word. We wanted our food. Mr Geoff wanted vengeance. He wanted power. Sometimes we waited in silence. Sometimes someone tried to help by answering on the boy’s behalf.
The saving grace for this boy was the undoubted ability and ferociousness he displayed on the rugby field. He would tackle anything and anyone. The boys in the hostel respected him for this bravery and courage. Most were tolerant and supportive – especially during the rugby season.
Sometimes a very bright eleven plus child may experience bullying from less able children. Bullying does not have to be physical – mental bullying can be worse!
“Sticks and stones my break my bones, but words can never hurt me.”
Eleven Plus Wars 27/11/11
When the builders of the early eleven plus questions were developing their tests (back in the early fifties) some may have been relying heavily on the collected thoughts of Professor E.L. Thorndike. He felt that intelligence was demonstrated in different ways. He postulated mechanical intelligence, social intelligence and abstract intelligence. By mechanical intelligence he meant the ability of a person to work with machines, tools and gadgets. He distinguished social intelligence as being to do with understanding people. Of course abstract intelligence needed to be able to include verbal and non verbal reasoning.
Some eleven plus questions seem to cut across all three disciplines.
“You need to be able to measure exactly four litres from an open hundred litre drum.
All you have is two cans.
Can 1 – 3 litre
Can 2 – 5 litre.
How can you measure the four litres swiftly and accurately?”
At some stage in the eleven plus process your child should be able to answer this question reasonably happily. If a question like this demands high class abstract reasoning skills – how come some adult swill have to be able to think twice to be able to solve the problem?
A mechanically minded adult may build a picture of the cans and be able to visualise the process. A socially minded person may use words and ideas and have the ability to communicate with others about how to solve the problem. The adult with strong abstract skills may be able to reason the problem but not explain it easily and lucidly.
War breaks out in the home. Mum and dad are both highly intelligent people. Their eleven plus child is possibly even brighter.
Each member of the family may see the solution in different ways – and try to explain it in their own words. The end result could be the eleven plus child is simply hoping that mum and dad will just move on. After all it is just an eleven plus question – and certainly not worthy of protracted war.
Some eleven plus questions seem to cut across all three disciplines.
“You need to be able to measure exactly four litres from an open hundred litre drum.
All you have is two cans.
Can 1 – 3 litre
Can 2 – 5 litre.
How can you measure the four litres swiftly and accurately?”
At some stage in the eleven plus process your child should be able to answer this question reasonably happily. If a question like this demands high class abstract reasoning skills – how come some adult swill have to be able to think twice to be able to solve the problem?
A mechanically minded adult may build a picture of the cans and be able to visualise the process. A socially minded person may use words and ideas and have the ability to communicate with others about how to solve the problem. The adult with strong abstract skills may be able to reason the problem but not explain it easily and lucidly.
War breaks out in the home. Mum and dad are both highly intelligent people. Their eleven plus child is possibly even brighter.
Each member of the family may see the solution in different ways – and try to explain it in their own words. The end result could be the eleven plus child is simply hoping that mum and dad will just move on. After all it is just an eleven plus question – and certainly not worthy of protracted war.
Eleven Plus Responses 26/11/11
Your pre-eleven plus child is now thinking about grammar school.
Something pops into your mind. You ask your eleven plus child the question:
“Have you learnt how to knot your tie without looking in the mirror?
(You have the feeling that boys and girls, in Year 7, at the local grammar school, need to wear ties. As a parent you sometimes may worry about the ability of your child to `fit in’.)
When you ask your child this question, you are really asking three questions:
1. Has your child solved the problem?
2. Has your child committed the steps to memory?
3. Can he or she actually perform the task?
If your child answers with a monosyllabic, and entirely unwarranted, `Yes’, then you can take the answer many ways.
(You could, as a last resort, ask for more detail on any of the points.)
“Yes, I have solved the problem. I can tie my tie.
“Yes, I can remember how to tie my tie.
“Yes, I can tie my tie? Would you like me to demonstrate it?”
We can take this a little bit further.
“How you completed your eleven plus task today?”
“Yes I have.”
“Yes I have done the verbal reasoning task – but nothing else.”
“Yes I did finish the whole paper in just fifty minutes. I am pleased with my mark as it was higher than yesterday,”
Parents may, sometimes, have to read a lot into the responses of their eleven plus candidate.
Something pops into your mind. You ask your eleven plus child the question:
“Have you learnt how to knot your tie without looking in the mirror?
(You have the feeling that boys and girls, in Year 7, at the local grammar school, need to wear ties. As a parent you sometimes may worry about the ability of your child to `fit in’.)
When you ask your child this question, you are really asking three questions:
1. Has your child solved the problem?
2. Has your child committed the steps to memory?
3. Can he or she actually perform the task?
If your child answers with a monosyllabic, and entirely unwarranted, `Yes’, then you can take the answer many ways.
(You could, as a last resort, ask for more detail on any of the points.)
“Yes, I have solved the problem. I can tie my tie.
“Yes, I can remember how to tie my tie.
“Yes, I can tie my tie? Would you like me to demonstrate it?”
We can take this a little bit further.
“How you completed your eleven plus task today?”
“Yes I have.”
“Yes I have done the verbal reasoning task – but nothing else.”
“Yes I did finish the whole paper in just fifty minutes. I am pleased with my mark as it was higher than yesterday,”
Parents may, sometimes, have to read a lot into the responses of their eleven plus candidate.
Thursday, November 25, 2010
Newton, Archimedes and the Eleven Plus
History has shown up many able men and women over the years. I like the stories of three men in particular. We will all have heroes at some time or another in our lives – but the choice of the best three must change from time to time. Today I put three names forward:
Newton – he had his apple.
Archimedes –when he leapt out of tub.
Eratosthenes – and the circumference of the earth.
At one time or another they each demonstrated insight and understanding.
Insight and understanding are naturally vitally important in any eleven plus examination. These three men must also have shown elements of originality. Perhaps the eleven plus examination would be more exciting to some children if they were challenged to think originally.
One test that is used to look at originality is that of `Unusual Uses’. An example could be: “What uses can you put a verbal reasoning paper to?”
A second form of originality could be providing a list of words to the eleven plus candidate and asking him or her to build a story out of the words.
There may be some children who will benefit from a section of the examination where marks can be gained for being able to demonstrate that he or she can think originally.
There must be some Grammar schools who would be proud to know that a past pupil of theirs had gone on to be as well known in the world as Newton or Archimedes.
Newton – he had his apple.
Archimedes –when he leapt out of tub.
Eratosthenes – and the circumference of the earth.
At one time or another they each demonstrated insight and understanding.
Insight and understanding are naturally vitally important in any eleven plus examination. These three men must also have shown elements of originality. Perhaps the eleven plus examination would be more exciting to some children if they were challenged to think originally.
One test that is used to look at originality is that of `Unusual Uses’. An example could be: “What uses can you put a verbal reasoning paper to?”
A second form of originality could be providing a list of words to the eleven plus candidate and asking him or her to build a story out of the words.
There may be some children who will benefit from a section of the examination where marks can be gained for being able to demonstrate that he or she can think originally.
There must be some Grammar schools who would be proud to know that a past pupil of theirs had gone on to be as well known in the world as Newton or Archimedes.
Wednesday, November 24, 2010
Factors Affecting Eleven Plus Success
Consider a typical family with two children. One child is a smart eleven plus candidate. The other child is simply different. They both come from the same home. They have the same parents. Why are they different?
I used to read about Gregor Mendel who worked for eight years on varieties of garden peas. This led him to determine the `Mendelian Lays of Inheritance’. He crossbred and inbred varieties of peas. His preoccupation was with pairs of contrasting traits.
He crossed tall peas with short peas.
He crossed wrinkled peas with smooth peas.
He crossed peas with red flowers with peas with yellow flowers.
He crossed green seeds with yellow seeds.
Parents of eleven plus children do not generally have the same opportunity to make a wide number of cross choices when they are considering having their own children. Should a short dad cross with a tall mum? Could a wrinkled dad cross with a smooth mum? Could a dad who preferred red flowers cross with a mum who preferred yellow flowers? All these crosses would have to be made with the sole intention of developing a smart eleven plus child. There could be problems!
Mendel noted certain traits were passed on without alteration. Other traits showed dominance. He crossed, for example tall peas with short peas. The first generation of pea plants all grew to be tall. The peas were then encouraged to self generate. Mendel found that typically there now three tall peas – but one dwarf variety. Being tall thus became a dominant trait while being small was of a recessive nature.
Of course some blending of traits will occur in offspring. We can only presume that the mother of a true eleven plus candidate will be bright. We must presume too that the mother would look for a father capable of producing an eleven plus child. (Unless he had a beautiful body!)
There are many factors affecting the development of an eleven plus child. Inheriting certain traits may or may not play a significant part. If the mother’s brothers were, for example, bald – then it is not likely that the possibility of baldness on the mother’s side would affect future eleven plus performance.
The study of the application of knowledge of heredity is called `eugenics’.
Perhaps some parents may feel that they have to check to see if their prospective partner is eugenically eleven plus enabled. This would encourage the scientific selection of eleven plus candidates.
I pity the poor child if the parents went to such lengths!
I used to read about Gregor Mendel who worked for eight years on varieties of garden peas. This led him to determine the `Mendelian Lays of Inheritance’. He crossbred and inbred varieties of peas. His preoccupation was with pairs of contrasting traits.
He crossed tall peas with short peas.
He crossed wrinkled peas with smooth peas.
He crossed peas with red flowers with peas with yellow flowers.
He crossed green seeds with yellow seeds.
Parents of eleven plus children do not generally have the same opportunity to make a wide number of cross choices when they are considering having their own children. Should a short dad cross with a tall mum? Could a wrinkled dad cross with a smooth mum? Could a dad who preferred red flowers cross with a mum who preferred yellow flowers? All these crosses would have to be made with the sole intention of developing a smart eleven plus child. There could be problems!
Mendel noted certain traits were passed on without alteration. Other traits showed dominance. He crossed, for example tall peas with short peas. The first generation of pea plants all grew to be tall. The peas were then encouraged to self generate. Mendel found that typically there now three tall peas – but one dwarf variety. Being tall thus became a dominant trait while being small was of a recessive nature.
Of course some blending of traits will occur in offspring. We can only presume that the mother of a true eleven plus candidate will be bright. We must presume too that the mother would look for a father capable of producing an eleven plus child. (Unless he had a beautiful body!)
There are many factors affecting the development of an eleven plus child. Inheriting certain traits may or may not play a significant part. If the mother’s brothers were, for example, bald – then it is not likely that the possibility of baldness on the mother’s side would affect future eleven plus performance.
The study of the application of knowledge of heredity is called `eugenics’.
Perhaps some parents may feel that they have to check to see if their prospective partner is eugenically eleven plus enabled. This would encourage the scientific selection of eleven plus candidates.
I pity the poor child if the parents went to such lengths!
Tuesday, November 23, 2010
Cats, Dogs and the Eleven Plus
Would it be true to say that eleven plus children, who pass the examination, are more intelligent than children who do not?
Would it be far more likely to say that children who pass the eleven plus examination are better than other children at working on eleven plus questions?
Is it basic intelligence that creates the opportunity for a child to pass or is it the ability to read and answer eleven plus questions? Is it a combination? Does it help if your child is a friendly and sociable?
There is a wonderful article in today’s Daily Telegraph entitled: `Dogs are smarter than cats’.
The premise of the argument is that dogs are cleverer than cats because their friendly character has helped them to develop bigger brains.
The researchers from Oxford University discovered that cat’s brains are smaller because they are less social.
We all know that a successful eleven plus child needs to be intelligent – and be able to work on examination papers. Parents, however, may need to consider the size of their child’s brains! This transformation of the brain will not be achieved by sending the child to a tutor. The transformation of the brain will take place through social networking.
Brain Stretching Step 1
Immediately purchase a phone with the ability to send and receive unlimited texts.
Brain Stretching Step 2
Upgrade your child’s personal computer. Encourage and develop the ability to use the social networking sites:
On no account use sites you may be interested in:
Twitter
Face Book
Microsoft Messenger
Go for the ones suggested in a Times article in 2009.
(At this stage I have to confess I have never heard of most of these sites. My only concern is trying to help your child develop a larger and more effective brain!)
The first two were:
Clubpenguin.com (28 million users)
Poptropica.com (76 million users)
It looks as if a family can increase their eleven plus opportunities through the parents hitting Twitter and Facebook and the children Clubpenguin and Poptropica.
Send your cats to live with the nearest maiden aunt. Get hold of a pack of dogs in the interest of increased sociability.
I’m off to buy shares in a dog food company!
Would it be far more likely to say that children who pass the eleven plus examination are better than other children at working on eleven plus questions?
Is it basic intelligence that creates the opportunity for a child to pass or is it the ability to read and answer eleven plus questions? Is it a combination? Does it help if your child is a friendly and sociable?
There is a wonderful article in today’s Daily Telegraph entitled: `Dogs are smarter than cats’.
The premise of the argument is that dogs are cleverer than cats because their friendly character has helped them to develop bigger brains.
The researchers from Oxford University discovered that cat’s brains are smaller because they are less social.
We all know that a successful eleven plus child needs to be intelligent – and be able to work on examination papers. Parents, however, may need to consider the size of their child’s brains! This transformation of the brain will not be achieved by sending the child to a tutor. The transformation of the brain will take place through social networking.
Brain Stretching Step 1
Immediately purchase a phone with the ability to send and receive unlimited texts.
Brain Stretching Step 2
Upgrade your child’s personal computer. Encourage and develop the ability to use the social networking sites:
On no account use sites you may be interested in:
Face Book
Microsoft Messenger
Go for the ones suggested in a Times article in 2009.
(At this stage I have to confess I have never heard of most of these sites. My only concern is trying to help your child develop a larger and more effective brain!)
The first two were:
Clubpenguin.com (28 million users)
Poptropica.com (76 million users)
It looks as if a family can increase their eleven plus opportunities through the parents hitting Twitter and Facebook and the children Clubpenguin and Poptropica.
Send your cats to live with the nearest maiden aunt. Get hold of a pack of dogs in the interest of increased sociability.
I’m off to buy shares in a dog food company!
Monday, November 22, 2010
Eleven Plus Boredom
What does your eleven plus child mean when he or she complains of boredom?
Is it a continual need for adventure and new experiences? Does boredom mean that the child feels caught up in a series of static or repetitive situation? Bright children are able to explain that they are bored at a remarkably young age. Place a clever ten year old in the back of a car. Stop unexpectedly in a traffic jam. Count backwards in Russian from five and you will hear the familiar whine: “I’m bored.”
Adults can work their way through boredom by bringing work home, DIY, reading papers, walking the dog, T.V., radio, hobbies and a hidden still at the bottom of the garden. Some children, a few children, just need to have money spent on them.
At bright ten year old should be at the peak of his or her powers of investigation. Eleven Plus children should be arguing, discussing and demonstrating a wide range of interests.
Can parents present a case to their child that it tends to be the apathetic who complain about being bored? Surely the child should have known what a potentially long journey entails? Who should have provided the extra books to read, puzzles to play with and as wide a range of electronic games as possible? Should a mother put them in a car for their intelligent ten year old? Should dad plan and provide the in-car entertainment? Should it be the responsibility of the child?
Is the grind of eleven plus papers to blame for occasional boredom creeping into the eleven plus year? Are papers and exercises too similar?
In the examination we want our candidate to be daring, imaginative and thoughtful. We want persistence and independence. It could be argued that a child with at least some of these characteristics will seldom be bored.
Is it a continual need for adventure and new experiences? Does boredom mean that the child feels caught up in a series of static or repetitive situation? Bright children are able to explain that they are bored at a remarkably young age. Place a clever ten year old in the back of a car. Stop unexpectedly in a traffic jam. Count backwards in Russian from five and you will hear the familiar whine: “I’m bored.”
