How valid are the questions taken from the more popular eleven plus papers? If children work from papers by the `people who set the examination’ are these going to be as useful as marks obtained on papers from other sources? It must be possible, for example, to find a correlation between marks on selection test and the chances of one of the top four football teams landing up in the top four again.
An eleven plus paper is only valid if it measures what it is supposed to measure. Eleven plus papers, however, do not set out to measure intelligence or personality. Being bright, however, as well as being verbally able, must help with some tests.
We recall fondly one boy who could not cope with one of the highly promoted eleven plus papers. His mother was horrified and attacked the eleven plus system. Her child had just come out of an inner city school and was totally unready to tackle eleven plus work. With six months to the examination the boy had reached Level 3A in his English and mathematics. His mum took the trouble to tell us, in a triumphant phone call, that her son had passed his eleven plus and was in grammar school.
Did this mean that the eleven plus paper, from the highly reputable source, was neither valid nor reliable? Did the abject failure of the boy the first time round, on an unseen paper, without the benefit of any preliminary eleven plus work, mean that he was deemed to be non selective? In a situation like this parents can not read too much into the value and the truthfulness of eleven plus papers if the papers can not describe true ability and prowess.
We know, for example, that applicants for the army – and in particular Sandhurst – have to pass rigorous selection tests. A selection test looks at more than `reasoning’ ability as it must also select bright young men and women who will do well in fields like engineering, becoming pilots or corporate management.
Would there be any use in the eleven plus being broadened to look at leadership qualities? Does a grammar school child need to be able to lead and be self sufficient and commanding? There must be many examples of children who have coped admirably with life at grammar school and beyond who would not dream of trying to lead a platoon into battle.
There could be a case for some parents to be able to argue that a reasoning test should not necessarily correlate with success in school subjects. After all there must be many cases where complex psychological factors lead a person to being able to succeed in later life without the benefit of grammar school education.
Selecting just one criteria, such as verbal reasoning, for measuring future academic success seems to be suspect. There must be a very strong correlation between the ability to do well on a verbal reasoning paper and being able to do well at a grammar school. What we can not tell, however, is how many children who are equally bright in other spheres are swept away and consigned to a life as being `non selective’.
Monday, June 28, 2010
Saturday, June 26, 2010
The Eleven Plus and Authority
We sometimes hear, with horror and dismay, about cowboy builders. There is a certain hierarchy about cowboys. A cattleman was the employer of cowboys. As an employer he was responsible for their welfare. He looked after their moral wellbeing as well as their physical comforts.
A cowboy had to respect his employer – and had to trust the owner to be both fair and loyal. A cowboy did not have to trust the cattleman just because a difference in wealth and position.
Cowboys were paid basic wages – but very often were housed and fed. Most importantly – cowboys were usually supplied with their own horses.
Some times a cowboy was responsible to a trail boss. The cowboy would need to report to the trail boss – who would in turn report to the cattleman. Off the trail the cowboy would need to heed the ranch foreman. Often cowboys simply wanted good food, fair wages and an open life.
Of course cowboys were very often footloose or fancy free. If they were dissatisfied they took their wages and left. Quite a few become drifters – with poor health because of hard work and too much drink.
Of course I have no idea where the term `cowboy builder’ came from. Sometimes we use the term loosely and at other times we feel anger and frustration. No one likes to be conned. No one likes to feel their ambitions thwarted. No one likes the feeling of helplessness brought on by deceit and dishonourable actions.
I have never ever heard of a cowboy eleven plus teacher. Of course parents will prefer one eleven plus teacher over another. Naturally one type of personality will appeal more than another. Some will charge more than others. Some teachers will prepare an eleven plus child by going through paper after paper. Other teachers will teach necessary eleven plus skills.
There will be some eleven plus teachers who have the ability to make a child happy, contented and ambitious. These are the teachers who give parents confidence by straight talking and firm leadership. These really special eleven plus teachers need to be appreciated.
It is no secret, however, that the really superior eleven plus teacher is called a mother. Only a mother has the all the skills to be able to bring out the best in a child. Sometimes a mother will be firm, and at other times forgiving. She will always be there! Only a mother has the authority to tell a child to stop moaning and get on with it.
A cowboy had to respect his employer – and had to trust the owner to be both fair and loyal. A cowboy did not have to trust the cattleman just because a difference in wealth and position.
Cowboys were paid basic wages – but very often were housed and fed. Most importantly – cowboys were usually supplied with their own horses.
Some times a cowboy was responsible to a trail boss. The cowboy would need to report to the trail boss – who would in turn report to the cattleman. Off the trail the cowboy would need to heed the ranch foreman. Often cowboys simply wanted good food, fair wages and an open life.
Of course cowboys were very often footloose or fancy free. If they were dissatisfied they took their wages and left. Quite a few become drifters – with poor health because of hard work and too much drink.
Of course I have no idea where the term `cowboy builder’ came from. Sometimes we use the term loosely and at other times we feel anger and frustration. No one likes to be conned. No one likes to feel their ambitions thwarted. No one likes the feeling of helplessness brought on by deceit and dishonourable actions.
I have never ever heard of a cowboy eleven plus teacher. Of course parents will prefer one eleven plus teacher over another. Naturally one type of personality will appeal more than another. Some will charge more than others. Some teachers will prepare an eleven plus child by going through paper after paper. Other teachers will teach necessary eleven plus skills.
There will be some eleven plus teachers who have the ability to make a child happy, contented and ambitious. These are the teachers who give parents confidence by straight talking and firm leadership. These really special eleven plus teachers need to be appreciated.
It is no secret, however, that the really superior eleven plus teacher is called a mother. Only a mother has the all the skills to be able to bring out the best in a child. Sometimes a mother will be firm, and at other times forgiving. She will always be there! Only a mother has the authority to tell a child to stop moaning and get on with it.
Friday, June 25, 2010
Eleven Plus Smiles
What happens when you look into the eyes of your child while the two of you are working together on a section of an eleven plus paper? You will know your child’s face pretty well by now. When he or she was a baby it is likely that his or her head turned from side to side when unwanted food was thrust into the mouth. You will also recall the first early smiles and the expressions of utter disgust when the wrong food was offered.
It is also likely that you will recall the impassioned expression on your baby’s face while tears were running down the face.
Bu the time your child has reached the eleven plus stage you will have learnt just how easy it is your child to suppress his or her emotions. Equally you will also be very aware when you have displeased your child or are being regarded with disquiet or (possibly) elements of anger and frustration.
The happy child, however, will be leaning towards you with an excited and contagious smile – drawing you into the web of joy and triumph. As you solve that perplexing Eleven Plus question you may well offer a hug and recall Lewis Carrol in the Jabberwocky:
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
(Some parents may need to substitute the word `boy’ for `girl’ – but the sentiment must be the same!)
Happy hugging!
It is also likely that you will recall the impassioned expression on your baby’s face while tears were running down the face.
Bu the time your child has reached the eleven plus stage you will have learnt just how easy it is your child to suppress his or her emotions. Equally you will also be very aware when you have displeased your child or are being regarded with disquiet or (possibly) elements of anger and frustration.
The happy child, however, will be leaning towards you with an excited and contagious smile – drawing you into the web of joy and triumph. As you solve that perplexing Eleven Plus question you may well offer a hug and recall Lewis Carrol in the Jabberwocky:
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
(Some parents may need to substitute the word `boy’ for `girl’ – but the sentiment must be the same!)
Happy hugging!
Friday, April 30, 2010
Eleven Plus and Inheritance
In my second year of teaching as a primary school teacher my headmaster said to me: “You listen to music. You take the choir.” He then walked away. Two days later I was the choir master to 675 children in the music session after assembly.
Behind every good man is a better woman. Mrs Marion Conacher in this case. She took me under her wing. We dispensed with a baton – as we agreed that this was beyond me. In time choir and the school’s singing improved. I was never sure if progress happened in spite of me or because!