Adults can work their way through boredom by bringing work home, DIY, reading papers, walking the dog, T.V., radio, hobbies and a hidden still at the bottom of the garden. Some children, a few children, just need to have money spent on them.
At bright ten year old should be at the peak of his or her powers of investigation. Eleven Plus children should be arguing, discussing and demonstrating a wide range of interests.
Can parents present a case to their child that it tends to be the apathetic who complain about being bored? Surely the child should have known what a potentially long journey entails? Who should have provided the extra books to read, puzzles to play with and as wide a range of electronic games as possible? Should a mother put them in a car for their intelligent ten year old? Should dad plan and provide the in-car entertainment? Should it be the responsibility of the child?
Is the grind of eleven plus papers to blame for occasional boredom creeping into the eleven plus year? Are papers and exercises too similar?
In the examination we want our candidate to be daring, imaginative and thoughtful. We want persistence and independence. It could be argued that a child with at least some of these characteristics will seldom be bored.
Sunday, November 21, 2010
The Eleven Plus Project
Some parents may feel a strong desire to direct their thoughts towards making the eleven plus journey into a project. After all projects have been used in education for many years. Projects also have a role to play in adult life. So why not establish the `Eleven Plus Project’?
The term was used by Kilpatrick in the spring of 1918. He felt that a project needed to be a purposeful activity. He also argued that there was a strong element of a `social environment’ within a project. He hoped for sharpened intellectual acumen and enhanced moral judgement.
What Kilpatrick was on about was the way that reading, spelling, mathematics and English were all taught as separate entities and that there was a need to combine the activities.
This would mean children studying in the `Project Eleven Plus’ manner working on mathematics and English as well as verbal and non verbal reasoning papers – but not as four separate subjects but as a wholly integrated unit.
Grammar schools would need to understand that the extent of net that an integrated Eleven Plus syllabus would cast. After all it is possible that a different type of intellect would be exposed. Eleven plus tutors would need to teach methods of investigation and analysis rather than how to answer preset types of examination question. (Which word is opposite?) It would be far more difficult to set the eleven plus syllabus in advance. It may even be much more difficult for major publishers and players in the eleven plus market to set the agenda.
Of course a new curriculum would appear very swiftly. Publishers and examining bodies would quickly organise the subjects into some form of structure. Chapters would appear. Spin off would spin off. The whole excitement over a new form of the eleven plus would swiftly dissipate.
There is a chance, however, that a small number of children would be able to benefit from a grammar school education even if they did not know how to cope with analogies and codes.
The term was used by Kilpatrick in the spring of 1918. He felt that a project needed to be a purposeful activity. He also argued that there was a strong element of a `social environment’ within a project. He hoped for sharpened intellectual acumen and enhanced moral judgement.
What Kilpatrick was on about was the way that reading, spelling, mathematics and English were all taught as separate entities and that there was a need to combine the activities.
This would mean children studying in the `Project Eleven Plus’ manner working on mathematics and English as well as verbal and non verbal reasoning papers – but not as four separate subjects but as a wholly integrated unit.
Grammar schools would need to understand that the extent of net that an integrated Eleven Plus syllabus would cast. After all it is possible that a different type of intellect would be exposed. Eleven plus tutors would need to teach methods of investigation and analysis rather than how to answer preset types of examination question. (Which word is opposite?) It would be far more difficult to set the eleven plus syllabus in advance. It may even be much more difficult for major publishers and players in the eleven plus market to set the agenda.
Of course a new curriculum would appear very swiftly. Publishers and examining bodies would quickly organise the subjects into some form of structure. Chapters would appear. Spin off would spin off. The whole excitement over a new form of the eleven plus would swiftly dissipate.
There is a chance, however, that a small number of children would be able to benefit from a grammar school education even if they did not know how to cope with analogies and codes.
Saturday, November 20, 2010
Eleven Plus Technology
We have been conducting on line lessons for some months. The lessons need a headset and a microphone – other wise it is hard for the child to communicate over the internet. Who should set the computer up – the male or the female member of the family? Should it be a joint effort? Who should buy the headphones? Who decides which headset to buy? How much should the family spend? Should the family spend £60.00 on the best possible head set or £13.00 on one which works just as well?
The following statement does not follow definitive research – and is largely unsubstantiated – but we have found many women (mothers) making the buying decisions. Of course this naturally leads to who should install and test the equipment.
A wonderful website called `Women in Technology’ has an article about women making better bosses.
38% of people think that women make better bosses.
29% of people think that men make better bosses.
33% think that gender is unimportant.
Would it be possible to extrapolate the thinking behind the research into who would be best to buy and install the equipment?
What percentage think that mum should purchase and install?
What percentage think that dad should purchase and install?
What percentage of children think that it does not really matter so long as it is working?
The following statement does not follow definitive research – and is largely unsubstantiated – but we have found many women (mothers) making the buying decisions. Of course this naturally leads to who should install and test the equipment.
A wonderful website called `Women in Technology’ has an article about women making better bosses.
38% of people think that women make better bosses.
29% of people think that men make better bosses.
33% think that gender is unimportant.
Would it be possible to extrapolate the thinking behind the research into who would be best to buy and install the equipment?
What percentage think that mum should purchase and install?
What percentage think that dad should purchase and install?
What percentage of children think that it does not really matter so long as it is working?
Friday, November 19, 2010
Collecting Eleven Plus Knowledge
Some parents will be able to predict remarkably accurately their eleven plus child’s capacity to learn and understand. Parents know, almost instinctively, where their child stands – and is usually able to predict how easily he or she will cope with eleven plus work.
`List maker’ parents will fairly quickly be able to draw up a list of work that needs to be done and work where attention is needed. The further into eleven plus work the more likely the candidate is able to assimilate and learn new processes. An example that can be used to explain this to your child is to retell a story.
A lonely man is a castaway in a small boat on the sea. He is running out of food and water. He has only dried fish to chew on. His water is down to almost the last cup. He sees a rain squall approaching on the horizon. The man makes a plan! He has to think quickly!
He wants to collect water. Should he use his mug to try to catch the rain water - so that he can drink in a formal and proper manner? Should he spread his large sail canvas out in order to catch as much water as possible?
Some parents may care to remind their children that the more that is learnt, consolidated and revised, the more likely it is that he or she will be able to do as well as possible in the examination.
The eleven plus examination covers a wide range of topics. A large sail is needed to catch as many drops of eleven plus knowledge as possible.
Very few parents will rely only on a tutor or a website or a particular set of books or papers. It seems likely that that most eleven plus parents will use a wide range of sources of eleven plus materials. Spread the sail wide and let little drops of knowledge rain on your child’s head!
`List maker’ parents will fairly quickly be able to draw up a list of work that needs to be done and work where attention is needed. The further into eleven plus work the more likely the candidate is able to assimilate and learn new processes. An example that can be used to explain this to your child is to retell a story.
A lonely man is a castaway in a small boat on the sea. He is running out of food and water. He has only dried fish to chew on. His water is down to almost the last cup. He sees a rain squall approaching on the horizon. The man makes a plan! He has to think quickly!
He wants to collect water. Should he use his mug to try to catch the rain water - so that he can drink in a formal and proper manner? Should he spread his large sail canvas out in order to catch as much water as possible?
Some parents may care to remind their children that the more that is learnt, consolidated and revised, the more likely it is that he or she will be able to do as well as possible in the examination.
The eleven plus examination covers a wide range of topics. A large sail is needed to catch as many drops of eleven plus knowledge as possible.
Very few parents will rely only on a tutor or a website or a particular set of books or papers. It seems likely that that most eleven plus parents will use a wide range of sources of eleven plus materials. Spread the sail wide and let little drops of knowledge rain on your child’s head!
Thursday, November 18, 2010
Eleven Plus Percentiles
Standardised Scores and Percentiles
Standardised Scores range comfortably between 70 and 130. A mean of 100 is average. Naturally there are children who are able to climb to scores over 130. Some children will achieve these outstanding scores through excellent support at school, others through wonderful parents and some through good preparation. Some lucky children have a combination of outstanding ability, amazing parents and miraculous tuition.
When a score goes above 115 and below 85, then the scores are a standard deviation from the mean of 100. The children who are well above 115 and well below 85 can be two standard deviations from the mean. The word deviation in this sense is how far the score is from the average of 100.
A percentile, however, gives different information about a child’s performance in comparison with other children. A percentile describes how many children are on or below a score.
A standardised score in the 75th percentile suggests that the result is as well as or better than 75 out of every hundred children.
A score of 130 and above is reached by only 2.27% of the population.
Standardised Score 130
Interpretation Excellent
Deviation >+2
Percentile Score >98
Percentage of the Population 2.27. (How you find 0.27 of a child?)
Standardised Score 115
Interpretation High Average
Deviation >+1
Percentile Score >83
Percentage of the Population 68.26 – between 85 and 115.
Your child may be more interested to hear that he or she is better than 75% of the other children taking the same test.
Standardised Scores range comfortably between 70 and 130. A mean of 100 is average. Naturally there are children who are able to climb to scores over 130. Some children will achieve these outstanding scores through excellent support at school, others through wonderful parents and some through good preparation. Some lucky children have a combination of outstanding ability, amazing parents and miraculous tuition.
When a score goes above 115 and below 85, then the scores are a standard deviation from the mean of 100. The children who are well above 115 and well below 85 can be two standard deviations from the mean. The word deviation in this sense is how far the score is from the average of 100.
A percentile, however, gives different information about a child’s performance in comparison with other children. A percentile describes how many children are on or below a score.
A standardised score in the 75th percentile suggests that the result is as well as or better than 75 out of every hundred children.
A score of 130 and above is reached by only 2.27% of the population.
Standardised Score 130
Interpretation Excellent
Deviation >+2
Percentile Score >98
Percentage of the Population 2.27. (How you find 0.27 of a child?)
Standardised Score 115
Interpretation High Average
Deviation >+1
Percentile Score >83
Percentage of the Population 68.26 – between 85 and 115.
Your child may be more interested to hear that he or she is better than 75% of the other children taking the same test.
Wednesday, November 17, 2010
Eleven Plus Information
One of the problems that parents face on their shared eleven plus journey is what to do with all the information that they collect. At certain stages the eleven plus train will pull into a siding to allow the driver to take stock. This is rather like parking to check that the sat nav is still working correctly.
Mothers and fathers have to believe in the inevitability of the examination. Like death and taxes the eleven plus examination grows ever closer. Along the way parents have to make basic assumptions.
“Nearly all the children in my child’s class are attending tutors – therefore my child needs to attend one too.”
Of course this assumption is fundamentally flawed. Many children pass the eleven plus without attending a tutor.
“I must use the recommended books otherwise my child will fail.”
Again this is not correct. We once had a father who wanted to sit in every lesson his child attended. He scrutinised every single question – much less every exercise. He was preoccupied with the question – how relevant is that exercise to the questions my daughter will be offered in the examination?
“Will my child feel alienated from friends and family if he or she has to attend the local comprehensive?”
In all these things beauty is in the eye of the beholder. We once had a very bright girl who wanted to attend an all girls school grammar school and not a mixed grammar school that was `just down the road’. She passed the one examination with fantastic marks – but failed the other with extraordinary low marks. She voted on her choice of school in the actual examination.
“Do I need to react passively if my child starts on a familiar `Why me?” conversation?”
As far as family dynamics are concerned a healthy exchange of views can clear the air.
Raised voices? That is up to all concerned. Depends on whose voice!
Splendid sulks? That depends on who is doing the sulking.
Bribery? Of course!
Threats? A waste of time. Like water off a duck’s back!
Discussion? The dream – but not always reality.
Information? Just an overload. Keep it simple!
Mothers and fathers have to believe in the inevitability of the examination. Like death and taxes the eleven plus examination grows ever closer. Along the way parents have to make basic assumptions.
“Nearly all the children in my child’s class are attending tutors – therefore my child needs to attend one too.”
Of course this assumption is fundamentally flawed. Many children pass the eleven plus without attending a tutor.
“I must use the recommended books otherwise my child will fail.”
Again this is not correct. We once had a father who wanted to sit in every lesson his child attended. He scrutinised every single question – much less every exercise. He was preoccupied with the question – how relevant is that exercise to the questions my daughter will be offered in the examination?
“Will my child feel alienated from friends and family if he or she has to attend the local comprehensive?”
In all these things beauty is in the eye of the beholder. We once had a very bright girl who wanted to attend an all girls school grammar school and not a mixed grammar school that was `just down the road’. She passed the one examination with fantastic marks – but failed the other with extraordinary low marks. She voted on her choice of school in the actual examination.
“Do I need to react passively if my child starts on a familiar `Why me?” conversation?”
As far as family dynamics are concerned a healthy exchange of views can clear the air.
Raised voices? That is up to all concerned. Depends on whose voice!
Splendid sulks? That depends on who is doing the sulking.
Bribery? Of course!
Threats? A waste of time. Like water off a duck’s back!
Discussion? The dream – but not always reality.
Information? Just an overload. Keep it simple!
Tuesday, November 16, 2010
Eleven Plus Herbs
Will eleven plus children and their parents ever be able to have timely and prescribed access to herbal remedies? Not every one agrees with the concept of herbal remedies – yet some people swear by them. We all know that herbs are not suitable for all conditions and that considerable caution needs to be taken with some herbs.
As civilisation developed, people began to know which herbs were good to eat and which had healing or medicinal functions. For thousands of years herbs have been easily available to people – and in spite of modern developments millions still rely on herbs. Of course herbs are not much use without a herbalist. Most herbalists are people who try convince their patients that they are treating the cause of the problem and not the symptoms.
When we wander off to have a `nice cup of tea’, we are imbibing a herb. A mug of Kenyan coffee is a herb. We are warned that too much tea and too much coffee can have an effect on the body.
We know that some herbs can stimulate the heart – and others can have a relaxing and calming effect on the body. This leads us nicely into the eleven plus herb.
This is a herb taken by both men and women. Sometimes the herb is distilled and offered in a highly concentrated form. (For some this would be a restorative like a quick slug of 15 year old whiskey.) Other eleven plus herbs need to be savoured with a slap up meal in a wildly expensive restaurant while sharing the problems of bringing up an eleven plus candidate.
We know what it is like going into a book shop in an eleven plus town. There will be rows and rows of a range of eleven plus books. Think of the people going into an upmarket supermarket and seeing rows and rows of `Superior Eleven Plus’on the herbal shelf.
The label would read:
A tough but tender ten year old.
Sometimes pleasant and sometimes a tiger.
Quick to take offence but slow to respond. (At times.)
Needs careful nurturing – but demands own space.
Treat with love and respect – the years go quickly!
As civilisation developed, people began to know which herbs were good to eat and which had healing or medicinal functions. For thousands of years herbs have been easily available to people – and in spite of modern developments millions still rely on herbs. Of course herbs are not much use without a herbalist. Most herbalists are people who try convince their patients that they are treating the cause of the problem and not the symptoms.
When we wander off to have a `nice cup of tea’, we are imbibing a herb. A mug of Kenyan coffee is a herb. We are warned that too much tea and too much coffee can have an effect on the body.
We know that some herbs can stimulate the heart – and others can have a relaxing and calming effect on the body. This leads us nicely into the eleven plus herb.
This is a herb taken by both men and women. Sometimes the herb is distilled and offered in a highly concentrated form. (For some this would be a restorative like a quick slug of 15 year old whiskey.) Other eleven plus herbs need to be savoured with a slap up meal in a wildly expensive restaurant while sharing the problems of bringing up an eleven plus candidate.
We know what it is like going into a book shop in an eleven plus town. There will be rows and rows of a range of eleven plus books. Think of the people going into an upmarket supermarket and seeing rows and rows of `Superior Eleven Plus’on the herbal shelf.
The label would read:
A tough but tender ten year old.
Sometimes pleasant and sometimes a tiger.
Quick to take offence but slow to respond. (At times.)
Needs careful nurturing – but demands own space.
Treat with love and respect – the years go quickly!
Monday, November 15, 2010
Eleven Plus Criteria
Course Title
Eleven Plus Examination 2011
Selection Criteria
The ability to demonstrate ability in an examination.
Physical requirements must include the ability to sit still and concentrate for periods of time.
The personal qualities of an eleven plus candidate must include the ability to be pleasant to parents when under pressure.
(Parents, of course, do not have to have formal eleven plus qualifications – the children will hope that their parents will pick it up as the family move closer towards the examination.)
Children do not need to be able to read before they are three years old.
Children do not need to be proficient at Grade 5 on the flute.
Children do not need to have played at county level at a popular sport.
Children do need to be able to work hard and do their best.
Selection Method
Selection is by a public examination.
Selection does not have to take into account how a child is feeling on the day.
Selection does not have to take into account the concerns of the mother that her child enters a grammar school and not that school `down the road’.
Selection does not need to take into account dad’s weak jokes on the morning of the examination. (However well meaning!)
Course Content
Lots of different papers.
Lots of different eleven plus books.
Lots of different online tests.
Lots of publishers – ranging from the well known to the earnest.
Practice examinations.
Courses.
Objective
“To get into grammar!”
Examinations
Parents must wish, at times, that they could take the examination for their child.
Sadly, children do actually need to pass.
It is possible, in some areas, to take different eleven plus examinations.
It is possible to pass one eleven plus examination and fail another.
Locations
Depends where you live.
Depends where you might live in the future.
Depends if you child passes the examination.
An eleven plus pass depends on a lot of things!
Eleven Plus Examination 2011
Selection Criteria
The ability to demonstrate ability in an examination.
Physical requirements must include the ability to sit still and concentrate for periods of time.
The personal qualities of an eleven plus candidate must include the ability to be pleasant to parents when under pressure.
(Parents, of course, do not have to have formal eleven plus qualifications – the children will hope that their parents will pick it up as the family move closer towards the examination.)
Children do not need to be able to read before they are three years old.
Children do not need to be proficient at Grade 5 on the flute.
Children do not need to have played at county level at a popular sport.
Children do need to be able to work hard and do their best.
Selection Method
Selection is by a public examination.
Selection does not have to take into account how a child is feeling on the day.
Selection does not have to take into account the concerns of the mother that her child enters a grammar school and not that school `down the road’.
Selection does not need to take into account dad’s weak jokes on the morning of the examination. (However well meaning!)
Course Content
Lots of different papers.
Lots of different eleven plus books.
Lots of different online tests.
Lots of publishers – ranging from the well known to the earnest.
Practice examinations.
Courses.
Objective
“To get into grammar!”
Examinations
Parents must wish, at times, that they could take the examination for their child.
Sadly, children do actually need to pass.
It is possible, in some areas, to take different eleven plus examinations.
It is possible to pass one eleven plus examination and fail another.
Locations
Depends where you live.
Depends where you might live in the future.
Depends if you child passes the examination.
An eleven plus pass depends on a lot of things!
Sunday, November 14, 2010
Eleven Plus Standardisation
In the world of the eleven plus we often talk about standardisation and standard scores. We all hope that an age related standard score will make it as fair as possible for eleven plus children. The scores reflect a child’s attainment on a certain day at a certain time. A pass through the vehicle of a standardised score is not the full sum of a child’s ability.
What would happen if the final eleven plus standardised score was a component in a child’s portfolio?
The work done Arnold Gesell tried to provide standardised observation methods for babies and young children. Openings were made in the walls of the observation room, and specially constructed looking glasses were built in. From the one side of the room they looked normal – but from the other side the walls were transparent and allowed clear observation of a child’s behaviour. Cameras were able to take up to 3000 pictures a second allowing a minute analysis of movements. The cameras could record a child interacting with books and papers.
There may be some information in this blog for men and women of vision. Parents of preschool children could book their child into a `Pre Eleven Plus Clinic’. The clinic would take details of weight, height, ability to interact with pre eleven plus books and appetite for concentration. (There would be a fee of course.)
The standardised results f the pre eleven plus test could be combined with the standardised results of the actual eleven plus examination.
Proud parents could then feel that they had done their best.
“When is it time to start eleven plus work?”
`Come to a pre eleven plus course
aimed at children from
three months and upward.
Your child will learn how to be
observed and tested.
The results will help in the actual
Eleven plus examination.
What would happen if the final eleven plus standardised score was a component in a child’s portfolio?
The work done Arnold Gesell tried to provide standardised observation methods for babies and young children. Openings were made in the walls of the observation room, and specially constructed looking glasses were built in. From the one side of the room they looked normal – but from the other side the walls were transparent and allowed clear observation of a child’s behaviour. Cameras were able to take up to 3000 pictures a second allowing a minute analysis of movements. The cameras could record a child interacting with books and papers.
There may be some information in this blog for men and women of vision. Parents of preschool children could book their child into a `Pre Eleven Plus Clinic’. The clinic would take details of weight, height, ability to interact with pre eleven plus books and appetite for concentration. (There would be a fee of course.)
The standardised results f the pre eleven plus test could be combined with the standardised results of the actual eleven plus examination.
Proud parents could then feel that they had done their best.
“When is it time to start eleven plus work?”
`Come to a pre eleven plus course
aimed at children from
three months and upward.
Your child will learn how to be
observed and tested.
The results will help in the actual
Eleven plus examination.
Saturday, November 13, 2010
Eleven Plus Speed
It could be interesting, to some, to look briefly at a chameleon. The most curious attribute of this wonderful creature is the ability of the chameleon to change colours. By changing its colour a chameleon is able to blend in with its immediate surroundings so that it becomes practically invisible.
The body of a chameleon is compressed laterally and its tail is prehensile. The feet are adapted for climbing and the chameleon spends most of its time in trees and bushes.
My sister kept different chameleons in her bedroom for years. She used to trap flies and grasshoppers. The eyes of the chameleon work independently making it easy to watch unsuspecting insects. When a fly or an ant comes close the chameleon sticks out its tongue which has a sticky tip. The prey is swallowed.
As children we used to introduce different colours. A favourite game was to encourage the chameleon to walk over an old jumper – with stripes of muted green and blue. We revelled in trying to develop different bands of colour on the chameleon.
At times some eleven plus children may appear to adopt some of the characteristics of a chameleon. Changing skin colours is obviously out. Eating flies and ants may also be unpopular – few eleven plus children would relish so restricted a diet.
The one feature where a link between a chameleon and some eleven plus child could be established is in the stillness and stealth of movement. Think of an eleven plus child watching a favourite T.V. show. Time the speed of movement towards a challenging eleven plus paper. The desire for work could range from slow to even slower.
A chameleon can not often be hurried. When threatened, however, it can move remarkably quickly. I would be grateful for observations!
The body of a chameleon is compressed laterally and its tail is prehensile. The feet are adapted for climbing and the chameleon spends most of its time in trees and bushes.
My sister kept different chameleons in her bedroom for years. She used to trap flies and grasshoppers. The eyes of the chameleon work independently making it easy to watch unsuspecting insects. When a fly or an ant comes close the chameleon sticks out its tongue which has a sticky tip. The prey is swallowed.
As children we used to introduce different colours. A favourite game was to encourage the chameleon to walk over an old jumper – with stripes of muted green and blue. We revelled in trying to develop different bands of colour on the chameleon.
At times some eleven plus children may appear to adopt some of the characteristics of a chameleon. Changing skin colours is obviously out. Eating flies and ants may also be unpopular – few eleven plus children would relish so restricted a diet.
The one feature where a link between a chameleon and some eleven plus child could be established is in the stillness and stealth of movement. Think of an eleven plus child watching a favourite T.V. show. Time the speed of movement towards a challenging eleven plus paper. The desire for work could range from slow to even slower.
A chameleon can not often be hurried. When threatened, however, it can move remarkably quickly. I would be grateful for observations!
Friday, November 12, 2010
Eleven Plus Controls
After the Second World War, when the eleven plus was being established, the education in England was vastly concerned with the separation and distribution of powers between the central government, and local authorities, and schools. The eleven plus was just one of many initiatives trying to offer the best possible education to the widest possible number of pupils.
When later Governments brought in the National Curriculum it was believed that it could combine higher standards with better management of resources. A school’s results could be recorded and measured with elements and degrees of uniformity. It became possible to compare schools within authorities – and indeed parents could even compare the effectiveness of different local authorities.
The Government of the time did not want a comprehensive testing and assessment service. Their plans, however, were attacked. Today the standard assessment tasks (SATS) are still under heavy criticism. We have seen, for example, the forced abolition of SATs for fourteen year olds. The eleven plus examination, however, has persisted. The SATs tests tried to offer formative as well as summative assessment. The Eleven Plus, however, is different. It is a battery of tests conducted over a few days, at set times, regardless of the weather, how a child is feeling and the amount and degree of preparation.
The present eleven plus examination is, however, set by the market. Parents want to feel that their child has been well prepared and has gained enough insight and knowledge to be able to do full justice to the demands of the examination. For some parents the golden goal is measured by how many papers their child has worked through.
Somewhere along the line the eleven plus may possibly be supposed to be able to bring into line a bright child’s rights and educational needs. After all, the eleven plus is supposed to be able to cater for many bright children sitting the same examination. There is still some degree of uniformity of the nature of the eleven plus. At a highly practical and pragmatic level children writing different eleven plus examinations have to be prepared in slightly different ways.
Parents can not call upon the government to act to develop a level playing field. Would any parents offer the consoling words: “If you can’t stand the fat, keep out of the kitchen?”
Other parents may argue, “If you think the eleven plus is unfair then leave the conversation.”
In one sense it is great to be outside of the control of central government. In another sense, firm and fair direction may help to deliver a more level playing field.
When later Governments brought in the National Curriculum it was believed that it could combine higher standards with better management of resources. A school’s results could be recorded and measured with elements and degrees of uniformity. It became possible to compare schools within authorities – and indeed parents could even compare the effectiveness of different local authorities.
The Government of the time did not want a comprehensive testing and assessment service. Their plans, however, were attacked. Today the standard assessment tasks (SATS) are still under heavy criticism. We have seen, for example, the forced abolition of SATs for fourteen year olds. The eleven plus examination, however, has persisted. The SATs tests tried to offer formative as well as summative assessment. The Eleven Plus, however, is different. It is a battery of tests conducted over a few days, at set times, regardless of the weather, how a child is feeling and the amount and degree of preparation.
The present eleven plus examination is, however, set by the market. Parents want to feel that their child has been well prepared and has gained enough insight and knowledge to be able to do full justice to the demands of the examination. For some parents the golden goal is measured by how many papers their child has worked through.
Somewhere along the line the eleven plus may possibly be supposed to be able to bring into line a bright child’s rights and educational needs. After all, the eleven plus is supposed to be able to cater for many bright children sitting the same examination. There is still some degree of uniformity of the nature of the eleven plus. At a highly practical and pragmatic level children writing different eleven plus examinations have to be prepared in slightly different ways.
Parents can not call upon the government to act to develop a level playing field. Would any parents offer the consoling words: “If you can’t stand the fat, keep out of the kitchen?”
Other parents may argue, “If you think the eleven plus is unfair then leave the conversation.”
In one sense it is great to be outside of the control of central government. In another sense, firm and fair direction may help to deliver a more level playing field.
Thursday, November 11, 2010
Comparing Eleven Plus Results
There is a phrase which must be on the lips of almost every eleven plus parent.
We all know that there is a temptation, at times, to compare the score of the previous eleven plus paper against the current offering.
“Well dear, you achieved 68% last time and 72% this time. This is great progress. I am so pleased with you. This is definitely reward time.”
“Why thank you mother.”
“If you can describe how to work out the percentage increase you will qualify for a great reward.”
“That is easy. I take the 68% from the 72%, put the answer over 68 and multiply by 100. This is the percentage increase. O.K.?”
This is called an `ipsative assessment’. This is where you give your child feedback about progress. A slightly different use of ipsative tests is to try to encourage a candidate to make an answer. This could be useful at home – because parents are not trying to compare the scores of their child with those of other eleven plus candidates. If their child’s score is better than the rest then a parent will want to keep quiet so as not to antagonise others. If the score is not as good then a parent will burn with a need to help their child improve.
One view of the eleven plus must include the thought that some eleven plus children have to beat other children to win a place in a grammar school. This then raise the spectre that some eleven plus children are actually in a competition! Ipsative tests are not designed to promulgate competition. An ipsative assessment, however, can be vastly rewarding to parents as they encourage their child to do as well as possible.
It would be one for the playground gossip if you could slip in the comment that you and your child worked through an ipsative assessment with positive results! Think of the kudos as you explained the implications. (Playground guru?)
We all know that there is a temptation, at times, to compare the score of the previous eleven plus paper against the current offering.
“Well dear, you achieved 68% last time and 72% this time. This is great progress. I am so pleased with you. This is definitely reward time.”
“Why thank you mother.”
“If you can describe how to work out the percentage increase you will qualify for a great reward.”
“That is easy. I take the 68% from the 72%, put the answer over 68 and multiply by 100. This is the percentage increase. O.K.?”
This is called an `ipsative assessment’. This is where you give your child feedback about progress. A slightly different use of ipsative tests is to try to encourage a candidate to make an answer. This could be useful at home – because parents are not trying to compare the scores of their child with those of other eleven plus candidates. If their child’s score is better than the rest then a parent will want to keep quiet so as not to antagonise others. If the score is not as good then a parent will burn with a need to help their child improve.
One view of the eleven plus must include the thought that some eleven plus children have to beat other children to win a place in a grammar school. This then raise the spectre that some eleven plus children are actually in a competition! Ipsative tests are not designed to promulgate competition. An ipsative assessment, however, can be vastly rewarding to parents as they encourage their child to do as well as possible.
It would be one for the playground gossip if you could slip in the comment that you and your child worked through an ipsative assessment with positive results! Think of the kudos as you explained the implications. (Playground guru?)
Wednesday, November 10, 2010
Emotional Eleven Plus Behaviour
Many years ago I can remember reading about Professor Ross Stagner who looked at relationships between parents and children. As I recall he was writing around the early 1940s. This was about the time that the early work on the eleven plus was being developed. A quote I partly remember, but can not find the source of, was along the lines:
“Studies of the heredity nature of emotional behaviour have been especially prolific in producing controversies, if not understanding, in the area.”
In other words if mum or dad, while working on eleven plus papers, is a cantankerous curmudgeon then it is likely that their child will approach work in a similar manner? In more other words a grumpy mother may, or may not, develop a grumpy eleven plus child.
Is the reverse true? Will a happy, charming and selfless mother develop a child who approaches complex eleven plus work in a like manner?
We often see big differences between the attitudes of siblings to each other. It is easy to establish that siblings may develop differences in attitudes towards the eleven plus. Take an older sister who passed the eleven plus with flying colours. Younger brother comes along, possibly just a bright, but certainly less confident academically. Is older sister going to take time out of her busy day or will she offer a ladylike grunt and throw an answer to her little brother?
Will the softly, softly approach advertised by grandmother help – or should the family adopt the gruff and passionate approach – as promoted by Uncle Fred? Will either method bring lasting peace to the eleven plus home?
Can a desire to be hardworking and successful be manufactured – if it is just not there?
Will the art of arguing ever be developed to such an extent that no one wants to work with the prospective candidate? Did he inherit this from dad?
Most parents will just be happy if their eleven plus child puts in some meaningful work. This could imply a contented and successful pupil. Without trying to be too controversial it is possibly true to say that an emotionally balanced child makes an emotionally balanced parent. More research, however, is needed.
“Studies of the heredity nature of emotional behaviour have been especially prolific in producing controversies, if not understanding, in the area.”
In other words if mum or dad, while working on eleven plus papers, is a cantankerous curmudgeon then it is likely that their child will approach work in a similar manner? In more other words a grumpy mother may, or may not, develop a grumpy eleven plus child.