Professor Carl Seashore, at the University of Iowa, separated music in pitch, time, consonance, rhythm and tonal memory. The components were then tested against competent musicians, aspiring but mediocre musicians and a random sample of the general public.
It was found that training in music did not make much difference in the test results. The professor concluded that inheritance is an important factor in the musical abilities shown in the most competent musicians.
The results also showed that aptitude in specific musical element was not correlated. Just because someone was good at pitch did not mean that they would also be good at rhythm. It is possible to have good pitch and poor tonal memory – or superior rhythm accompanying poor pitch.
Just because your child is able to do analogies does not mean that he or she will be able to find hidden words. It all makes sense doesn’t it?
(In my case just because I liked music did not mean that I would be a good conductor for four years!)
If this rather tenuous premise about lack of correlation in different types of music is correct then some families may need to be wary the genes they pass onto their children. Imagine if it was the mother’s fault that their child could not do analogies 0- but the father’s fault for hidden words. Poor eleven plus child!
Behind every good man is a better woman. Mrs Marion Conacher in this case. She took me under her wing. We dispensed with a baton – as we agreed that this was beyond me. In time choir and the school’s singing improved. I was never sure if progress happened in spite of me or because!
Professor Carl Seashore, at the University of Iowa, separated music in pitch, time, consonance, rhythm and tonal memory. The components were then tested against competent musicians, aspiring but mediocre musicians and a random sample of the general public.
It was found that training in music did not make much difference in the test results. The professor concluded that inheritance is an important factor in the musical abilities shown in the most competent musicians.
The results also showed that aptitude in specific musical element was not correlated. Just because someone was good at pitch did not mean that they would also be good at rhythm. It is possible to have good pitch and poor tonal memory – or superior rhythm accompanying poor pitch.
Just because your child is able to do analogies does not mean that he or she will be able to find hidden words. It all makes sense doesn’t it?
(In my case just because I liked music did not mean that I would be a good conductor for four years!)
If this rather tenuous premise about lack of correlation in different types of music is correct then some families may need to be wary the genes they pass onto their children. Imagine if it was the mother’s fault that their child could not do analogies 0- but the father’s fault for hidden words. Poor eleven plus child!
Thursday, April 29, 2010
A Tomato, a Zombie and the Eleven Plus
The wonderful thing about the eleven plus is the ability to offer surprises, laughter, fun and enjoyment. A rather serious mini minority may take issue with a statement of this nature and feel that it reveals a bigoted and narrow approach to a deadly solemn examination.
It all revolves around a tomato. Why is a tomato a fruit when it is eaten but most often it is a vegetable? Is a tomato an exception to the rule or is the rule there to be broken?
These are not the actual words of the discussion – and readers will need to read within the lines. We call vegetables a vegetable if it is used for food – be it a leaf, a root or a flower. A tomato is a vegeratable.
The ovary of a fruit is used for food. A tomato is a fruit.
We eat a vegetable during a meal and a fruit, most often, at the end of a meal.
If you eat a tomato during a meal it is a vegetable – be it raw or cooked. A tomato after, or before, a meal is a fruit.
To clear the kidneys a tomato is used with cauliflower, carrots and ice.
To help the skin a tomato is mixed with red peppers, cabbage and parsley.
To make the Eleven Plus Zombie
3 Ice cubes cracked
1 measure dark rum
1 measure white rum
1 measure apricot brandy
2 measures pineapple juice
1 tablespoon lime juice
The Zombie is then decorated with slices of tomato, cocktail cherries and brown sugar.
Of course the question may arise: “When does an eleven plus parent feel like a zombie?”
The answer? “When trying to explain when a tomato is a fruit and when it is a vegetable.”
“When should an eleven plus parent have an Eleven Plus Zombie or two?”
“Before, during and after.”
It all revolves around a tomato. Why is a tomato a fruit when it is eaten but most often it is a vegetable? Is a tomato an exception to the rule or is the rule there to be broken?
These are not the actual words of the discussion – and readers will need to read within the lines. We call vegetables a vegetable if it is used for food – be it a leaf, a root or a flower. A tomato is a vegeratable.
The ovary of a fruit is used for food. A tomato is a fruit.
We eat a vegetable during a meal and a fruit, most often, at the end of a meal.
If you eat a tomato during a meal it is a vegetable – be it raw or cooked. A tomato after, or before, a meal is a fruit.
To clear the kidneys a tomato is used with cauliflower, carrots and ice.
To help the skin a tomato is mixed with red peppers, cabbage and parsley.
To make the Eleven Plus Zombie
3 Ice cubes cracked
1 measure dark rum
1 measure white rum
1 measure apricot brandy
2 measures pineapple juice
1 tablespoon lime juice
The Zombie is then decorated with slices of tomato, cocktail cherries and brown sugar.
Of course the question may arise: “When does an eleven plus parent feel like a zombie?”
The answer? “When trying to explain when a tomato is a fruit and when it is a vegetable.”
“When should an eleven plus parent have an Eleven Plus Zombie or two?”
“Before, during and after.”
Wednesday, April 28, 2010
The Magic of the Eleven Plus
Some of us will remember the romantic legend of Charles Atlas. The story goes that he was a rather skinny young man on the beach when he had sand kicked in his face by brawnier brutes. He developed a system using weights and pulleys to build his muscles. Subsequent advertisements showed him having sand kicked his face – but working hard on his body and growing to where at least two beautiful girls followed his every word and movement.
There must be an eleven plus equivalent. What about a child, not all that good at school, sometimes ridiculed by his or her classmates, thought to be a `dimmie’ - and not the most popular person in the classroom or playground?
Along comes the equivalent of a fairy godmother who galvanises the child into feeling good. The child begins to flower and develop. Work becomes more than a panacea – it becomes almost an obsession. The new attitude is recognised and rewarded by the teacher. The child is urged into the top groups. New friends are enjoyed.
The eleven plus becomes possible. Both parents are overwhelmed with gratitude. They can not stop singing the praises. Their child’s education and intellectual integrity have been saved. Grammar and university awaits.
Many of us would wish we knew that magic ingredient!
There must be an eleven plus equivalent. What about a child, not all that good at school, sometimes ridiculed by his or her classmates, thought to be a `dimmie’ - and not the most popular person in the classroom or playground?
Along comes the equivalent of a fairy godmother who galvanises the child into feeling good. The child begins to flower and develop. Work becomes more than a panacea – it becomes almost an obsession. The new attitude is recognised and rewarded by the teacher. The child is urged into the top groups. New friends are enjoyed.
The eleven plus becomes possible. Both parents are overwhelmed with gratitude. They can not stop singing the praises. Their child’s education and intellectual integrity have been saved. Grammar and university awaits.
Many of us would wish we knew that magic ingredient!
Tuesday, April 27, 2010
The Eleven Plus and Houseman
As some eleven plus children feel a little `put upon’, at times, over the amount and the extent of work that is expected in preparation for the eleven plus, it may be as well to recall the words A.E. Houseman.
And how am I to face the odds
Of man’s bedevilment, and God’s?
I a stranger and afraid
In a world I never made.
We want our eleven plus children to be properly brought up. We demand that they say please and thank you. We expect them to be polite to their elders and respect the opinions of others.
We don’t want them to be overwhelmed by eleven plus work and become moody and unsatisfied. We hate the idea that instead of doing eleven plus work at the proper time they may want to disappear off to engage in unsavoury activities that are not for the common good. We do not want an eleven plus child to feel miserable and `put upon’.
Very few eleven plus children will go to the trouble of rebelling against work. In the great majority of cases our children will respond to love and affection. There is certainly no reason for eleven plus work to bring up feelings of despair and fear. Having said that it is conceivable that some children will rail against the iniquity of extra work outside of school.
“Why me?”
“Because children who go to grammar school will potentially earn more money than children who go to a comprehensive.”
“But Auntie Jemma never went to grammar school or university and she earns more then any one else in the family.”
“But Auntie Jemma is very bright, and she had to get her qualifications after school and while she was working.”
“Well I don’t like doing eleven plus work. It is hard and makes my brain hurt.”
“There is something that we have talked about before – it is called tough love. As your mother I am telling you to do your work and stop prevaricating.”
“Yes mum. Thank you mum. I am off now.”
(Whispers quietly as the much loved child leaves the room to work, “Thank you. Thank you and thank you once again.”)
And how am I to face the odds
Of man’s bedevilment, and God’s?
I a stranger and afraid
In a world I never made.
We want our eleven plus children to be properly brought up. We demand that they say please and thank you. We expect them to be polite to their elders and respect the opinions of others.
We don’t want them to be overwhelmed by eleven plus work and become moody and unsatisfied. We hate the idea that instead of doing eleven plus work at the proper time they may want to disappear off to engage in unsavoury activities that are not for the common good. We do not want an eleven plus child to feel miserable and `put upon’.
Very few eleven plus children will go to the trouble of rebelling against work. In the great majority of cases our children will respond to love and affection. There is certainly no reason for eleven plus work to bring up feelings of despair and fear. Having said that it is conceivable that some children will rail against the iniquity of extra work outside of school.
“Why me?”
“Because children who go to grammar school will potentially earn more money than children who go to a comprehensive.”
“But Auntie Jemma never went to grammar school or university and she earns more then any one else in the family.”
“But Auntie Jemma is very bright, and she had to get her qualifications after school and while she was working.”
“Well I don’t like doing eleven plus work. It is hard and makes my brain hurt.”
“There is something that we have talked about before – it is called tough love. As your mother I am telling you to do your work and stop prevaricating.”
“Yes mum. Thank you mum. I am off now.”
(Whispers quietly as the much loved child leaves the room to work, “Thank you. Thank you and thank you once again.”)
Monday, April 26, 2010
An Eleven Plus Breakthrough
Parents of eleven plus children are both eager and willing to have their children tested. This makes them into a select and rare breed of humanity. After all the idea of a child being tested in order to gain entry into a selective school will surely be regarded, in time, as being archaic, dated, unnecessary and outmoded. (Unless you are the parents of a bright child and there is a local grammar school in your area.)
The assessment of past attainment – and that of future potential are essential ingredients in eleven plus testing. Assessment is essential in order to maintain a form of selection for secondary school. The eleven plus examination is deeply ingrained in some areas. Parents of eleven plus children cannot avoid subjecting their child to an assessment of some form or another. All parents can hope for is that the better the preparation the less painful the examination.
The eleven plus examination still does not command wide agreement. Sometimes the examination is castigated for social reasons. Many of us will have heard stories of very bright children being rejected by a grammar school – adding to concerns about the efficacy and the efficiency of the eleven plus examination.
One day there may be a breakthrough and the present form of the eleven plus may be frowned upon. Assessment began with children being tested on a one to one basis, then came the group tests like the eleven plus. Who knows what lies ahead!
The assessment of past attainment – and that of future potential are essential ingredients in eleven plus testing. Assessment is essential in order to maintain a form of selection for secondary school. The eleven plus examination is deeply ingrained in some areas. Parents of eleven plus children cannot avoid subjecting their child to an assessment of some form or another. All parents can hope for is that the better the preparation the less painful the examination.
The eleven plus examination still does not command wide agreement. Sometimes the examination is castigated for social reasons. Many of us will have heard stories of very bright children being rejected by a grammar school – adding to concerns about the efficacy and the efficiency of the eleven plus examination.
One day there may be a breakthrough and the present form of the eleven plus may be frowned upon. Assessment began with children being tested on a one to one basis, then came the group tests like the eleven plus. Who knows what lies ahead!
Sunday, April 25, 2010
Eleven Plus Parents
One of the arguments against the eleven plus is that undue familiarity with a test can produce artificially high results. If children work on the same sort of papers week after week and have to record and compare their results, then they may gain too much familiarity with the papers. This can lead to test fatigue as well as artificially high results.
Of course parents will react in different ways when they are trying to bump up marks on selection papers. Parents will probably stick to the papers and methods they are comfortable with. By the time their child is ten, few parents will have any illusions about how well their child will do in the eleven plus examinations
Parents will know that praise and reward will work at times.
A number of parents will react with horror at the idea that their child may need a stiff talking to.
Eleven plus children should not be made to endure their work when it is accompanied by a genuine fear of punishment.
Criticism is possibly occasionally used to try to correct mistakes. A parent may feel that their criticism is fair and justified – whereas their child may feel that the criticism is unwarranted and untimely.
Some children react confidently when they are put under pressure of time – but others look as if they hate the sound of the clock ticking the seconds away.
Some children will enjoy multiple choice questions. Others may prefer a true / false situation.
Some children may hate the restriction of test papers but flower when they have the opportunity to present a case or write an imaginative essay.
The eleven plus examination has to be all things to all people. It has to be fair – but demanding.
The eleven plus child has to rise above praise, reward, fear, criticism and perceived restrictions. The eleven plus child has to work to time limits and be confident and precise. It is quite a lot for some ten year old children to try to aspire to.
Of course parents will react in different ways when they are trying to bump up marks on selection papers. Parents will probably stick to the papers and methods they are comfortable with. By the time their child is ten, few parents will have any illusions about how well their child will do in the eleven plus examinations
Parents will know that praise and reward will work at times.
A number of parents will react with horror at the idea that their child may need a stiff talking to.
Eleven plus children should not be made to endure their work when it is accompanied by a genuine fear of punishment.
Criticism is possibly occasionally used to try to correct mistakes. A parent may feel that their criticism is fair and justified – whereas their child may feel that the criticism is unwarranted and untimely.
Some children react confidently when they are put under pressure of time – but others look as if they hate the sound of the clock ticking the seconds away.
Some children will enjoy multiple choice questions. Others may prefer a true / false situation.
Some children may hate the restriction of test papers but flower when they have the opportunity to present a case or write an imaginative essay.
The eleven plus examination has to be all things to all people. It has to be fair – but demanding.
The eleven plus child has to rise above praise, reward, fear, criticism and perceived restrictions. The eleven plus child has to work to time limits and be confident and precise. It is quite a lot for some ten year old children to try to aspire to.
Saturday, April 24, 2010
The Fairness of the Eleven PLus
Parents must sometimes wish that they had a little more information about the eleven plus test results. We have to take for granted that the interpretation of the test results is fair to all children.
It would be very useful for an up to date study on the factors influencing eleven plus test performance and test scores. It would be very unfair to reject a child if the test was not administered properly. Would it be equally unfair if one child could not read as well as another?
The person who administers the test, the school policy towards the eleven plus and the condition that the tests are taken in are some variables that can affect test scores. It is not a primary goal in some schools to prepare children for the eleven plus. A bright child could miss out on a grammar school education by simply being in the wrong class with the wrong teacher. In other classes good eleven plus test results may appear to be almost an end in itself. Some may be able to argue, with conviction, that a good test result may provide a poor general education.
Parents of bright eleven plus children may sometimes wonder if less able children are receiving more attention. Some schools may have a higher percentage of special needs children. We also hear of schools that weed out children they do not think will pass the eleven plus to try to ensure as high an eleven plus pass mark as possible.
Is it fair on other children if a skilful eleven plus teacher is able to teach to the test? Some children could benefit from the teacher’s expertise and thus obtain artificially high scores. Is it then questionable practice to teach just the items that will come up in the test?
It would be very useful for an up to date study on the factors influencing eleven plus test performance and test scores. It would be very unfair to reject a child if the test was not administered properly. Would it be equally unfair if one child could not read as well as another?