Is the reverse true? Will a happy, charming and selfless mother develop a child who approaches complex eleven plus work in a like manner?
We often see big differences between the attitudes of siblings to each other. It is easy to establish that siblings may develop differences in attitudes towards the eleven plus. Take an older sister who passed the eleven plus with flying colours. Younger brother comes along, possibly just a bright, but certainly less confident academically. Is older sister going to take time out of her busy day or will she offer a ladylike grunt and throw an answer to her little brother?
Will the softly, softly approach advertised by grandmother help – or should the family adopt the gruff and passionate approach – as promoted by Uncle Fred? Will either method bring lasting peace to the eleven plus home?
Can a desire to be hardworking and successful be manufactured – if it is just not there?
Will the art of arguing ever be developed to such an extent that no one wants to work with the prospective candidate? Did he inherit this from dad?
Most parents will just be happy if their eleven plus child puts in some meaningful work. This could imply a contented and successful pupil. Without trying to be too controversial it is possibly true to say that an emotionally balanced child makes an emotionally balanced parent. More research, however, is needed.
Tuesday, November 09, 2010
The Content of The Eleven Plus
Why can’t the authors of the `Real Eleven Plus Mathematics Tests’ follow the National Curriculum?
A whole lot of time and effort has gone into the National Curriculum – especially in mathematics. It seems that the authors are mightily pretentious to insist that their syllabus is the only one for an eleven plus child to follow. We have all had to follow the same route so that our children are not disadvantaged.
One amazing advantage would be that teachers in schools would be able to pay a much larger part in the eleven plus process. Imagine giving an inspired school teacher a much greater opportunity to contribute towards the outcome of the eleven plus.
A whole lot of time and effort has gone into the National Curriculum – especially in mathematics. It seems that the authors are mightily pretentious to insist that their syllabus is the only one for an eleven plus child to follow. We have all had to follow the same route so that our children are not disadvantaged.
One amazing advantage would be that teachers in schools would be able to pay a much larger part in the eleven plus process. Imagine giving an inspired school teacher a much greater opportunity to contribute towards the outcome of the eleven plus.
Monday, November 08, 2010
The Eleven Plus Some Time Ago
If the eleven plus had been around two hundred years ago is possible that the name of Karl Witte (1800 – 1883) would have entered almost every eleven plus conversation. Karl Witte was a clergyman and lived in Austria. He felt then that traditional education placed too much emphasis on natural aptitude. In the early eighteen hundreds there was also a feeling among some educators that too much early education would sap a child’s vital energies and strain his or her brain.
A giraffe’s neck became part of the conversation. Some felt that because the giraffe stretched its neck to eat the fresh juicy leaves at the top of the tree – the neck became longer. Some people, however, also felt that the giraffe did not get its long neck by stretching – but by inheritance.
The Eleven Plus Today
Imagine passing these thoughts on to some of our eleven plus children today!
“No mother, I take after my father. He is good at mathematics. I inherited his ability. I will wait until he gets home as your explanations sometimes confuse me.”
“No mother, I take after you. Too much eleven plus work will sap my energy and strain my brain.”
“No mother, you said you passed the eleven plus without doing any extra work. I am sure I can pass without doing any extra work. You always say, like mother like son.”
If the eleven plus had been around two hundred years ago is possible that the name of Karl Witte (1800 – 1883) would have entered almost every eleven plus conversation. Karl Witte was a clergyman and lived in Austria. He felt then that traditional education placed too much emphasis on natural aptitude. In the early eighteen hundreds there was also a feeling among some educators that too much early education would sap a child’s vital energies and strain his or her brain.
A giraffe’s neck became part of the conversation. Some felt that because the giraffe stretched its neck to eat the fresh juicy leaves at the top of the tree – the neck became longer. Some people, however, also felt that the giraffe did not get its long neck by stretching – but by inheritance.
The Eleven Plus Today
Imagine passing these thoughts on to some of our eleven plus children today!
“No mother, I take after my father. He is good at mathematics. I inherited his ability. I will wait until he gets home as your explanations sometimes confuse me.”
“No mother, I take after you. Too much eleven plus work will sap my energy and strain my brain.”
“No mother, you said you passed the eleven plus without doing any extra work. I am sure I can pass without doing any extra work. You always say, like mother like son.”
Sunday, November 07, 2010
Eleven Plus Rewards
Dogs learn to associate a range of commands, familiar noises, whistles and call with well drilled and almost automatic actions. It takes a lot of repetition and hard work on the part of an owner or trainer before their dog is able to be obedient. Years ago some circuses used to use pain and cruelty to train animals. Owners and trainers today are more inclined to use praise and reward.
Horse whisperers also appear to use a mixture of insight and kindness when they are training and developing their horses. The words `horse breakers’ must have almost been eliminated from our vocabulary.
A dog training session will often start with an intense session – which is often repeated five or six times a day. The sessions do not last too long so that the dogs (and the trainers) do not become too bored. Dogs are instructed in a variety of commands. Key ones include:
Sit. The dog is often expected to sit on the left side. Lots of praise and a range of rewards are usually needed.
Stay. This command is sometimes accompanied with a hand movement.
Lie. Here the dog is expected to lie down – often in a position of submission with the head resting on the paws.
Fetch. Come on dog. Collect the ball, stick, newspaper, sheep or what ever takes the trainer’s fancy.
Some owners are also very successful with `come’. Often prolonged praise and rewards are needed to drive this command home.
Do some eleven plus children respond to a similar range of commands? Some children, for example, may not choose to address the softly spoken query: “Is it time for work, dear?” A selective hearing loss could be covered by: “It is time for work! Go NOW!”
Does all eleven plus topics have to become familiar and well drilled or is there an argument for a liberal and broadly based approach?
Should children have to work through a thousand or more questions or is that an educational travesty of justice and endeavour?
The one dog training technique which should not be entertained is the use of the clicker. Some dogs learn to associate the noise of a clicker with the need to pay attention and concentrate. Imagine the eleven plus examination hall with little groups of eleven plus children using their well used eleven plus clickers to stimulate their brains at key moments.
Horse whisperers also appear to use a mixture of insight and kindness when they are training and developing their horses. The words `horse breakers’ must have almost been eliminated from our vocabulary.
A dog training session will often start with an intense session – which is often repeated five or six times a day. The sessions do not last too long so that the dogs (and the trainers) do not become too bored. Dogs are instructed in a variety of commands. Key ones include:
Sit. The dog is often expected to sit on the left side. Lots of praise and a range of rewards are usually needed.
Stay. This command is sometimes accompanied with a hand movement.
Lie. Here the dog is expected to lie down – often in a position of submission with the head resting on the paws.
Fetch. Come on dog. Collect the ball, stick, newspaper, sheep or what ever takes the trainer’s fancy.
Some owners are also very successful with `come’. Often prolonged praise and rewards are needed to drive this command home.
Do some eleven plus children respond to a similar range of commands? Some children, for example, may not choose to address the softly spoken query: “Is it time for work, dear?” A selective hearing loss could be covered by: “It is time for work! Go NOW!”
Does all eleven plus topics have to become familiar and well drilled or is there an argument for a liberal and broadly based approach?
Should children have to work through a thousand or more questions or is that an educational travesty of justice and endeavour?
The one dog training technique which should not be entertained is the use of the clicker. Some dogs learn to associate the noise of a clicker with the need to pay attention and concentrate. Imagine the eleven plus examination hall with little groups of eleven plus children using their well used eleven plus clickers to stimulate their brains at key moments.
Saturday, November 06, 2010
An Eleven Plus Revolution
Watching some eleven plus children at work is sometimes more than edifying. A child bent over an eleven plus problem is more than the question – that he or she is working on - at the very least, the child is the product of the parents, the school and the educational opportunities.
We have a picture of gentlemen back in the Eighteenth Century who were witty, urbane and well educated. Yet these gentlemen were not taught from a wide curriculum – they were often taught the humane subjects as well as the classics. The Industrial Revolution, however, demonstrated that men and women needed to have knowledge of the sciences as well as some knowledge of manufacturing and mathematics.
Little by little schools became more complex and offered more educational opportunities. This broadening of the curriculum has continued over the years and today very few parents would want their child to go to a grammar school that offered only a few `A’ Level subjects. A viable grammar school is one where children have the ability to make choices from a sensible range of subjects.
An eleven plus examination based around verbal and non verbal reasoning focuses the minds of children into pretty stereotyped forms of thinking and reasoning. A child from a home where discussion and the promotion of learning is paramount will, hopefully, do better in the eleven plus than a child who has simply been drilled.
A bright, articulate and motivated eleven plus child should succeed in spite of the present narrowness of the eleven plus syllabus. If England today needs more engineers and scientists surely the eleven plus should look for children with ability in these areas? In one sense elements of the eleven plus could be considered a throwback to pre Industrial Revolution days. Someone, somewhere, needs a good talking to.
We have a picture of gentlemen back in the Eighteenth Century who were witty, urbane and well educated. Yet these gentlemen were not taught from a wide curriculum – they were often taught the humane subjects as well as the classics. The Industrial Revolution, however, demonstrated that men and women needed to have knowledge of the sciences as well as some knowledge of manufacturing and mathematics.
Little by little schools became more complex and offered more educational opportunities. This broadening of the curriculum has continued over the years and today very few parents would want their child to go to a grammar school that offered only a few `A’ Level subjects. A viable grammar school is one where children have the ability to make choices from a sensible range of subjects.
An eleven plus examination based around verbal and non verbal reasoning focuses the minds of children into pretty stereotyped forms of thinking and reasoning. A child from a home where discussion and the promotion of learning is paramount will, hopefully, do better in the eleven plus than a child who has simply been drilled.
A bright, articulate and motivated eleven plus child should succeed in spite of the present narrowness of the eleven plus syllabus. If England today needs more engineers and scientists surely the eleven plus should look for children with ability in these areas? In one sense elements of the eleven plus could be considered a throwback to pre Industrial Revolution days. Someone, somewhere, needs a good talking to.
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, November 04, 2010
Outstanding Eleven Plus Results
Today offers an opportunity for a celebration.
A girl, who attended lessons with us, had test results that were simply extraordinary!
On the Kent 11+ tests she achieved 140 on each of the three tests – mathematics, verbal reasoning and non verbal reasoning.
The Bexley tests cover mathematics and verbal reasoning. We understand that she only dropped one mark.
What an outstanding girl.
What wonderful parents.
What a good school!
A girl, who attended lessons with us, had test results that were simply extraordinary!
On the Kent 11+ tests she achieved 140 on each of the three tests – mathematics, verbal reasoning and non verbal reasoning.
The Bexley tests cover mathematics and verbal reasoning. We understand that she only dropped one mark.
What an outstanding girl.
What wonderful parents.
What a good school!
Wednesday, November 03, 2010
The Eleven Plus Routine
Some of our eleven plus children will have been brought up in an atmosphere where they are expected to develop in an organised and systematic manner. Many parents will hope and pray that their children will adopt a `metronome of routine’ into their eleven plus studies.
Wake
Read
Cleanse
Eat
Travel
School
Travel
Home
Food
Homework
Break
Eleven Plus Study
Read
And so on ….
Within the Eleven Plus study period some parents will hope that their child will be prepared to settle down quietly to work on an eleven plus topic or a paper – with out equivocation or prolonged discussion.
Within these parameters children will be expected to develop and grow into studious academics. The eleven plus child will be expected t be ambitious and responsible. There will be no room for any form of discontent or individual disorientation.
The reward for parents is their child has a place in the grammar school.
The reward for the eleven plus child is an opportunity to have an outstanding education.
The price for some children could be a dislike of the `metronome of routine’.
Wake
Read
Cleanse
Eat
Travel
School
Travel
Home
Food
Homework
Break
Eleven Plus Study
Read
And so on ….
Within the Eleven Plus study period some parents will hope that their child will be prepared to settle down quietly to work on an eleven plus topic or a paper – with out equivocation or prolonged discussion.
Within these parameters children will be expected to develop and grow into studious academics. The eleven plus child will be expected t be ambitious and responsible. There will be no room for any form of discontent or individual disorientation.
The reward for parents is their child has a place in the grammar school.
The reward for the eleven plus child is an opportunity to have an outstanding education.
The price for some children could be a dislike of the `metronome of routine’.
Tuesday, November 02, 2010
Eleven Plus Papers
Some parts of the present eleven plus syllabus seem to be based on the nineteenth century curriculum which was built around the theory of `transfer of training’. This nineteenth century school of thought was that if a child acquired `mental discipline’ or was `trained formally’ then this could be applied to any other field.
Over the years there have been many instances of young men and women being thrust into challenging position by virtue of their education. We can look, for example, at the number of Prime Ministers that have been educated at Eton. Years ago these prime ministers would have been educated mainly in the classics. The concept of transfer of training’ was supposed to carry into other fields of leadership and endeavour.
Today we work on some rather specious verbal reasoning questions – especially those taken from venerable sources – and must wonder how this `transfer of training’ is supposed to work in the actual examination. We expect children to solve questions and problems on eleven plus papers – and then apply this knowledge in the actual examination.
We all hope that working through paper after paper will be of benefit in the examination. If would be wonderful if some erudite scholar could work out a formula where children could apply to spend as little time as possible on eleven plus work.
Over the years there have been many instances of young men and women being thrust into challenging position by virtue of their education. We can look, for example, at the number of Prime Ministers that have been educated at Eton. Years ago these prime ministers would have been educated mainly in the classics. The concept of transfer of training’ was supposed to carry into other fields of leadership and endeavour.
Today we work on some rather specious verbal reasoning questions – especially those taken from venerable sources – and must wonder how this `transfer of training’ is supposed to work in the actual examination. We expect children to solve questions and problems on eleven plus papers – and then apply this knowledge in the actual examination.
We all hope that working through paper after paper will be of benefit in the examination. If would be wonderful if some erudite scholar could work out a formula where children could apply to spend as little time as possible on eleven plus work.
Monday, November 01, 2010
Parents, Children and the Eleven Plus
Is it possible that the eleven plus could have been easier back in the seventeenth or eighteen century? We know that the size of families was about the same as today. So even if we look back over seventeen or eighteen generations there was still a father, a mother and some children. We can only surmise that the parents had to work just as hard as today. Their roles would certainly have been difficult but many parents may have been faced with the same dilemma as to day - how to give their children the best possible opportunities.
The word `coterminous' springs to mind. This is where we need to be able to share similar boundaries. The family of years ago would have had grandparents that may or may not have been able to read - unlike most of today’s elders. Today’s grandparents may or may not be able to work out some strange non verbal reasoning question - but both sets would have tried to do their best.
Luckily for some of the children two hundred years ago verbal and non verbal reasoning tests had not arrived at the degree of test sophistication that we expect our children to achieve.
Surely, however, a bright child some two hundred years ago would have been able to answer a question like:
Which word is opposite to GOOD?
kind bad deep rude wrong
What about a question like:
The young knight Harry was eight years old two years ago.
His best friend William is two years younger than him.
Harry’s cousin, Mary, was one year older than William.
How old is Harry now?
Perhaps we should not always talk about eleven plus children but about children who have parents who want the best for their children.
The word `coterminous' springs to mind. This is where we need to be able to share similar boundaries. The family of years ago would have had grandparents that may or may not have been able to read - unlike most of today’s elders. Today’s grandparents may or may not be able to work out some strange non verbal reasoning question - but both sets would have tried to do their best.
Luckily for some of the children two hundred years ago verbal and non verbal reasoning tests had not arrived at the degree of test sophistication that we expect our children to achieve.
Surely, however, a bright child some two hundred years ago would have been able to answer a question like:
Which word is opposite to GOOD?
kind bad deep rude wrong
What about a question like:
The young knight Harry was eight years old two years ago.
His best friend William is two years younger than him.
Harry’s cousin, Mary, was one year older than William.
How old is Harry now?