The person who administers the test, the school policy towards the eleven plus and the condition that the tests are taken in are some variables that can affect test scores. It is not a primary goal in some schools to prepare children for the eleven plus. A bright child could miss out on a grammar school education by simply being in the wrong class with the wrong teacher. In other classes good eleven plus test results may appear to be almost an end in itself. Some may be able to argue, with conviction, that a good test result may provide a poor general education.
Parents of bright eleven plus children may sometimes wonder if less able children are receiving more attention. Some schools may have a higher percentage of special needs children. We also hear of schools that weed out children they do not think will pass the eleven plus to try to ensure as high an eleven plus pass mark as possible.
Is it fair on other children if a skilful eleven plus teacher is able to teach to the test? Some children could benefit from the teacher’s expertise and thus obtain artificially high scores. Is it then questionable practice to teach just the items that will come up in the test?
Friday, April 23, 2010
Discipline and the Eleven Plus
There may be a faint chance, every now and again; that one or two of our eleven plus children may be exposed to a child who does not really fit in with the rest of the class. At times the poor school teacher may have to put up with disorderly behaviour. The education of our eleven plus candidate may be affected.
Teachers and schools must have had discipline problems since the beginning of time. In one school of around two hundred and fifty pupils, back in 1928, there were 328 floggings in one week. This gave an average of 65 beatings a day in the school.
Parents will probably all recall the story of the teacher who whipped every boy in the room on the first day of term. Teachers used to tie children to their seats, use sarcasm and soap in the mouth to try to maintain the peace.
Even back in 1950 teachers still used outmoded methods of maintaining control. The climate of opinion was, in some schools, that children needed to be policed and controlled. We are remarkably fortunate today that teachers recognise that there is often a cause behind poor behaviour. This understanding does not, however, always help the would be academic candidate who simply wants to get on with his or her work.
We can all probably remember stories about enlightened teachers who waved a caring wand at mischief makers and helped to turn their lives around. It is possible that one or two of us may have been regarded, on occasions, as being nuisances in the classroom. We may be able to think back to how words of wisdom changed our lives.
No amount of looking back, however, can help the bright and academically gifted child from sometimes being treated unfairly at school. Some might be bullied, others may be mocked for knowing all the answers and some may feel put down (sometimes inadvertently) by the culture towards the able in the school.
What can parents do to help their child?
Of course parents will try to help their child to talk about their experiences and problems.
Some parents may need to be vigilant and responsive to mood changes and alterations in behaviour patters.
The school needs to know and to listen. You and your child can only hope that action takes place. After all you simply want an atmosphere of study and endeavour in the lead up to the examinations.
Teachers and schools must have had discipline problems since the beginning of time. In one school of around two hundred and fifty pupils, back in 1928, there were 328 floggings in one week. This gave an average of 65 beatings a day in the school.
Parents will probably all recall the story of the teacher who whipped every boy in the room on the first day of term. Teachers used to tie children to their seats, use sarcasm and soap in the mouth to try to maintain the peace.
Even back in 1950 teachers still used outmoded methods of maintaining control. The climate of opinion was, in some schools, that children needed to be policed and controlled. We are remarkably fortunate today that teachers recognise that there is often a cause behind poor behaviour. This understanding does not, however, always help the would be academic candidate who simply wants to get on with his or her work.
We can all probably remember stories about enlightened teachers who waved a caring wand at mischief makers and helped to turn their lives around. It is possible that one or two of us may have been regarded, on occasions, as being nuisances in the classroom. We may be able to think back to how words of wisdom changed our lives.
No amount of looking back, however, can help the bright and academically gifted child from sometimes being treated unfairly at school. Some might be bullied, others may be mocked for knowing all the answers and some may feel put down (sometimes inadvertently) by the culture towards the able in the school.
What can parents do to help their child?
Of course parents will try to help their child to talk about their experiences and problems.
Some parents may need to be vigilant and responsive to mood changes and alterations in behaviour patters.
The school needs to know and to listen. You and your child can only hope that action takes place. After all you simply want an atmosphere of study and endeavour in the lead up to the examinations.
Thursday, April 22, 2010
Eleven Plus Security of Mind
I wonder if there is a parallel in the minds of some eleven plus parents when they ponder the practicality of taking on an eleven plus tutor. Do you remember the story?
Faced with a bill for treatment in a private London hospital a patient questioned the anaesthetist’s charge which seemed excessive. “£500 just to put me to sleep?”
“No, it’s to make sure you wake up again,” she was told.
Faced with a bill for treatment in a private London hospital a patient questioned the anaesthetist’s charge which seemed excessive. “£500 just to put me to sleep?”
“No, it’s to make sure you wake up again,” she was told.
Wednesday, April 21, 2010
Questioning the Eleven Plus
Where would we be without the thinkers on education of yesteryear? There are a number of proclamations from the past that could apply to our present eleven plus children.
“Not everyone is called to be a lawyer, a physician, a philosopher to live in the public eye; nor has everyone outstanding gifts of natural capacity.” This was not written in the last fifty years but by Da Feltre who lived between 1378 and 1446.
A more contemporary call on our present eleven plus sensibilities was made by Locke (1632 to 1704) who maintained that “everyone’s natural genius should be carr’d as far as it could, but to attempt to put another upon him, will but Labour in vain.”
We have a boy with us this year who, back in October of last year, scored in the low 20% range on the initial standardised tests of mathematics and abilities. He parents only wanted to `give him a chance’. The same boy is now up in the late eighties. He is at the same school – which does not support the eleven plus.
This lad is adamant that he wants to `go to grammar’. The fact that he is outside any logical catchment area is incidental. His parents are already looking at houses near to the grammar school. They are talking about leaving their son at his present school when they move, as they hope to do in reasonable time before the eleven plus.
The eleven plus examination attempts to measure a child’s ability by comparing performances on a test against that of other children taking the test. A question that is suitable for the majority of ten year old children may not serve as a question that can select children who need to pass an eleven plus examination.
A class teacher at school is teaching for the good of the class – as well as the well being of every very single one of his or her pupils. The children can not all learn at the same rates. The same applies to the rate at which eleven plus children learn.
The eleven plus, because it is aimed at selecting a certain type of child, attempts to classify and grade children. Is it very wrong to try to find children who have the ability to be lawyers, physicians and philosophers? After all, someone has to do it!”
Is it also wrong to offer children the chance of reaching their potential? Few teachers and parents would argue against that – it is just that some do not like the idea that the eleven plus is the preferred method.
Eleven plus ability is measured only after many assumptions. Eleven plus potential is also subject to a variety of theoretical contributions. Some may have also felt for a long time that questions like: `Find the odd one out: run step write hop walk’ is a bit odd too!
“Not everyone is called to be a lawyer, a physician, a philosopher to live in the public eye; nor has everyone outstanding gifts of natural capacity.” This was not written in the last fifty years but by Da Feltre who lived between 1378 and 1446.
A more contemporary call on our present eleven plus sensibilities was made by Locke (1632 to 1704) who maintained that “everyone’s natural genius should be carr’d as far as it could, but to attempt to put another upon him, will but Labour in vain.”
We have a boy with us this year who, back in October of last year, scored in the low 20% range on the initial standardised tests of mathematics and abilities. He parents only wanted to `give him a chance’. The same boy is now up in the late eighties. He is at the same school – which does not support the eleven plus.
This lad is adamant that he wants to `go to grammar’. The fact that he is outside any logical catchment area is incidental. His parents are already looking at houses near to the grammar school. They are talking about leaving their son at his present school when they move, as they hope to do in reasonable time before the eleven plus.
The eleven plus examination attempts to measure a child’s ability by comparing performances on a test against that of other children taking the test. A question that is suitable for the majority of ten year old children may not serve as a question that can select children who need to pass an eleven plus examination.
A class teacher at school is teaching for the good of the class – as well as the well being of every very single one of his or her pupils. The children can not all learn at the same rates. The same applies to the rate at which eleven plus children learn.
The eleven plus, because it is aimed at selecting a certain type of child, attempts to classify and grade children. Is it very wrong to try to find children who have the ability to be lawyers, physicians and philosophers? After all, someone has to do it!”
Is it also wrong to offer children the chance of reaching their potential? Few teachers and parents would argue against that – it is just that some do not like the idea that the eleven plus is the preferred method.
Eleven plus ability is measured only after many assumptions. Eleven plus potential is also subject to a variety of theoretical contributions. Some may have also felt for a long time that questions like: `Find the odd one out: run step write hop walk’ is a bit odd too!
Tuesday, April 20, 2010
The Voice of the Eleven Plus
We all use different tones of voice at different stages of the day. An eleven plus child would need to concentrate in different way to the following vocal cadences.
“Come on. It is time to go. Turn the T.V. off and pick up your bag. Come on!”
“Of course dear, there is nothing I would like better. That is so thoughtful of you. Thank you once again.”
We punctuate our speech and language with the voice. Parents are very aware that a moment of silence is often remarkably persuasive – sometimes even more effective than a shout. With some children a few seconds of silence in the house – punctuated by the slam of the car door – can galvanise even the hardest headed and recalcitrant child.
Parents also use the dreaded `episcopal boom’ in during attempts at effective and directive conversations with their children. This is when parents make their voices sonorous and meaningful. The boom is not usually used when asking for the salt to be passed – but is employed when trying to make a child appreciate the importance of completing an eleven plus paper. “But it is for your own good!”
There is also the artificially sweet tone of voice which can be used in a pleading or soulful manner. “Please dear, you only need to complete another few questions and we have got that nasty paper out of the way. Just think you will be able to watch your favourite programme. Please dear, just try to make me happy.”
A different technique employed by parents is to make utterances in a monotonous manner.
“Now dear, it is 4.18 precisely. Verbal Reasoning Paper 2, question 23 to 48. You time starts now.”
“But mum!”
“No buts – questions 23 to 48. You are using up your time.”
“But mum, you never look at me when you are telling me what to do. I am not a machine. I can’t even do question 23 or question 24. You know that. That is why we stopped yesterday. Please mum.” (Breaks down sobbing piteously.)
Being an eleven plus tutor and a parent is not always an easy path – but it is a rewarding experience. “Dad! Dad! I know how to do it now. Please come and look. I know how to do it! Thanks.”
“Come on. It is time to go. Turn the T.V. off and pick up your bag. Come on!”
“Of course dear, there is nothing I would like better. That is so thoughtful of you. Thank you once again.”
We punctuate our speech and language with the voice. Parents are very aware that a moment of silence is often remarkably persuasive – sometimes even more effective than a shout. With some children a few seconds of silence in the house – punctuated by the slam of the car door – can galvanise even the hardest headed and recalcitrant child.
Parents also use the dreaded `episcopal boom’ in during attempts at effective and directive conversations with their children. This is when parents make their voices sonorous and meaningful. The boom is not usually used when asking for the salt to be passed – but is employed when trying to make a child appreciate the importance of completing an eleven plus paper. “But it is for your own good!”
There is also the artificially sweet tone of voice which can be used in a pleading or soulful manner. “Please dear, you only need to complete another few questions and we have got that nasty paper out of the way. Just think you will be able to watch your favourite programme. Please dear, just try to make me happy.”
A different technique employed by parents is to make utterances in a monotonous manner.
“Now dear, it is 4.18 precisely. Verbal Reasoning Paper 2, question 23 to 48. You time starts now.”
“But mum!”
“No buts – questions 23 to 48. You are using up your time.”
“But mum, you never look at me when you are telling me what to do. I am not a machine. I can’t even do question 23 or question 24. You know that. That is why we stopped yesterday. Please mum.” (Breaks down sobbing piteously.)
Being an eleven plus tutor and a parent is not always an easy path – but it is a rewarding experience. “Dad! Dad! I know how to do it now. Please come and look. I know how to do it! Thanks.”
Monday, April 19, 2010
Eleven Plus and Reading Lists
Teachers, parents and eleven plus tutors are always banging on about reading.
“You need to read to try to help your comprehension and reading vocabulary.”
“I have bought you all those books and you won’t even read one. What is the matter with you?”
“I can’t keep up with all the books you read. You are ten years old and you should not be reading adult books.”
We need to look back to 1844 (Graham) to find a debating topic on reading.
Reading for Amusement
Some books are read merely with a view to pass the time – novels etc.
This kind of reading may be innocent but has bad effects. History and poetry are preferable.
Our information depends not on the quantity but the quality of the books we read.
Light reading is more allowable to those who are advanced in age.
The young should never indulge in this sort of reading.
What would Mr. Graham have thought of Harry Potter? The Potter books are long and involved! Lots of light reading there!
Reading to pass the eleven plus must be, at times, rather soul destroying. Some children could rightfully complain that reading for enlightenment – and merely to pass an examination paper – must be pointless and a consummate waste of time.
Dear Librarian
Please help me. I have twins who are about to sit the eleven plus. They have different interests, my daughter loves horses and dancing, in that order, while my son likes action adventures.
My children have just turned ten. They are both Level 5 at school in English but the teacher said they needed to read more. They don’t seem to like the book that their father and I buy for them.
Please help. I don’t want to put them off reading for ever but I do want them to read a bit more.
Thank you.
Worried Mum
Some questions that the librarian may try to answer:
Is any reading better than none?
Should we encourage our children to read uplifting and seminal books?
Is quality more important than quantity?
“You need to read to try to help your comprehension and reading vocabulary.”
“I have bought you all those books and you won’t even read one. What is the matter with you?”
“I can’t keep up with all the books you read. You are ten years old and you should not be reading adult books.”
We need to look back to 1844 (Graham) to find a debating topic on reading.
Reading for Amusement
Some books are read merely with a view to pass the time – novels etc.
This kind of reading may be innocent but has bad effects. History and poetry are preferable.
Our information depends not on the quantity but the quality of the books we read.
Light reading is more allowable to those who are advanced in age.
The young should never indulge in this sort of reading.
What would Mr. Graham have thought of Harry Potter? The Potter books are long and involved! Lots of light reading there!
Reading to pass the eleven plus must be, at times, rather soul destroying. Some children could rightfully complain that reading for enlightenment – and merely to pass an examination paper – must be pointless and a consummate waste of time.
Dear Librarian
Please help me. I have twins who are about to sit the eleven plus. They have different interests, my daughter loves horses and dancing, in that order, while my son likes action adventures.
My children have just turned ten. They are both Level 5 at school in English but the teacher said they needed to read more. They don’t seem to like the book that their father and I buy for them.
Please help. I don’t want to put them off reading for ever but I do want them to read a bit more.
Thank you.
Worried Mum
Some questions that the librarian may try to answer:
Is any reading better than none?
Should we encourage our children to read uplifting and seminal books?
Is quality more important than quantity?
Sunday, April 18, 2010
Eleven Plus Feelings
Version 1
William: Oh dear. I did not do very well on the maths paper today.
Mother: Are you upset?
William: Of course I’m upset.
Mother: Are you disappointed?
William: I’m afraid that I won’t pass the eleven plus exam.
Mother: I suppose you feel that there is nothing that you can do about it?
William: You mean I need to do more papers?
Mother: More papers should help. Have you done your corrections?
William: I don’t know where I went wrong.
Mother: Well, look back over them and we can try them later on.
Version 2
William: Oh dear. I did not do very well on the maths paper today.
Mother: I’m sorry to hear that you did not do well on parts of the paper today.
William: Yes – it was the ones we went over last week. You know those hard ones.
Mother: Well there is something we can do about it then. Where can I help?