Perhaps we should not always talk about eleven plus children but about children who have parents who want the best for their children.
Sunday, October 31, 2010
Eleven Plus Study Methods
Do you remember the Mock Turtle chatting to Alice?
“Will you walk a little faster?” said a whiting to a snail,
“There’s a porpoise close behind us, and he’s treading on my tail.
See how eagerly the lobsters and the turtles all advance!
They are waiting on the shingle—will you come and join the dance?
Will you, won’t you, will you, won’t you, will you join the dance?
Will you, won’t you, will you, won’t you, won’t you join the dance?
We can build this into an Eleven Plus chant:
“Will you study a little harder?” said a mother to her child’
“The exam is close and near to us, and its stressing out my mind.
See how eagerly the other children study
They are working on their Bond books, won’t you do some too?
Will you, won’t you, will you, won’t you, will you do some work?
Will you, won’t you, will you, won’t you, will you do some work?
“Will you walk a little faster?” said a whiting to a snail,
“There’s a porpoise close behind us, and he’s treading on my tail.
See how eagerly the lobsters and the turtles all advance!
They are waiting on the shingle—will you come and join the dance?
Will you, won’t you, will you, won’t you, will you join the dance?
Will you, won’t you, will you, won’t you, won’t you join the dance?
We can build this into an Eleven Plus chant:
“Will you study a little harder?” said a mother to her child’
“The exam is close and near to us, and its stressing out my mind.
See how eagerly the other children study
They are working on their Bond books, won’t you do some too?
Will you, won’t you, will you, won’t you, will you do some work?
Will you, won’t you, will you, won’t you, will you do some work?
Saturday, October 30, 2010
Eleven Plus Algebra
Some eleven plus children absolutely love algebra. Their eyes sparkle. They become animated and highly receptive.
Some adults, and some children, seem to have a negative emotional response to symbols and letters.
Some lucky children, however, do not need to have any barriers broken down because the challenge is all. It is new and exciting. Give me more!
Letters or symbols may seem to be rather general or abstract. The fact that a symbol can transform into a different value is also perplexing to some children – but others love to be intellectually challenged.
2a = 16.
Find a.
Love it or hate it – it is part of our lives.
Some adults, and some children, seem to have a negative emotional response to symbols and letters.
Some lucky children, however, do not need to have any barriers broken down because the challenge is all. It is new and exciting. Give me more!
Letters or symbols may seem to be rather general or abstract. The fact that a symbol can transform into a different value is also perplexing to some children – but others love to be intellectually challenged.
2a = 16.
Find a.
Love it or hate it – it is part of our lives.
Friday, October 29, 2010
Zen and the Eleven Plus
Our eleven plus children live in a fast moving world of excitement and endeavour. Life cannot be boring if there is always eleven plus work to be done. A mother told me today of her daughter who only dropped three marks in her eleven plus examinations. The ten year old achieved 140, 140 and 137. A lot of hard work had gone into marks as good as these!
Do you remember the story of the Zen student? He had trained for many years. He was asked a straightforward question:
“Where does your Zen training lead?”
“It is only a step by step approach. I wake up in the morning and think that the world is so beautiful that I can hardly stand it.”
It must be obvious to any eleven plus reader:
“Where does your Eleven Plus work lead?”
“It is only a step by step approach. My child and I wake up in the morning and think that eleven plus work is so beautiful that we can hardly stand it.”
Enjoy the moment. Your child is growing remarkably quickly through the eleven plus year!
Do you remember the story of the Zen student? He had trained for many years. He was asked a straightforward question:
“Where does your Zen training lead?”
“It is only a step by step approach. I wake up in the morning and think that the world is so beautiful that I can hardly stand it.”
It must be obvious to any eleven plus reader:
“Where does your Eleven Plus work lead?”
“It is only a step by step approach. My child and I wake up in the morning and think that eleven plus work is so beautiful that we can hardly stand it.”
Enjoy the moment. Your child is growing remarkably quickly through the eleven plus year!
Thursday, October 28, 2010
Eleven Plus Standardised Scores
There are several steps that have to be taken before tests are standardised. One criterion is to see that the test is representative of different children. It is no good trying to standardise a test based only on able eleven plus children. The results could be skewed.
An age standardisation test takes into account your child’s age, so that you have an indication of how well your child is performing relative to other children of the same age. In the olden days there was a look up table with the raw score down the left side of the page and the child’s age in years and months spread across the page. Each cell of the test contained a standardised score – which is the standardised score adjusted for your child’s age. In today’s world the eleven plus tests are marked by a device similar to a scanner – and it knows your child’s age and how many correct answers you child made – and so working out the standardised score is completed in milliseconds.
An average standardised score is 100 with a standard deviation of 15. This means that if your child achieves a score of 100 then your child is average for that test. About two thirds of all children will have scores between 85 and 100. About 16% will be above 115 – and this is where eleven plus children need to aim.
The pass mark – or the standardised score pass mark can vary from group of children to group and from year to year.
A lot of caution needs to be taken with tests and test results. We worked with a girl up to the recent eleven plus tests who started on her eleven plus course around February of this year with around average results. She passed the examination with outstanding marks – around and above 130. The difference was not because we taught wonderful lessons. She made the progress because she wanted to pass the examination, she wanted to go to grammar school, and she wanted to work very hard to achieve her goals.
Her mother believed in her. Her school were, we understand, delighted.
We ate the chocolates and basked in the reflected glory!
An age standardisation test takes into account your child’s age, so that you have an indication of how well your child is performing relative to other children of the same age. In the olden days there was a look up table with the raw score down the left side of the page and the child’s age in years and months spread across the page. Each cell of the test contained a standardised score – which is the standardised score adjusted for your child’s age. In today’s world the eleven plus tests are marked by a device similar to a scanner – and it knows your child’s age and how many correct answers you child made – and so working out the standardised score is completed in milliseconds.
An average standardised score is 100 with a standard deviation of 15. This means that if your child achieves a score of 100 then your child is average for that test. About two thirds of all children will have scores between 85 and 100. About 16% will be above 115 – and this is where eleven plus children need to aim.
The pass mark – or the standardised score pass mark can vary from group of children to group and from year to year.
A lot of caution needs to be taken with tests and test results. We worked with a girl up to the recent eleven plus tests who started on her eleven plus course around February of this year with around average results. She passed the examination with outstanding marks – around and above 130. The difference was not because we taught wonderful lessons. She made the progress because she wanted to pass the examination, she wanted to go to grammar school, and she wanted to work very hard to achieve her goals.
Her mother believed in her. Her school were, we understand, delighted.
We ate the chocolates and basked in the reflected glory!
Wednesday, October 27, 2010
An Eleven Plus Drum Roll
When a grand announcement is made there is often a drum roll.
We were working today on the roll out of our venture into developing a virtual eleven plus school – and the question of animation and sound was raised by one of the team. We looked for an animated gif of a drummer belting away at a drum – but all the animations looked a little tacky. The executive decision was made to abandon the drummer and his drum. The discussion then grew into the drum that Sir Francis Drake owned. When he was dying in the West Indies he ordered the drum to be returned to Plymouth. The drum still hangs in Buckland Abbey.
Drake vowed on his deathbed that if anyone attacked England he would return to fight.
When Napoleon was brought as a prisoner to Plymouth it is said that the Drake’s drum made a deep and resounding sound. The drum sounded again in 1914 when the First World War started.
In 1918, at the end of the First World War, a drum was heard on the battle ship the Royal Oak when the German fleet sailed into the Scapa Flow to surrender. No could find the drum or the drummer. When the Royal Oak dropped anchor the drum roll stopped – victory had been secured.
The drum was also heard during the retreat from Dunkirk.
Drum rolls are used in many epics of pageantry. Up in Scotland (where there is no eleven plus) a drummer often accompanies a piper or band of pipers – warning of a brave fighting spirit and a desire to win.
If any readers would be kind enough to roll their fingers in a mini drum roll across the key board that would be a spirited and joyous way for us to announce our virtual eleven plus school.
We were working today on the roll out of our venture into developing a virtual eleven plus school – and the question of animation and sound was raised by one of the team. We looked for an animated gif of a drummer belting away at a drum – but all the animations looked a little tacky. The executive decision was made to abandon the drummer and his drum. The discussion then grew into the drum that Sir Francis Drake owned. When he was dying in the West Indies he ordered the drum to be returned to Plymouth. The drum still hangs in Buckland Abbey.
Drake vowed on his deathbed that if anyone attacked England he would return to fight.
When Napoleon was brought as a prisoner to Plymouth it is said that the Drake’s drum made a deep and resounding sound. The drum sounded again in 1914 when the First World War started.
In 1918, at the end of the First World War, a drum was heard on the battle ship the Royal Oak when the German fleet sailed into the Scapa Flow to surrender. No could find the drum or the drummer. When the Royal Oak dropped anchor the drum roll stopped – victory had been secured.
The drum was also heard during the retreat from Dunkirk.
Drum rolls are used in many epics of pageantry. Up in Scotland (where there is no eleven plus) a drummer often accompanies a piper or band of pipers – warning of a brave fighting spirit and a desire to win.
If any readers would be kind enough to roll their fingers in a mini drum roll across the key board that would be a spirited and joyous way for us to announce our virtual eleven plus school.
Tuesday, October 26, 2010
Eleven Plus Standardised Scores
A question today was emailed in by a mother about how easy it is to compare standardised scores. Is one standardised score more reliable than another? In the eleven plus tests standardised scores are used to place children into rank order. The children who have scored high enough pass and these children did not quite make it do not pass.
A proper measuring scale has zero as an absolute point. An example of a scale that has equal units - but not an absolute zero - is a centigrade thermometer. The zero is placed at the temperature of freezing water. We can say that the temperature rises as much from 0 to 25 degrees as it does from 25 to 50 degrees. It is impossible, however, to say that we will find the temperature at 50 degrees twice as hot as at 25 degrees.
Strictly speaking the standardised score is standardised against complex criteria. We can’t say, however, that a child with a score of 140 out of 140 is twice as clever as a child with a score of 115. There are limitations that must affect the way we look at standardised scores. A child who passes one eleven plus test with a standardised score of 120 is not all that much better than a child who passes a different eleven plus test with a standardised score of 117.
A proper measuring scale has zero as an absolute point. An example of a scale that has equal units - but not an absolute zero - is a centigrade thermometer. The zero is placed at the temperature of freezing water. We can say that the temperature rises as much from 0 to 25 degrees as it does from 25 to 50 degrees. It is impossible, however, to say that we will find the temperature at 50 degrees twice as hot as at 25 degrees.
Strictly speaking the standardised score is standardised against complex criteria. We can’t say, however, that a child with a score of 140 out of 140 is twice as clever as a child with a score of 115. There are limitations that must affect the way we look at standardised scores. A child who passes one eleven plus test with a standardised score of 120 is not all that much better than a child who passes a different eleven plus test with a standardised score of 117.
Monday, October 25, 2010
Eleven Plus Solutions
I was telephoned today by a mother with a dilemma.
Her daughter has just passed three different Eleven Plus Tests.
The family now have to make a choice of schools. The nearest school is a mere 20 minutes walk away from home. There are no transport costs involved. The location of the other two grammar schools, which have higher GCSE results, would include a walk, a journey by train or by bus, followed by a further much shorter short walk. Naturally there would be a reverse journey at the end of the school day.
The mum’s possible solution was to encourage her daughter to go to the nearest school – which would save a lot of potential transport problems over the years.
Her rationale was that her daughter could move schools in the sixth form if necessary.
Attending the nearest grammar school seems to be a viable and a practical solution to a real problem.
Her daughter has just passed three different Eleven Plus Tests.
The family now have to make a choice of schools. The nearest school is a mere 20 minutes walk away from home. There are no transport costs involved. The location of the other two grammar schools, which have higher GCSE results, would include a walk, a journey by train or by bus, followed by a further much shorter short walk. Naturally there would be a reverse journey at the end of the school day.
The mum’s possible solution was to encourage her daughter to go to the nearest school – which would save a lot of potential transport problems over the years.
Her rationale was that her daughter could move schools in the sixth form if necessary.
Attending the nearest grammar school seems to be a viable and a practical solution to a real problem.
Sunday, October 24, 2010
The Early Development of Eleven Plus Skills.
It may be useful sometimes to remember the work of Skeels and Dye. They wanted to see if they could improve the orphanage environment by making it more active. They initiated a controversial experiment.
They transferred one and two year old orphanage children to a training school for feeble minded girls. These girls acted as mother substitutes and cared for the children, talked to them and played with them.
Two years later the I.Q.s had improved by 27 points. The I.Q.s of children who remained at the orphanage had dropped by around twenty-six points. The children placed with the feeble minded mother substitutes had made considerable progress.
Some parents, during the eleven plus year, may be tempted to concentrate on academic development. The experience, as out lined by Skeels and Dye with the babies must however remind us that there is far more to the eleven plus year than work and more work. Some parents may need to be reminded that their children must be able to play and live relatively normal lives – to try to ensure that their children do not become too one sided.
They transferred one and two year old orphanage children to a training school for feeble minded girls. These girls acted as mother substitutes and cared for the children, talked to them and played with them.
Two years later the I.Q.s had improved by 27 points. The I.Q.s of children who remained at the orphanage had dropped by around twenty-six points. The children placed with the feeble minded mother substitutes had made considerable progress.
Some parents, during the eleven plus year, may be tempted to concentrate on academic development. The experience, as out lined by Skeels and Dye with the babies must however remind us that there is far more to the eleven plus year than work and more work. Some parents may need to be reminded that their children must be able to play and live relatively normal lives – to try to ensure that their children do not become too one sided.
Saturday, October 23, 2010
The Responsibility of Eleven Plus Success
The results of an eleven plus examination gives all of us knowledge about accomplishments of some children and the individual failures of others. Acceptance of eleven plus results must also leave us with an attitude where a degree of give and take is necessary. We need to be grateful for any successes but compassionate for those that did not manage to pass.
What brought this to mind was working with an eleven plus boy today who had gained full marks on his mathematics test. He had achieved a perfect score. (This is a standardised score of 140.) He will complete Year 6 knowing that he has achieved a level of eleven plus perfection something that very few can hope to reach. Perhaps one day he will go on to become a leader.
There will always be men and women who are gifted and energetic – and extremely ambitious. Perhaps some of them started off as boys and girls who had to pass the Eleven Plus Examinations or even the Common Entrance. Perhaps some of them will also go on to achieve perfect scores on examinations at school and university.
The boy explained that his Head Teacher had been very proud of his results. The boy also added that his teacher had said; “Well done.” His school must naturally bask in the reflected glory of this boy’s success. It is unlikely that he would have scored 140 unless he had had extremely good teaching at school and at home.
All we can do is hope that he will use his obvious ability to overcome powerful obstacles and always behave in a scrupulous and responsible manner. What a lucky school to have a boy like this joining the ranks.
What brought this to mind was working with an eleven plus boy today who had gained full marks on his mathematics test. He had achieved a perfect score. (This is a standardised score of 140.) He will complete Year 6 knowing that he has achieved a level of eleven plus perfection something that very few can hope to reach. Perhaps one day he will go on to become a leader.
There will always be men and women who are gifted and energetic – and extremely ambitious. Perhaps some of them started off as boys and girls who had to pass the Eleven Plus Examinations or even the Common Entrance. Perhaps some of them will also go on to achieve perfect scores on examinations at school and university.
The boy explained that his Head Teacher had been very proud of his results. The boy also added that his teacher had said; “Well done.” His school must naturally bask in the reflected glory of this boy’s success. It is unlikely that he would have scored 140 unless he had had extremely good teaching at school and at home.
All we can do is hope that he will use his obvious ability to overcome powerful obstacles and always behave in a scrupulous and responsible manner. What a lucky school to have a boy like this joining the ranks.