William: I don’t want to do another paper.
Mother: Quite right, you should not need to do another paper until we have those few areas sorted out together.
William: I don’t know where I went wrong.
Mother: Let try just one now and we can look at the others later on.
In first version the mother was describing be own concerns with the eleven plus. Should her son be doing more papers? What could he do if his marks were low? The mum is also helping her son to procrastinate.
The mother in version 2 is acknowledging her son’s problems but is working actively with her son to remedy the situation.
On the recent Easter holiday course one girl did remarkably well on a non verbal reasoning exercise – with around 92%. We all saluted her in an appropriate manner. The girl thanked us and then said: “My mum won’t be pleased and she will want to know why I didn’t get full marks.”
I am not sure who we should feel most sorry for – the girl or her mother!
William: Oh dear. I did not do very well on the maths paper today.
Mother: Are you upset?
William: Of course I’m upset.
Mother: Are you disappointed?
William: I’m afraid that I won’t pass the eleven plus exam.
Mother: I suppose you feel that there is nothing that you can do about it?
William: You mean I need to do more papers?
Mother: More papers should help. Have you done your corrections?
William: I don’t know where I went wrong.
Mother: Well, look back over them and we can try them later on.
Version 2
William: Oh dear. I did not do very well on the maths paper today.
Mother: I’m sorry to hear that you did not do well on parts of the paper today.
William: Yes – it was the ones we went over last week. You know those hard ones.
Mother: Well there is something we can do about it then. Where can I help?
William: I don’t want to do another paper.
Mother: Quite right, you should not need to do another paper until we have those few areas sorted out together.
William: I don’t know where I went wrong.
Mother: Let try just one now and we can look at the others later on.
In first version the mother was describing be own concerns with the eleven plus. Should her son be doing more papers? What could he do if his marks were low? The mum is also helping her son to procrastinate.
The mother in version 2 is acknowledging her son’s problems but is working actively with her son to remedy the situation.
On the recent Easter holiday course one girl did remarkably well on a non verbal reasoning exercise – with around 92%. We all saluted her in an appropriate manner. The girl thanked us and then said: “My mum won’t be pleased and she will want to know why I didn’t get full marks.”
I am not sure who we should feel most sorry for – the girl or her mother!
Saturday, April 17, 2010
Steak and the Eleven Plus
A perennial and pressing question that runs through the minds of parents is, “How well will my child do in the eleven plus?” Parents think constantly about the activities and the events that their child will need to work on as the examinations approach. They must also worry about what their child has to give up. Is too much time taken away from studying for the examination?
One key area that seems to need attention is the relationship between parents and their prized candidate. Does love and respect continue on both sides? Relationships between parents and children change all the time as children grown from need to independence. Some find a seismic change in their children after the eleven plus. Mother and father relax. The child feels that some of the pressure is off.
Some children enjoy a very happy relationship with their siblings during the eleven plus year. Some poor second children may have to put up with the cast off of the older one. Some children may even need to `put up with’ slightly dog eared eleven plus papers. The smug confidence from elder brother or sister who did secure a place in a grammar school could pervade and invade many conversations and conversational nuances.
Some children will enjoy a comfortable relationship with their teachers at school. Other children may get on well with a tutor or other figure of support. The role of parents and the significance of the examination will vary from child to child. Some children could receive unqualified support from their teacher at school. Others may be less fortunate. The lives of some may be enhanced by a supportive relation like an aunt or grand father. Other children will have the benefit of the patience and experience of a trusted next door neighbour.
A minority of parents may feel that there is a real need for an esoteric and highly theoretical pre eleven plus structure of work and play. Some children may respond in a positive manner – enjoying feeling conforming and controlled. Other children may respond better with for a more laid back and divergent approach. Some children may appear to be subdued by dogmatic and overbearing parents – but in reality are happy – because that is all they know.
Trying to predict the outcome of an eleven plus examination by looking narrowly at home background and the relationship between parents and their children seems to be doomed to failure. There are simply too many variables that need to be taken into account.
How can there be tension in a family if all are involved in solving an eleven plus conundrum?
An eleven plus family were planning to hold a barbecue. The family grill, however, only help two steaks at a time. Dad announced importantly: “It takes ten minutes to grill one side of this beautiful steak.”
Mum, who never liked to let an eleven plus opportunity pass asked; “What is the shortest amount of time to grill three steaks on both sides?”
Grill one side of two steaks for ten minutes.
Flip over steak number one. Place steak number two to one side. Add steak three to the grill. Grill for ten minutes.
Steak one is now done.
Replace steak two and flip steak three. Grill for ten minutes.
All three steaks are done. Easy?
One key area that seems to need attention is the relationship between parents and their prized candidate. Does love and respect continue on both sides? Relationships between parents and children change all the time as children grown from need to independence. Some find a seismic change in their children after the eleven plus. Mother and father relax. The child feels that some of the pressure is off.
Some children enjoy a very happy relationship with their siblings during the eleven plus year. Some poor second children may have to put up with the cast off of the older one. Some children may even need to `put up with’ slightly dog eared eleven plus papers. The smug confidence from elder brother or sister who did secure a place in a grammar school could pervade and invade many conversations and conversational nuances.
Some children will enjoy a comfortable relationship with their teachers at school. Other children may get on well with a tutor or other figure of support. The role of parents and the significance of the examination will vary from child to child. Some children could receive unqualified support from their teacher at school. Others may be less fortunate. The lives of some may be enhanced by a supportive relation like an aunt or grand father. Other children will have the benefit of the patience and experience of a trusted next door neighbour.
A minority of parents may feel that there is a real need for an esoteric and highly theoretical pre eleven plus structure of work and play. Some children may respond in a positive manner – enjoying feeling conforming and controlled. Other children may respond better with for a more laid back and divergent approach. Some children may appear to be subdued by dogmatic and overbearing parents – but in reality are happy – because that is all they know.
Trying to predict the outcome of an eleven plus examination by looking narrowly at home background and the relationship between parents and their children seems to be doomed to failure. There are simply too many variables that need to be taken into account.
How can there be tension in a family if all are involved in solving an eleven plus conundrum?
An eleven plus family were planning to hold a barbecue. The family grill, however, only help two steaks at a time. Dad announced importantly: “It takes ten minutes to grill one side of this beautiful steak.”
Mum, who never liked to let an eleven plus opportunity pass asked; “What is the shortest amount of time to grill three steaks on both sides?”
Grill one side of two steaks for ten minutes.
Flip over steak number one. Place steak number two to one side. Add steak three to the grill. Grill for ten minutes.
Steak one is now done.
Replace steak two and flip steak three. Grill for ten minutes.
All three steaks are done. Easy?
Friday, April 16, 2010
An Eleven Plus Metaphor
The end of the Easter Break is drawing nigh. Thoughts turn to school. Some children may even need some new clothes. Your thoughts turn to what might have been accomplished. You say to yourself that you did your best under difficult circumstances. Suddenly you revive yourself thinking about contradictory proverbs.
You remember the time the family tried to solve that eleven plus problem and Auntie Edna, who was sure she was right, muttered: “Too many cooks spoil the broth.”
You may also recall that her husband, Uncle Bill, consoled us with: “Two heads are better than one.”
Auntie Edna then demanded: “Out please. You are not helping. Out of sight out of mind.”
You then started thinking that perhaps contradictory proverbs are a metaphor for the eleven plus.
“When children stand quiet, they have done no wrong.” (This follows the command to go to the bedroom and begin on a paper – or else!)
“Practice makes perfect.”
“The fairer the paper, the fouler the blot.”
And finally:
“Zeal is fit only for wise men, but found mostly in fools.”