Friday, October 22, 2010
Stringing an Eleven Plus Child Along
The words `The Eleven Plus Stairs to Success’ have a solid yet imaginative feel. It is easy to imagine the impatient and eager eleven plus candidate springing lithely from stair to stair aiming at success and triumph.
Staircases are made by carpenters who measure, cut and fit together component parts with great precision. A staircase is not a piece of elaborate joinery – but it works!
A stair is made of three elements:
Treads
Risers
Stringers
The supports on the edge of the stairs are the stringers. The top edge of a string is made parallel to the lower edge.
Steps are often made from two boards – one being horizontal and the other vertical.
The strings often have vertical and horizontal grooves into which the risers and the treads are secured.
Wear and tear can overcome a staircase – in the same way that too much pressure can overcome an eleven plus child.
One interpretation of the word stringer is that a stringer prepares copy for newspapers – but this is not a regular job as a stringer works freelance. A theory is that a stringer is someone who is anxious about being strung along by an editor.
Eleven plus parents want their children to keep climbing towards the examination. They want their child to climb firmly and securely towards the goal. But few eleven plus parents would want to place their children under too much pressure so that their child beings to feel pressured.
Staircases are made by carpenters who measure, cut and fit together component parts with great precision. A staircase is not a piece of elaborate joinery – but it works!
A stair is made of three elements:
Treads
Risers
Stringers
The supports on the edge of the stairs are the stringers. The top edge of a string is made parallel to the lower edge.
Steps are often made from two boards – one being horizontal and the other vertical.
The strings often have vertical and horizontal grooves into which the risers and the treads are secured.
Wear and tear can overcome a staircase – in the same way that too much pressure can overcome an eleven plus child.
One interpretation of the word stringer is that a stringer prepares copy for newspapers – but this is not a regular job as a stringer works freelance. A theory is that a stringer is someone who is anxious about being strung along by an editor.
Eleven plus parents want their children to keep climbing towards the examination. They want their child to climb firmly and securely towards the goal. But few eleven plus parents would want to place their children under too much pressure so that their child beings to feel pressured.
Thursday, October 21, 2010
Eleven Plus Probability.
Some parents need to be very proud of themselves. You may well have played the game, even with your eleven plus child, where you ask your child to guess which hand you are holding something desirable.
The first time your child may choose the left hand.
For the next three times he or she may choose the same hand as the previous time.
The same hand gives you probability `s’.
The different hand gives probability `d’.
You then suggest that s + d = 1.
Your task then is to work out the probability that he or she will choose `s’ on the last occasion.
Parents always know best and will be able explain this lucidly to their eleven plus child – who will not say: “What?”
The mums and dads who did `A’ Level statistics at school or university will no doubt explain that (s + d) to the power of 3 and (s – d) to the power of 3 can be written as:
A half of (1 + (s – d) to the power of 3).
Other mums and dads might want to give a simpler answer. Both sets could be right!
The first time your child may choose the left hand.
For the next three times he or she may choose the same hand as the previous time.
The same hand gives you probability `s’.
The different hand gives probability `d’.
You then suggest that s + d = 1.
Your task then is to work out the probability that he or she will choose `s’ on the last occasion.
Parents always know best and will be able explain this lucidly to their eleven plus child – who will not say: “What?”
The mums and dads who did `A’ Level statistics at school or university will no doubt explain that (s + d) to the power of 3 and (s – d) to the power of 3 can be written as:
A half of (1 + (s – d) to the power of 3).
Other mums and dads might want to give a simpler answer. Both sets could be right!
Wednesday, October 20, 2010
Eleven Plus Temper
Do any parents ever feel a sudden rush of blood to the head when their eleven plus child offers an apparently inconsequential answer? Imagine the scene, you have working peacefully together on a nonverbal reasoning exercise. (For the words non verbal substitute any other eleven plus term you would like.) You make a perfectly acceptable suggestion and this is rejected with no regard for your feelings. You experience a sudden rush of blood and are imbued with a desire to throw something or do commit a violent crime.
Step 1
Place your pen or pencil carefully on the table. You could do a serious injury with the point of a pencil in the thigh.
Step 2
Take ten great breaths. Breathe deeply and count slowly. If can count in Russian you may feel happier.
Step 3
Say to your self: “My child is only nine. My child is only nine.”
Step 4
Explain to your child calmly, but forcefully, that what was said was completely unsatisfactory. Try to avoid unsavoury and deeply wounding words.
Step 5
Try to forgive your child – but explain your forgiveness at great length – and use lots of repetition.
Step 6
Try to defuse the situation with humour and laughter. (This, however, is a last resort.)
Step 7
Never, ever, under any circumstance ignore the slight. You may grow frown lines and grey hair. You could harbour the rudeness for years.
Step 8
Temper! Temper!
Step 1
Place your pen or pencil carefully on the table. You could do a serious injury with the point of a pencil in the thigh.
Step 2
Take ten great breaths. Breathe deeply and count slowly. If can count in Russian you may feel happier.
Step 3
Say to your self: “My child is only nine. My child is only nine.”
Step 4
Explain to your child calmly, but forcefully, that what was said was completely unsatisfactory. Try to avoid unsavoury and deeply wounding words.
Step 5
Try to forgive your child – but explain your forgiveness at great length – and use lots of repetition.
Step 6
Try to defuse the situation with humour and laughter. (This, however, is a last resort.)
Step 7
Never, ever, under any circumstance ignore the slight. You may grow frown lines and grey hair. You could harbour the rudeness for years.
Step 8
Temper! Temper!
Tuesday, October 19, 2010
Learning Eleven Plus Work.
Some of us may sometimes need to be rather careful that we do not insist on too much over learning. We probably over learn how to form letters. Some children may, for example, have to over learn some tables while degrees of over learning probably took place when the nursery rhymes were learnt.
We do know some things about over learning.
Eleven Plus children should not be drilled too much in case they lose the freshness, the wonder and the pleasure in tackling obscure eleven plus questions.
An eleven plus child will remember significant material longer than meaningless stuff.
It is likely that most parents will find that bright eleven plus children learn very quickly – and do not forget at the same speed.
We can’t be sure that if something is learnt at a perfunctory level that it will be forgotten. If parents and children spend time together on a topic then it is possible that some faint trace will be retained and even remembered at a crucial moment in the examination.
Ideally something that a child and a parent learn together towards the eleven plus will be retained to a lesser or greater degree. Parents can only hope that the valuable something of the subject is remembered when their child is sitting in the examination hall.
We do know some things about over learning.
Eleven Plus children should not be drilled too much in case they lose the freshness, the wonder and the pleasure in tackling obscure eleven plus questions.
An eleven plus child will remember significant material longer than meaningless stuff.
It is likely that most parents will find that bright eleven plus children learn very quickly – and do not forget at the same speed.
We can’t be sure that if something is learnt at a perfunctory level that it will be forgotten. If parents and children spend time together on a topic then it is possible that some faint trace will be retained and even remembered at a crucial moment in the examination.
Ideally something that a child and a parent learn together towards the eleven plus will be retained to a lesser or greater degree. Parents can only hope that the valuable something of the subject is remembered when their child is sitting in the examination hall.
Monday, October 18, 2010
A Synthetic Eleven Plus Scenario
Every now and then we are offered more information about the forty sounds that go together to make up the English language. The sounds are called phonemes. A phoneme is the smallest phonetic unit that can carry meaning.
Whenever we see films about children in America learning to read on farms we see the earth mother tracing letters of the alphabet – and the child going on from there to read the bible. We are also aware of children in prairie schools with all ages being taught by committed and distinguished teachers. These early schools had remarkably few resources. The children were, however, taught phonics.
Phonic based reading means linking letters, or combinations of letters, to other letters and groups of sounds.
Children who are taught synthetic phonics are expected to sound out the phonemes in a word – and then blend them together. The educational theory behind synthetic phonics is that learning to sound out words and then blend them together gives children the confidence to be able to read unfamiliar words.
Will there ever come a day when `Synthetic Eleven Plus Teaching’ is introduced? This is where children are taught to analyse a question word by word and then draw all the words together to arrive at an understanding of the question?
Some parents are already doing this – they are encouraging their children to read each question carefully and then synthesise the concepts to arrive at a meaningful answer. Various dictionary definitions of the word synthetic do not lead easily to linking the word `synthetic’ to the words `Eleven Plus’.
A synthetic product is made by a chemical process.
A synthetic answer can be insincere.
None of us would welcome a chemically induced eleven plus lesson. Very few of us would welcome an insincere approach to eleven plus work. Many of us would, however, welcome an approach when a child reads a question carefully before trying to supply the answer.
Whenever we see films about children in America learning to read on farms we see the earth mother tracing letters of the alphabet – and the child going on from there to read the bible. We are also aware of children in prairie schools with all ages being taught by committed and distinguished teachers. These early schools had remarkably few resources. The children were, however, taught phonics.
Phonic based reading means linking letters, or combinations of letters, to other letters and groups of sounds.
Children who are taught synthetic phonics are expected to sound out the phonemes in a word – and then blend them together. The educational theory behind synthetic phonics is that learning to sound out words and then blend them together gives children the confidence to be able to read unfamiliar words.
Will there ever come a day when `Synthetic Eleven Plus Teaching’ is introduced? This is where children are taught to analyse a question word by word and then draw all the words together to arrive at an understanding of the question?
Some parents are already doing this – they are encouraging their children to read each question carefully and then synthesise the concepts to arrive at a meaningful answer. Various dictionary definitions of the word synthetic do not lead easily to linking the word `synthetic’ to the words `Eleven Plus’.
A synthetic product is made by a chemical process.
A synthetic answer can be insincere.
None of us would welcome a chemically induced eleven plus lesson. Very few of us would welcome an insincere approach to eleven plus work. Many of us would, however, welcome an approach when a child reads a question carefully before trying to supply the answer.
Sunday, October 17, 2010
Eleven Plus Problems
How do Eleven Plus problems arise?
Usually it is teacher or a parent who sets the eleven plus problems – be it in mathematics or the reasoning skills.
Eleven plus children are used to problems like:
Underline the one word which is different from the rest:
Picture Drawing Painting Frame Photograph Portrait
A different eleven plus favourite is:
Find 10% of 56.
But eleven plus problems can also be found in areas like:
How much time should be spent every week on eleven plus work?
Is the eleven plus material that is being set at a demanding and useful level?
The eleven plus candidate can have problems with where and when he or she is expected to work. In the bedroom? In the study? In front of the T.V.?
The eleven plus child could be asked to write down a list of problems. There may be some that can be solved. Some, however, may not be immediately solvable.
You could ask your child to keep a record of problems – social, emotional and physical – as well as intellectual. For example at one time or another:
Mum might be a problem.
Dad might be a problem.
A sibling might be a problem.
Mum might solve the problem.
Dad might solve the problem.
The sibling might solve the problem.
Many eleven plus problems can be solved after a good night’s sleep. The real problem is establishing whether or not the problem is really important and pressing. If solving the problem is likely to be profitable and important to the eleven plus journey then it may be worth addressing.
Usually it is teacher or a parent who sets the eleven plus problems – be it in mathematics or the reasoning skills.
Eleven plus children are used to problems like:
Underline the one word which is different from the rest:
Picture Drawing Painting Frame Photograph Portrait
A different eleven plus favourite is:
Find 10% of 56.
But eleven plus problems can also be found in areas like:
How much time should be spent every week on eleven plus work?
Is the eleven plus material that is being set at a demanding and useful level?
The eleven plus candidate can have problems with where and when he or she is expected to work. In the bedroom? In the study? In front of the T.V.?
The eleven plus child could be asked to write down a list of problems. There may be some that can be solved. Some, however, may not be immediately solvable.
You could ask your child to keep a record of problems – social, emotional and physical – as well as intellectual. For example at one time or another:
Mum might be a problem.
Dad might be a problem.
A sibling might be a problem.
Mum might solve the problem.
Dad might solve the problem.
The sibling might solve the problem.
Many eleven plus problems can be solved after a good night’s sleep. The real problem is establishing whether or not the problem is really important and pressing. If solving the problem is likely to be profitable and important to the eleven plus journey then it may be worth addressing.
Saturday, October 16, 2010
Eleven Plus Congratulations
I went round a number of our centres today to thank our teachers for the hard work they had done in the lead up to the recent Eleven Plus examinations. We have had some incredible results in the Bexley examinations.
Congratulations too to all the mothers and fathers. They must be very proud of their children.
I spoke to one set of grandparents – and grand mother had tears in her eyes with excitement over the opportunities that now lie ahead.
Well done to all the children for all their hard work and endeavour.
And finally well done to all the teachers at all the different schools - without their inspired input our children would not have achieved their dreams.
We can only hope that next year will be better!
Congratulations too to all the mothers and fathers. They must be very proud of their children.
I spoke to one set of grandparents – and grand mother had tears in her eyes with excitement over the opportunities that now lie ahead.
Well done to all the children for all their hard work and endeavour.
And finally well done to all the teachers at all the different schools - without their inspired input our children would not have achieved their dreams.
We can only hope that next year will be better!
Friday, October 15, 2010
Eleven Plus Noise
What would it be like if you could simply dial one number and have instant access to all the different eleven plus information you need? Your child’s needs will change over the next few months. Your desire and demand for information will also need to be serviced. The `One Stop Eleven Plus Shop’ could help. Here you could find all the eleven plus social media including at least popular forums, books, papers, advice from tutors, advice about tutors, publishers, Face Book applications, DVDs, CDs and Twitter comments. This would give you access to a veritable cornucopia of ideas, advice and solutions. You may even be able to have s sensible dialogue about `Sound and the Eleven Plus Child’.
It is possible that your child would really like a sound proofed bedroom. Unfortunately there are few really practical ways of keeping sound out of the Eleven Plus Room’.
Perhaps others in the family will need to be good neighbours. A thick carpet outside the door could eliminate at least one pet hate. Moving siblings is not so easy – unless you live in an `Eleven Plus Castle’.
Every parent will use the technique of moving a wardrobe or cupboard to the wall where most noise emanates. A cupboard full of games, clothes and general `junk’ will help to eliminate most noise.
When the `Studious Eleven Plus Candidate’ complains that he or she can still hear the source of the sound – then parents could consider building `An Eleven Plus Wall’. This would be a new wall – spaced away from the existing wall with battens and plaster board. The cavity would need to be filled – but most mothers would have ideas on that point. (Foam or expanded polystyrene may spring to mind.)
The space around the doors is another potential source of noise. Draft proofing may help.
One further thought. The famous `No Entry – Eleven Plus Candidate At Work’ sign may bring immediate quiet through out the home.
The best thing about a sound proofed room could be something that may not spring to the eleven plus mind.
Your child may occasionally hear those dreaded words: “It is time now to go to work”.
A sound proofed bed room could keep out any crashing and banging.
What price `Eleven Plus Peace?’
It is possible that your child would really like a sound proofed bedroom. Unfortunately there are few really practical ways of keeping sound out of the Eleven Plus Room’.
Perhaps others in the family will need to be good neighbours. A thick carpet outside the door could eliminate at least one pet hate. Moving siblings is not so easy – unless you live in an `Eleven Plus Castle’.
Every parent will use the technique of moving a wardrobe or cupboard to the wall where most noise emanates. A cupboard full of games, clothes and general `junk’ will help to eliminate most noise.
When the `Studious Eleven Plus Candidate’ complains that he or she can still hear the source of the sound – then parents could consider building `An Eleven Plus Wall’. This would be a new wall – spaced away from the existing wall with battens and plaster board. The cavity would need to be filled – but most mothers would have ideas on that point. (Foam or expanded polystyrene may spring to mind.)
The space around the doors is another potential source of noise. Draft proofing may help.
One further thought. The famous `No Entry – Eleven Plus Candidate At Work’ sign may bring immediate quiet through out the home.
The best thing about a sound proofed room could be something that may not spring to the eleven plus mind.
Your child may occasionally hear those dreaded words: “It is time now to go to work”.