Of course there is no proof for these statements – but it is possible that one or more of them may apply over the eleven plus year. The rider is that there is a limit to the forgiveness of parents. However wise, tolerant, loving, supportive, experienced and intelligent parents are, there could come a moment WHEN it all comes together. A parent may simply feel like stepping aside. This then is the wrong moment to take solace in a tasty little glass or two of `you know what’. Remember:
“What soberness conceals, drunkenness reveals.”
You remember the time the family tried to solve that eleven plus problem and Auntie Edna, who was sure she was right, muttered: “Too many cooks spoil the broth.”
You may also recall that her husband, Uncle Bill, consoled us with: “Two heads are better than one.”
Auntie Edna then demanded: “Out please. You are not helping. Out of sight out of mind.”
You then started thinking that perhaps contradictory proverbs are a metaphor for the eleven plus.
“When children stand quiet, they have done no wrong.” (This follows the command to go to the bedroom and begin on a paper – or else!)
“Practice makes perfect.”
“The fairer the paper, the fouler the blot.”
And finally:
“Zeal is fit only for wise men, but found mostly in fools.”
Of course there is no proof for these statements – but it is possible that one or more of them may apply over the eleven plus year. The rider is that there is a limit to the forgiveness of parents. However wise, tolerant, loving, supportive, experienced and intelligent parents are, there could come a moment WHEN it all comes together. A parent may simply feel like stepping aside. This then is the wrong moment to take solace in a tasty little glass or two of `you know what’. Remember:
“What soberness conceals, drunkenness reveals.”
Thursday, April 15, 2010
An Eleven Plus Warning
Ogden Nash wrote:
Family Court
One would be in less danger
From the wiles of a stranger
If one’s own kin and kith
Were more fun to be with.
He must have been writing about the internet!
Family Court
One would be in less danger
From the wiles of a stranger
If one’s own kin and kith
Were more fun to be with.
He must have been writing about the internet!
Wednesday, April 14, 2010
Eleven Plus Rewards
“What is a square root?”
“If you multiply a number by itself you find the square. The square root is just one of those numbers.”
“I still don’t understand what you have said. I’m sorry.”
“The square root of 100 is 10.”
“Oh.”
“What is the three squared?”
“Nine.”
“What is the square root of nine?”
“Three.”
“Would you like to do some more?”
Learning like this is called `signal learning’ and can be likened to learning definitions. If the eleven plus child is willing to learn definitions – and learn to apply them - he or she can acquire some of the tools necessary to pass the eleven plus. Leaning like this does not guarantee that the child will be able to recall what a square root is on the day of the examination. Constant repetition would help!
The constant repetition would help to consolidate remembering the definition. Unless the child became proficient in the application, then it is possible that even an able child could forget under pressure.
What would help considerably are the rewards that could be offered for remembering the definition – and remembering how to apply the definition. Usually a tick beside a piece of work is a strong enough reward.
Sadly bright children become a little bored, sometimes, if too much is made of the task. Parents and teachers sometimes need to wander along a remarkably fine line. No one would argue, however, that reinforcement really does work. Children can learn to develop a successful answering technique through signal learning that could be surprising resistant to becoming extinct!
“What is a squared number?”
“What is a square root?”
Well done!
“If you multiply a number by itself you find the square. The square root is just one of those numbers.”
“I still don’t understand what you have said. I’m sorry.”
“The square root of 100 is 10.”
“Oh.”
“What is the three squared?”
“Nine.”
“What is the square root of nine?”
“Three.”
“Would you like to do some more?”
Learning like this is called `signal learning’ and can be likened to learning definitions. If the eleven plus child is willing to learn definitions – and learn to apply them - he or she can acquire some of the tools necessary to pass the eleven plus. Leaning like this does not guarantee that the child will be able to recall what a square root is on the day of the examination. Constant repetition would help!
The constant repetition would help to consolidate remembering the definition. Unless the child became proficient in the application, then it is possible that even an able child could forget under pressure.
What would help considerably are the rewards that could be offered for remembering the definition – and remembering how to apply the definition. Usually a tick beside a piece of work is a strong enough reward.
Sadly bright children become a little bored, sometimes, if too much is made of the task. Parents and teachers sometimes need to wander along a remarkably fine line. No one would argue, however, that reinforcement really does work. Children can learn to develop a successful answering technique through signal learning that could be surprising resistant to becoming extinct!
“What is a squared number?”
“What is a square root?”
Well done!
Tuesday, April 13, 2010
An Eleven Plus Moral
Would this make a fair eleven plus question?
James James
Morrison Morrison
Weatherby George Dupree
Took great
Care of his Mother,
Though he was only three.
James James Said to his Mother,
"Mother," he said, said he;
"You must never go down
to the end of the town,
if you don't go down with me."
Do you remember this poem from the wonderful A.A. Milne on `Disobedience’.
The last verse reads:
(Now then, very softly)
J.J.
M.M.
W.G.Du P.
Took great
C/0 his M*****
Though he was only 3.
J.J. said to his M*****
"M*****," he said, said he:
"You-must-never-go-down-to-the-end-of-the-town-
if-you-don't-go-down-with-ME!"
Could you expect an eleven plus child to complete the gaps?
(In eleven plus terms completing the gaps is called the Cloze Procedure. A number of different types of verbal reasoning questions rely on completing gaps.)
If, by chance, your much loved eleven plus child upsets you – then you could always read the poem together and reflect on the moral therein!
James James
Morrison Morrison
Weatherby George Dupree
Took great
Care of his Mother,
Though he was only three.
James James Said to his Mother,
"Mother," he said, said he;
"You must never go down
to the end of the town,
if you don't go down with me."
Do you remember this poem from the wonderful A.A. Milne on `Disobedience’.
The last verse reads:
(Now then, very softly)
J.J.
M.M.
W.G.Du P.
Took great
C/0 his M*****
Though he was only 3.
J.J. said to his M*****
"M*****," he said, said he:
"You-must-never-go-down-to-the-end-of-the-town-
if-you-don't-go-down-with-ME!"
Could you expect an eleven plus child to complete the gaps?
(In eleven plus terms completing the gaps is called the Cloze Procedure. A number of different types of verbal reasoning questions rely on completing gaps.)
If, by chance, your much loved eleven plus child upsets you – then you could always read the poem together and reflect on the moral therein!
Monday, April 12, 2010
Fair Eleven Plus Questions
You have two hourglasses – a four minute glass and a seven minute glass. You want to measure exactly nine minutes. How do you do it?
Is there a place for questions like this within the eleven plus?
In the first place the Eleven Plus Curriculum is what is taught, how its taught and how the outcomes are assessed. By having an actual examination it means that parents, teachers and children are concerned what is learned and how it is learned.
It is more likely that changes to the Eleven Plus Curriculum will be made if changes are made to the way that eleven plus children are assessed. At the moment of writing, however, there does not seem to be a groundswell of desire to change the present eleven plus examination system. Is this inertia? Is it apathy? Is the present test fair to all?
It is likely that most children, who are on an eleven plus journey, will do better at school as a result of the extra stimulation and enrichment. Some could ague that progress is made simply because of the pressure of the approaching examination. Others will maintain that children on eleven plus courses generally receive good tuition. Others will be glad that their bright eleven plus child flourishes because of the extra individual attention.
The eleven plus does provide clear objectives for teachers, parents and children. The ability to meet the objectives is clouded by the content of the examination. At the moment parts of the eleven plus examination can be made up of questions based on facts. This can lead to some children being drilled. Children who are receptive to being drilled could potentially do better on some parts of the paper to children who prefer to think their way through the examination.
What kind of child can solve the hourglass question?
Turn both glasses over. When the four minute glass runs out – turn the glass over. Four minutes have passed.
When the seven minute glass runs out, turn it over. Seven minutes have elapsed.
When the four minute glass runs over eight minutes have gone by.
The seven minute glass has been running for one minute.
Turn it over again.
When it stops, nine minutes have elapsed. (8 + 1 = 9!)