A sound proofed bed room could keep out any crashing and banging.
What price `Eleven Plus Peace?’
Thursday, October 14, 2010
Eleven Plus Books
Some eleven plus parents have a problem finding books for their aspiring candidates to read.
“What about all those lovely books I got you last Christmas. We are in October now and you have not read any of them. Your Aunt Edna will be so disappointed that you did not find time to read the trilogy that she bought you.”
“But Mum, they are so boring.”
“Yes, but your father and I love reading. We can’t understand why you will not read. You are always playing on the computer. You never pick up a book and sit down to have a `nice’ read.”
There could be a solution.
John Grisham has written `Theodore Boone – Half the Man, Twice the Lawyer’. (Hodder and Stoughton 2010 ISBN 978 1444 71448 7) It is about Theo Boone who is only thirteen years old and thinks that he is a lawyer.
If your ten year old child ever needs to read a book that is inspiring and utterly compelling then this is the one. I can not believe that any bright child will not be able to identify with Theo Boone.
I hope also that reading the book turns some very able children into believing in themselves. A child who is able and articulate may not always feel that they can fit into the company of `mere mortals’. Theodore Boone is loved, respected and admired. These are all attributes that some eleven plus children crave.
Every single Eleven Plus parent in the world will want their child to be loved, respected and admired.
A word of warning. If you do hand the book over you may not be offered a single word until the last page.
“What about all those lovely books I got you last Christmas. We are in October now and you have not read any of them. Your Aunt Edna will be so disappointed that you did not find time to read the trilogy that she bought you.”
“But Mum, they are so boring.”
“Yes, but your father and I love reading. We can’t understand why you will not read. You are always playing on the computer. You never pick up a book and sit down to have a `nice’ read.”
There could be a solution.
John Grisham has written `Theodore Boone – Half the Man, Twice the Lawyer’. (Hodder and Stoughton 2010 ISBN 978 1444 71448 7) It is about Theo Boone who is only thirteen years old and thinks that he is a lawyer.
If your ten year old child ever needs to read a book that is inspiring and utterly compelling then this is the one. I can not believe that any bright child will not be able to identify with Theo Boone.
I hope also that reading the book turns some very able children into believing in themselves. A child who is able and articulate may not always feel that they can fit into the company of `mere mortals’. Theodore Boone is loved, respected and admired. These are all attributes that some eleven plus children crave.
Every single Eleven Plus parent in the world will want their child to be loved, respected and admired.
A word of warning. If you do hand the book over you may not be offered a single word until the last page.
Wednesday, October 13, 2010
The Eleven Plus Black Box
Your mission. You have been tasked to obtain the Back Box recording of your child sitting the first Eleven Plus examination.
You are waiting for your child’s results. There may have been some confusion with the instructions in the examination room. You have been told that two experienced invigilators were on duty and `running’ the examination on behalf of the authorities.
The examination was due to start at 9.30 in the hall. This is situated in a normally quiet and peaceful section of the school – rather away from the other buildings and definitely shielded from the busy road. You know too that any dustcarts and lawn mowers were banned from the school over the duration of the eleven plus examinations.
We pick up the transcript just as your child notifies the invigilator of an approaching disaster. Were this an unforeseen circumstance, plain neglect or lack of training?
Invigilator to Class: Er, good morning. We are just about to start the Eleven Plus examination. I would ask you all to listen carefully – but if you do not understand please do not hesitate to ask for help.
Class Member: What do we do if it rains today?
Invigilator to Class: That is possible, but try not to think of anything that you can not control. Just focus on the task.
Class Member: I am getting drops of water on my paper.
Invigilator to Class: Please try to stop crying. You will only upset yourself and the rest of the children. Just use the tissue you were asked to bring.
Class Member: I am sorry to speak again. The drops are growing in size. My paper is getting wet.
Invigilator walks towards the right rear of the room: Er, what is happening here? (Looks up at the ceiling.) Oh! There is a large puddle forming in the roof. We had better move away.
The children, teachers and invigilator leave the room in a hurry. Papers, pencils and rubbers are left on desks.
There is an ominous sound and a section of the roof gives way to a flood. The Eleven Plus Back Box picks up shouting from outside the room.
Questions
Depending on the circumstances; do the parents of these children have a right to appeal?
Should there be a Black Box recording of eleven plus examinations so that parents can know exactly what was going on?
You are waiting for your child’s results. There may have been some confusion with the instructions in the examination room. You have been told that two experienced invigilators were on duty and `running’ the examination on behalf of the authorities.
The examination was due to start at 9.30 in the hall. This is situated in a normally quiet and peaceful section of the school – rather away from the other buildings and definitely shielded from the busy road. You know too that any dustcarts and lawn mowers were banned from the school over the duration of the eleven plus examinations.
We pick up the transcript just as your child notifies the invigilator of an approaching disaster. Were this an unforeseen circumstance, plain neglect or lack of training?
Invigilator to Class: Er, good morning. We are just about to start the Eleven Plus examination. I would ask you all to listen carefully – but if you do not understand please do not hesitate to ask for help.
Class Member: What do we do if it rains today?
Invigilator to Class: That is possible, but try not to think of anything that you can not control. Just focus on the task.
Class Member: I am getting drops of water on my paper.
Invigilator to Class: Please try to stop crying. You will only upset yourself and the rest of the children. Just use the tissue you were asked to bring.
Class Member: I am sorry to speak again. The drops are growing in size. My paper is getting wet.
Invigilator walks towards the right rear of the room: Er, what is happening here? (Looks up at the ceiling.) Oh! There is a large puddle forming in the roof. We had better move away.
The children, teachers and invigilator leave the room in a hurry. Papers, pencils and rubbers are left on desks.
There is an ominous sound and a section of the roof gives way to a flood. The Eleven Plus Back Box picks up shouting from outside the room.
Questions
Depending on the circumstances; do the parents of these children have a right to appeal?
Should there be a Black Box recording of eleven plus examinations so that parents can know exactly what was going on?
Tuesday, October 12, 2010
Eleven Plus Planning
What next after the Eleven Plus?
It is easy – fleeting thoughts will enter your mind about Grammar Schools, GCSE examinations, the A Levels and the International Baccalaureate. Your focus will move to which university will deliver the goods. It looks as if university students are going to have to pay more for the privilege of attending university. Which course would offer the best return?
Step One is UCAS (http://www.ucas.ac.uk/) where the application is made.
Step Two is BMAT (http://www.admissionstests.cambridgeassessment.org.uk/adt/) the admissions tests from Cambridge.
Step Three is UKCAT (http://www.ukcat.ac.uk/) the UK Clinical Aptitude Test)
Step Four is LNAT (http://www.lnat.ac.uk/) the Law Aptitude Test.
Step Five is for pupils interested in studying in the USA (http://www.princetonreview.com/college-rankings.aspx).
It is not too early to start planning ahead. After all you started planning for the eleven plus before your child was born – so the next few years will go very quickly!
Good luck!
It is easy – fleeting thoughts will enter your mind about Grammar Schools, GCSE examinations, the A Levels and the International Baccalaureate. Your focus will move to which university will deliver the goods. It looks as if university students are going to have to pay more for the privilege of attending university. Which course would offer the best return?
Step One is UCAS (http://www.ucas.ac.uk/) where the application is made.
Step Two is BMAT (http://www.admissionstests.cambridgeassessment.org.uk/adt/) the admissions tests from Cambridge.
Step Three is UKCAT (http://www.ukcat.ac.uk/) the UK Clinical Aptitude Test)
Step Four is LNAT (http://www.lnat.ac.uk/) the Law Aptitude Test.
Step Five is for pupils interested in studying in the USA (http://www.princetonreview.com/college-rankings.aspx).
It is not too early to start planning ahead. After all you started planning for the eleven plus before your child was born – so the next few years will go very quickly!
Good luck!
Monday, October 11, 2010
Eleven Plus Stars
We have been thrilled to receive the results of the Eleven Plus children from the Medway towns who have passed. Congratulations to all these wonderful children and their fortunate parents. Earning a place in a grammar school could change the course of the lives of some of these children.
The Medway examination is interesting because a proportion of the marks are awarded to the ability to communicate in writing. One of the children who has passed has always had some problems with his spelling. We added a little spelling to his program to try to help.
Some educationalists look at a spelling problem and try to categories it into two different areas. One area suggests that the child may well have a reading and a spelling problem. A different child may simply have a spelling problem.
When a child reads there is often the ability to look at contextual clues to help with spelling. Spelling, however, demands a recall of words that have been learnt and assimilated.
The eleven plus child with a spelling problem may have to be able to generalise rules before being able to spell unfamiliar words. Children sometimes use one strategy for writing words down – and a different one for checking the spelling. Some children may even be able to analyse the word into components – like root, suffix and prefix.
Eleven plus parents will hope that their child will be able to pick up spellings easily and intuitively.
Some children find it useful to collect all their spelling mistakes into one place – and then try to learn the words. Rote learning of spellings, however, is sometimes very difficult. It may be more helpful for the bright child to learn various strategies.
So congratulations to all the stars that have passed. Super Nova congratulations to the star that had a spelling problem and still passed!
The Medway examination is interesting because a proportion of the marks are awarded to the ability to communicate in writing. One of the children who has passed has always had some problems with his spelling. We added a little spelling to his program to try to help.
Some educationalists look at a spelling problem and try to categories it into two different areas. One area suggests that the child may well have a reading and a spelling problem. A different child may simply have a spelling problem.
When a child reads there is often the ability to look at contextual clues to help with spelling. Spelling, however, demands a recall of words that have been learnt and assimilated.
The eleven plus child with a spelling problem may have to be able to generalise rules before being able to spell unfamiliar words. Children sometimes use one strategy for writing words down – and a different one for checking the spelling. Some children may even be able to analyse the word into components – like root, suffix and prefix.
Eleven plus parents will hope that their child will be able to pick up spellings easily and intuitively.
Some children find it useful to collect all their spelling mistakes into one place – and then try to learn the words. Rote learning of spellings, however, is sometimes very difficult. It may be more helpful for the bright child to learn various strategies.
So congratulations to all the stars that have passed. Super Nova congratulations to the star that had a spelling problem and still passed!
Sunday, October 10, 2010
Eleven Plus Control
“My dear, the answer lies in cybernetics.”
When a ship drifts off course the helmsman has to move the rudder to the port or the starboard to compensate for deviation. The word cybernetics is derived from the Greek word for a `steersman’.
When the eleven plus child drifts off course then gentle chat is sometimes needed to guide the candidate back onto the preferred route.
Suppose your child starts reaching failing marks on eleven plus exercises. You hope that your words will help to bring his or her grades up `Controlled guidance’ could be an invaluable asset.
When a ship drifts off course the helmsman has to move the rudder to the port or the starboard to compensate for deviation. The word cybernetics is derived from the Greek word for a `steersman’.
When the eleven plus child drifts off course then gentle chat is sometimes needed to guide the candidate back onto the preferred route.
Suppose your child starts reaching failing marks on eleven plus exercises. You hope that your words will help to bring his or her grades up `Controlled guidance’ could be an invaluable asset.
Saturday, October 09, 2010
Persuasion and the Eleven Plus
Some parents may sometimes feel that their attempts to persuade their child to feel a little more confident are falling on deaf ears. Naturally by the time their child has reached ten years old, parents have a pretty fair idea of how their child will react to most situations. Some parents may feel, on occasions, the need to be slightly heavy handed in their persuasive methods.
The eleven plus, however, because it is such a demanding examination, may sometimes throw up apparently childish perversity and utterly unpredictable behaviour. Some parents may also feel that their conventional methods of persuasion are being treated with some degree of suspicion.
One problem that some children may fear is that the dialogue with their parents is heavily weighted on the side of the parents. Their parents are urging them to respond in a particular way – but the children may not offer the hoped for response.
Able and articulate eleven plus children are probably good at more than just answering multiple choice questions. Combinations of sport, dance, drama and chess could be part of the makeup of the after school life of the eleven plus child. Work and study may need to fitted into a busy academic and social life.
We have a boy who comes to us for an evening lesson – and he has already done two after school activities.
Somehow some eleven plus children may feel they need a balance in their lives. Missing the odd lesson or exercise because of fatigue or overload is not going to upset the final balance of marks in the examination.
Some children may need to feel that they are keeping their parents pacified. These children may want their parents to be easy, thoughtful and appreciative. Persuasion, under these conditions, may be less consuming.
The eleven plus, however, because it is such a demanding examination, may sometimes throw up apparently childish perversity and utterly unpredictable behaviour. Some parents may also feel that their conventional methods of persuasion are being treated with some degree of suspicion.
One problem that some children may fear is that the dialogue with their parents is heavily weighted on the side of the parents. Their parents are urging them to respond in a particular way – but the children may not offer the hoped for response.
Able and articulate eleven plus children are probably good at more than just answering multiple choice questions. Combinations of sport, dance, drama and chess could be part of the makeup of the after school life of the eleven plus child. Work and study may need to fitted into a busy academic and social life.
We have a boy who comes to us for an evening lesson – and he has already done two after school activities.
Somehow some eleven plus children may feel they need a balance in their lives. Missing the odd lesson or exercise because of fatigue or overload is not going to upset the final balance of marks in the examination.
Some children may need to feel that they are keeping their parents pacified. These children may want their parents to be easy, thoughtful and appreciative. Persuasion, under these conditions, may be less consuming.
Friday, October 08, 2010
Taking Stock of the Eleven Plus
All the big retailers – and many of the smaller ones – will take part in a stock take. Years and tears ago the stock take took place on a certain day and everyone joined in the count. The results were laboriously collected and then analysed.
It would a dream for every retailer if all the stock could always be sold – but some items will remain obstinately on the shelf. Unsold goods must be taken into account when calculating the gross profit at the end of a financial period.
Every time we go into a large supermarket we see hardworking people counting and analysing stock. Of course the tills will record every transaction and warn when stock levels drop – but canny shop keepers also make their own regular checks.
We could, for example, illustrate the importance of stock with a little eleven plus example.
Mrs.Winterton, who runs a wedding hire business, has a child working towards the eleven plus. She needs to buy some stock for her shop.
July 14th Buys 6 six small chairs for £80.00 each
July 15th She sold two chairs to a customer for £160.00 each.
July 16th Bought two more chairs for £100.00 each.
July 16 Paid £20.00 for flowers.
July 18th Sold three chairs from her original lot for £500.00 the lot.
July 18th Paid delivery charge for £20.00
July 18th Paid chair covers £20.00
The eleven plus question: `What is the value of her stock?’ An eleven plus child can work out the actual arithmetic in this question. But the value of the stock is a bit more confusing.
Any book keeper or accountant would tell you immediately that a debit is made in the Stock Account while a credit is made in the Trading Account.
Eleven plus parents take stock of their child’s progress every day. All week long parents are crediting successes – and debiting failures. All parents can do is hope that they land up in a profitable situation at the end!
It would a dream for every retailer if all the stock could always be sold – but some items will remain obstinately on the shelf. Unsold goods must be taken into account when calculating the gross profit at the end of a financial period.
Every time we go into a large supermarket we see hardworking people counting and analysing stock. Of course the tills will record every transaction and warn when stock levels drop – but canny shop keepers also make their own regular checks.
We could, for example, illustrate the importance of stock with a little eleven plus example.
Mrs.Winterton, who runs a wedding hire business, has a child working towards the eleven plus. She needs to buy some stock for her shop.
July 14th Buys 6 six small chairs for £80.00 each
July 15th She sold two chairs to a customer for £160.00 each.
July 16th Bought two more chairs for £100.00 each.
July 16 Paid £20.00 for flowers.
July 18th Sold three chairs from her original lot for £500.00 the lot.
July 18th Paid delivery charge for £20.00
July 18th Paid chair covers £20.00
The eleven plus question: `What is the value of her stock?’ An eleven plus child can work out the actual arithmetic in this question. But the value of the stock is a bit more confusing.
Any book keeper or accountant would tell you immediately that a debit is made in the Stock Account while a credit is made in the Trading Account.
Eleven plus parents take stock of their child’s progress every day. All week long parents are crediting successes – and debiting failures. All parents can do is hope that they land up in a profitable situation at the end!
Thursday, October 07, 2010
Eleven Plus Interests
The interests of eleven plus children are changing all the time. The interests of bright and able children will cover diverse areas like T.V. programs, music, mathematics, art, dance, literature and science. It would be wonderful for many children if more eleven plus questions could touch on some of these areas.
Many, but not all, eleven plus questions seem to follow a fairly rigid formula. Just because questions from major publishes seem to follow a remarkably set pattern, so the myriad of teachers, tutors and smaller publishers have churned out eleven plus questions that all seem to be remarkably similar.
If we asked children to devise their own tests for entry to grammar school we could conceivably be enchanted by questions that do not fall into the present categories.
Chatting to an eleven plus child a teacher could conceivably ask:
Which would you prefer?
a) Going to school
b) Visiting an art gallery
c) Going to an adventure centre.
What is most important when you are studying towards the eleven plus?
a) Keeping fit
b) Working through eleven plus papers
c) Being the best you can at school
The responses of some child would naturally follow a desire to answer in a manner that would please the teacher. Other children would answer for themselves. Others would enjoy the whole experience and offer unexpected and delightful answers.
Many, but not all, eleven plus questions seem to follow a fairly rigid formula. Just because questions from major publishes seem to follow a remarkably set pattern, so the myriad of teachers, tutors and smaller publishers have churned out eleven plus questions that all seem to be remarkably similar.
If we asked children to devise their own tests for entry to grammar school we could conceivably be enchanted by questions that do not fall into the present categories.
Chatting to an eleven plus child a teacher could conceivably ask:
Which would you prefer?
a) Going to school
b) Visiting an art gallery
c) Going to an adventure centre.
What is most important when you are studying towards the eleven plus?
a) Keeping fit
b) Working through eleven plus papers
c) Being the best you can at school
The responses of some child would naturally follow a desire to answer in a manner that would please the teacher. Other children would answer for themselves. Others would enjoy the whole experience and offer unexpected and delightful answers.
Wednesday, October 06, 2010
Eleven Plus Expectations
The perennial question – how easy is it to meet the expectations of eleven plus parents?
Teachers, schools, tutors and publishers are all concerned with satisfying at least part of this weighty anticipation.
Parents want, at each stage of the eleven plus process, information about how much work has been done, what work needs to be done and what are the chances of passing. There are many factors to take into account:
The health of their child;
The emotional maturity of the candidate;
The degree of social adjustment;
And, of course, the innate intelligence and motivation.
Many parents are reassured by marks and percentages – as these give physical evidence of progress. Factors like work ethic and study skills are far more difficult to quantify.
It can be argued that teachers and tutors with access to evaluative instruments and carefully constructed standardised scores should have an advantage. Who can argue, however, against the confidence of the much loved and highly experienced tutor who can tell at a glance if a child can pass?
Teachers, schools, tutors and publishers are all concerned with satisfying at least part of this weighty anticipation.
Parents want, at each stage of the eleven plus process, information about how much work has been done, what work needs to be done and what are the chances of passing. There are many factors to take into account:
The health of their child;
The emotional maturity of the candidate;
The degree of social adjustment;
And, of course, the innate intelligence and motivation.
Many parents are reassured by marks and percentages – as these give physical evidence of progress. Factors like work ethic and study skills are far more difficult to quantify.
It can be argued that teachers and tutors with access to evaluative instruments and carefully constructed standardised scores should have an advantage. Who can argue, however, against the confidence of the much loved and highly experienced tutor who can tell at a glance if a child can pass?
Tuesday, October 05, 2010
Special Eleven Plus Brains and PHP
One day, is possible, that some of our current eleven plus students will decide to go into computers. Some may want to manufacture, others to sell while one or two may decide to concentrate on web design. It is almost a certainty that any web user will have come across a website written in PHP.
PHP is a programming language designed for creating dynamic websites. It fits into a web server and processes the instructions in the web page before the instructions are sent to the server. PHP talks to a range of data base systems. A good example of PHP in action is an online store – where you enter the search word and then find the product that you want.
When we log into an online store we may decide to change the number of items that we are purchasing. For example there may be only one product in a particular line – but the customer can be given the opportunity to change how many are purchased.
A brain that can cope with this sort of programming does not necessarily have to be an eleven plus brain. Eleven plus brains have to be able to think and reason – and perform a range of calculations. Some even have to cope with comprehension and written English.
Eleven plus brains have to be mature and forgiving. (Is there ever an eleven plus child who is able to say accusingly: “But I have already done it!”)
Eleven plus brains can not say that the dog ate their eleven plus paper – especially if there is no dog in the family.
Eleven plus children have to respectful and accommodating. (Sometimes parents are right!”
What parents do want is for their child to adopt a dynamic approach to the eleven plus. They want their child to be able to check work carefully. They want their child to be able to follow instructions. Parents do not want to have to repeat something – especially if it to be contentious.
Receptive Eleven Plus brains are pretty special!
PHP is a programming language designed for creating dynamic websites. It fits into a web server and processes the instructions in the web page before the instructions are sent to the server. PHP talks to a range of data base systems. A good example of PHP in action is an online store – where you enter the search word and then find the product that you want.
When we log into an online store we may decide to change the number of items that we are purchasing. For example there may be only one product in a particular line – but the customer can be given the opportunity to change how many are purchased.
A brain that can cope with this sort of programming does not necessarily have to be an eleven plus brain. Eleven plus brains have to be able to think and reason – and perform a range of calculations. Some even have to cope with comprehension and written English.
Eleven plus brains have to be mature and forgiving. (Is there ever an eleven plus child who is able to say accusingly: “But I have already done it!”)
Eleven plus brains can not say that the dog ate their eleven plus paper – especially if there is no dog in the family.
Eleven plus children have to respectful and accommodating. (Sometimes parents are right!”
What parents do want is for their child to adopt a dynamic approach to the eleven plus. They want their child to be able to check work carefully. They want their child to be able to follow instructions. Parents do not want to have to repeat something – especially if it to be contentious.
Receptive Eleven Plus brains are pretty special!
Monday, October 04, 2010
Eleven Plus Change
How can an eleven plus child suggest to his or her parents that there may be an alternative route towards the eleven plus? Some children may choose to use a form of a suggestion scheme – but this depends on how receptive their parents are likely to be.
One problem an eleven plus child may face is that his or her parents may not want to hear the solution that is being promoted. Eleven plus children learnt when they were very small that timing is all important. How ever good the suggestion is, it could fall on deaf ears if the timing is off.
One suggestion to any child who is thinking about changes in attitudes towards the eleven plus is that it is possible that a novel approach is needed. It may not be good enough to argue and keep arguing. Eleven plus children seeking change may need to create a whole new image for themselves.
Any eleven plus suggestion may need to include saving time. Parents may feel that they under pressure – and that prolonged negotiations can only waste time. (That is when children go on and on!)
Children may also take note of how governments for years have brought in change – namely the leaked secret. The leaked drip could be offered with maximum publicity just twenty four hours before any crucial meeting. Eleven Plus children may have limited financial resources – but major emotional resources.
So eleven plus children wishing for change may need to:
Argue less
Think of novel approaches to developing suggestions.
Forget negotiations.
Try dripping away.
Play on the emotions of the parents.
One problem an eleven plus child may face is that his or her parents may not want to hear the solution that is being promoted. Eleven plus children learnt when they were very small that timing is all important. How ever good the suggestion is, it could fall on deaf ears if the timing is off.
One suggestion to any child who is thinking about changes in attitudes towards the eleven plus is that it is possible that a novel approach is needed. It may not be good enough to argue and keep arguing. Eleven plus children seeking change may need to create a whole new image for themselves.
Any eleven plus suggestion may need to include saving time. Parents may feel that they under pressure – and that prolonged negotiations can only waste time. (That is when children go on and on!)
Children may also take note of how governments for years have brought in change – namely the leaked secret. The leaked drip could be offered with maximum publicity just twenty four hours before any crucial meeting. Eleven Plus children may have limited financial resources – but major emotional resources.
So eleven plus children wishing for change may need to:
Argue less
Think of novel approaches to developing suggestions.
Forget negotiations.
Try dripping away.
Play on the emotions of the parents.
Sunday, October 03, 2010
The Eleven Plus and Arbitration
Some eleven plus children need to embrace change. Working towards the eleven plus examination will mean changes to their lives. Some may need to adjust to working to a schedule. Others very bright children may need to do some real academic work for the first time in their lives. There could even be a group of children who, although they are doing very well at school, are challenged by the complexity and the range of eleven plus work.
Listening to some eleven plus children it almost seems as if they don’t understand that targeted work will help to give them a better opportunity. There are even a few who appear to think that resentment is a necessary price before change and improvement takes place. Some children will not try to be negative but if there appears to be a hint of criticism then the emotions can become turbulent.
When things go wrong in the adult world there are various mechanisms to help mediate and give advice. Some adults may feel the need to turn to Samaritans, others to the Citizens Advice Bureau – while others will need to engage professional negotiators – witness how strikes are handled.
The eleven plus child does not have access to a professional body. The `sometimes grumpy little face’ may feel that there is no one to turn to. But parents must have non arbitrational rights. No child can be allowed to breach health and safety. No child needs to be rude and offhand. No child needs to be disagreeable. Eleven plus children probably want to be treated in a right and fair manner. Many will want to voice their thoughts – which can be useful - unless it goes on and on!
In the world of business people usually try to effect change when the business is expanding. The expansion helps the business to be able to move people to different jobs without losing their seniority or suffer pay cuts. The eleven plus child does not have this luxury.
If agreement can not be reached within the immediate family then any unresolved disputes may need to be submitted to arbitration. The arbitrator could be a much loved grandparent, or an aunt or uncle. Sometimes an older brother or sister could help immensely.
Imagine the pride of Grandmother Molly. Her new family title:
Grandmother Molly – The Eleven Plus Arbitrator.
Listening to some eleven plus children it almost seems as if they don’t understand that targeted work will help to give them a better opportunity. There are even a few who appear to think that resentment is a necessary price before change and improvement takes place. Some children will not try to be negative but if there appears to be a hint of criticism then the emotions can become turbulent.
When things go wrong in the adult world there are various mechanisms to help mediate and give advice. Some adults may feel the need to turn to Samaritans, others to the Citizens Advice Bureau – while others will need to engage professional negotiators – witness how strikes are handled.
The eleven plus child does not have access to a professional body. The `sometimes grumpy little face’ may feel that there is no one to turn to. But parents must have non arbitrational rights. No child can be allowed to breach health and safety. No child needs to be rude and offhand. No child needs to be disagreeable. Eleven plus children probably want to be treated in a right and fair manner. Many will want to voice their thoughts – which can be useful - unless it goes on and on!
In the world of business people usually try to effect change when the business is expanding. The expansion helps the business to be able to move people to different jobs without losing their seniority or suffer pay cuts. The eleven plus child does not have this luxury.
If agreement can not be reached within the immediate family then any unresolved disputes may need to be submitted to arbitration. The arbitrator could be a much loved grandparent, or an aunt or uncle. Sometimes an older brother or sister could help immensely.
Imagine the pride of Grandmother Molly. Her new family title:
Grandmother Molly – The Eleven Plus Arbitrator.
Saturday, October 02, 2010
The Eleven Plus and the Ryder Cup 2010
A number of us will have been working with eleven plus children – and then enjoying watching shots of the Ryder Cup.
A number of eleven plus children will have been watching the Ryder Cup with their parents.
Today was Day 2 – and the Ryder Cup foursomes were out in force. The commentators were commentating, the players were playing and the crowds were crowding.
Eleven plus child can learn from golf – they can learn the need to concentrate. They can also learn the need to play as part of a team. (The attire of the players from both teams was a thing of beauty.)
The one extraordinary habit that I hope no eleven plus child will pick up was displayed by both sides. This is something that we never see a boxer doing after a good blow to the head of an opponent. An Olympic swimmer can not do this action in the middle of a race. The winner of the stage of the Tour de France usually raises both hands as a salute – but then he has cycled 200 kilometres.
These Ryder Cup golfers – on both sides – when they have sunk a putt – raise their eyes to the crowd. They then clench their fist and use a dramatic pumping movement to show their joy at sinking the putt.
The hope is that your precious eleven plus candidate does not get into the habit of clenching the fist and pumping after every answer. This could be quite off putting to others in the middle of the real examination!
A number of eleven plus children will have been watching the Ryder Cup with their parents.
Today was Day 2 – and the Ryder Cup foursomes were out in force. The commentators were commentating, the players were playing and the crowds were crowding.
Eleven plus child can learn from golf – they can learn the need to concentrate. They can also learn the need to play as part of a team. (The attire of the players from both teams was a thing of beauty.)
The one extraordinary habit that I hope no eleven plus child will pick up was displayed by both sides. This is something that we never see a boxer doing after a good blow to the head of an opponent. An Olympic swimmer can not do this action in the middle of a race. The winner of the stage of the Tour de France usually raises both hands as a salute – but then he has cycled 200 kilometres.
These Ryder Cup golfers – on both sides – when they have sunk a putt – raise their eyes to the crowd. They then clench their fist and use a dramatic pumping movement to show their joy at sinking the putt.
The hope is that your precious eleven plus candidate does not get into the habit of clenching the fist and pumping after every answer. This could be quite off putting to others in the middle of the real examination!
Friday, October 01, 2010
Variety in the Eleven Plus
It is very hard to generalise – but here goes – a reasonably significant number of parents will hope that their eleven plus children will go onto university.
When their child reaches university there will be a bewildering variety of courses to choose from.
The primary school is already a veritable cornucopia to some bright children – with the opportunity of a wide range of activities and a number of different subjects to study. There is often time for a variety of outside classes and activities. There is also the spectre of the eleven plus. Preparing for the examination takes time and effort.
The eleven plus examination itself can be regarded, in some areas, as a remarkably narrow examination. Coping with analogies, for example, in verbal and non verbal reasoning is a skill that can be learnt.
The GCSE years can be full and exciting – with many GCSE options to choose from. I have already mentioned the ex GCSE grammar school boy who has just joined us to work with our super bright eleven plus children and who has thirteen A* GCSE subjects!
There is some degree of specialisation in the A Level years – but still a range of subjects to choose from.
Why can’t a fresh look be made at the present system of the eleven plus? Some ten year old children may miss out on a prized university place simply because the examination is much too narrow in scope and design. Naturally it must be argued that once a child has jumped over the hurdle of the eleven plus then he or she can be called fit to be able to cope with the variety that will become available in later life. Yet the eleven plus examination may militate against some super bright children..
When their child reaches university there will be a bewildering variety of courses to choose from.
The primary school is already a veritable cornucopia to some bright children – with the opportunity of a wide range of activities and a number of different subjects to study. There is often time for a variety of outside classes and activities. There is also the spectre of the eleven plus. Preparing for the examination takes time and effort.
The eleven plus examination itself can be regarded, in some areas, as a remarkably narrow examination. Coping with analogies, for example, in verbal and non verbal reasoning is a skill that can be learnt.
The GCSE years can be full and exciting – with many GCSE options to choose from. I have already mentioned the ex GCSE grammar school boy who has just joined us to work with our super bright eleven plus children and who has thirteen A* GCSE subjects!
There is some degree of specialisation in the A Level years – but still a range of subjects to choose from.
Why can’t a fresh look be made at the present system of the eleven plus? Some ten year old children may miss out on a prized university place simply because the examination is much too narrow in scope and design. Naturally it must be argued that once a child has jumped over the hurdle of the eleven plus then he or she can be called fit to be able to cope with the variety that will become available in later life. Yet the eleven plus examination may militate against some super bright children..
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