Is a question of this nature investigating the ability to learn to think or is it testing a skill that can be learnt? Some would argue that the question is a bit of both. If so, is this a fair eleven plus question?
Is there a place for questions like this within the eleven plus?
In the first place the Eleven Plus Curriculum is what is taught, how its taught and how the outcomes are assessed. By having an actual examination it means that parents, teachers and children are concerned what is learned and how it is learned.
It is more likely that changes to the Eleven Plus Curriculum will be made if changes are made to the way that eleven plus children are assessed. At the moment of writing, however, there does not seem to be a groundswell of desire to change the present eleven plus examination system. Is this inertia? Is it apathy? Is the present test fair to all?
It is likely that most children, who are on an eleven plus journey, will do better at school as a result of the extra stimulation and enrichment. Some could ague that progress is made simply because of the pressure of the approaching examination. Others will maintain that children on eleven plus courses generally receive good tuition. Others will be glad that their bright eleven plus child flourishes because of the extra individual attention.
The eleven plus does provide clear objectives for teachers, parents and children. The ability to meet the objectives is clouded by the content of the examination. At the moment parts of the eleven plus examination can be made up of questions based on facts. This can lead to some children being drilled. Children who are receptive to being drilled could potentially do better on some parts of the paper to children who prefer to think their way through the examination.
What kind of child can solve the hourglass question?
Turn both glasses over. When the four minute glass runs out – turn the glass over. Four minutes have passed.
When the seven minute glass runs out, turn it over. Seven minutes have elapsed.
When the four minute glass runs over eight minutes have gone by.
The seven minute glass has been running for one minute.
Turn it over again.
When it stops, nine minutes have elapsed. (8 + 1 = 9!)
Is a question of this nature investigating the ability to learn to think or is it testing a skill that can be learnt? Some would argue that the question is a bit of both. If so, is this a fair eleven plus question?
Sunday, April 11, 2010
Factors Affecting the Eleven Plus
One of the advantages of the eleven plus examination taking place when children are ten and eleven years old is that at that age a pleasant proportion of the aspiring candidates are still malleable and responsive. Of course there will be the occasional child with a behaviour problem but most children will be eager and willing to learn.
Each eleven plus child will be following his or her built in growth pattern and timetable. Some children will be mature and ready on examination day. Others may need a little extra time. Parents will be aware of the growth patterns of their own children. Over the years there will have been spurts of physical growth and advances in vocabulary and emotion stability.
Not all children will develop in the same way and at the same speed. Some children may offer evidence of emotional maturity as the examination grows closer. It is likely, however, that the eleven plus candidate will be physically active.
Some of the girls may be advancing through prepubescence.
It is likely that the eleven plus child will have many interests. Sometime this breadth and depth could potentially get in the way of completing eleven plus studies. This is where some children may need considerable support and understanding.
There will be times when our eleven plus children will need to feel secure and loved. Without question the children should be approaching the examination free of guilt and free of fear.
But how malleable will our eleven plus child be?
It depends.
What does it depend on?
Many factors.
Can the factors be controlled?
It depends.
Will parents every feel loved, respected and appreciated?
It depends.
What does it depend on?
Many factors.
Can the factors be controlled?
It depends.
Is this an easy time for parents?
Who knows!
Each eleven plus child will be following his or her built in growth pattern and timetable. Some children will be mature and ready on examination day. Others may need a little extra time. Parents will be aware of the growth patterns of their own children. Over the years there will have been spurts of physical growth and advances in vocabulary and emotion stability.
Not all children will develop in the same way and at the same speed. Some children may offer evidence of emotional maturity as the examination grows closer. It is likely, however, that the eleven plus candidate will be physically active.
Some of the girls may be advancing through prepubescence.
It is likely that the eleven plus child will have many interests. Sometime this breadth and depth could potentially get in the way of completing eleven plus studies. This is where some children may need considerable support and understanding.
There will be times when our eleven plus children will need to feel secure and loved. Without question the children should be approaching the examination free of guilt and free of fear.
But how malleable will our eleven plus child be?
It depends.
What does it depend on?
Many factors.
Can the factors be controlled?
It depends.
Will parents every feel loved, respected and appreciated?
It depends.
What does it depend on?
Many factors.
Can the factors be controlled?
It depends.
Is this an easy time for parents?
Who knows!
Saturday, April 10, 2010
The Eleven Plus and Streaming
Some schools do not take children who have passed the eleven plus. These schools have a wide variety of names and ways of coping with, and educating, a wide range of children. Some parents may be heartened when they drop their child off at the first day of their senior school career because they will have heard that at some stage or another children will be put into some form of an ability sets. Years ago this used to be called streaming.
The ideas are that children are put into homogeneous sets according to their capability to do well academically.
The children who are placed in the lowest set or stream may have some difficulty with learning, or may have special needs. This in its way can cause an unstimulating class room environment.
When I was at school I was put in charge of the ninth cadet platoon. I was called the sergeant. The boys in my platoon were the boys who had difficulty in marching, did not always wear, or want to wear, the right uniform and most of them had a rather sceptical attitude to authority. These fifteen and sixteen year old boys were not interested in doing extra marching practice. They did not want to go to the firing range as a reward for extra practice. They certainly did not want any homilies from me about working together as a team and trying hard.
What ever problems I had caused the teachers at my school were avenged when I was put in charge of the ninth platoon. At this stage you must be waiting for a happy ending. No chance! On the final march past our platoon was last to move. They had seen prizes given to the glory boys. They had listened to uplifting words from some visiting dignitary. They were hot and tried.
The eighth platoon march off in good order. Left right, left right.
Some of our platoon did not start off on the correct foot. By the time the platoon reached the saluting point we were out of step. Two boys had fallen behind and were running to catch up. The command “Eyes Right” was ignored by some. I was told afterwards that two boys had turned their heads to the left.
Sadly, some of the crowd laughed. This did not go down very well. There were mutters and softly spoken words. The cadence was completely destroyed and there was no effort to march to the stirring music. For a few precious moments we were a team. We were a band of brothers. We were united in our hatred of the system of cadets, school and the world in general.
When I had received my sergeant stripes I was unconsciously proud. Possibly I was to learn that pride comes before a fall. When we stripped off our uniforms and handed them in after the parade I was proud and very relieved. For the rest of my school days I was not offered any position of responsibility.
Would group of boys from the ninth platoon in a grammar school behave differently? Would they be more mature? Would they respond to any special educational treatment? Would they volunteer for extra duties? Would they strive to be the best?
The ideas are that children are put into homogeneous sets according to their capability to do well academically.
The children who are placed in the lowest set or stream may have some difficulty with learning, or may have special needs. This in its way can cause an unstimulating class room environment.
When I was at school I was put in charge of the ninth cadet platoon. I was called the sergeant. The boys in my platoon were the boys who had difficulty in marching, did not always wear, or want to wear, the right uniform and most of them had a rather sceptical attitude to authority. These fifteen and sixteen year old boys were not interested in doing extra marching practice. They did not want to go to the firing range as a reward for extra practice. They certainly did not want any homilies from me about working together as a team and trying hard.
What ever problems I had caused the teachers at my school were avenged when I was put in charge of the ninth platoon. At this stage you must be waiting for a happy ending. No chance! On the final march past our platoon was last to move. They had seen prizes given to the glory boys. They had listened to uplifting words from some visiting dignitary. They were hot and tried.
The eighth platoon march off in good order. Left right, left right.
Some of our platoon did not start off on the correct foot. By the time the platoon reached the saluting point we were out of step. Two boys had fallen behind and were running to catch up. The command “Eyes Right” was ignored by some. I was told afterwards that two boys had turned their heads to the left.
Sadly, some of the crowd laughed. This did not go down very well. There were mutters and softly spoken words. The cadence was completely destroyed and there was no effort to march to the stirring music. For a few precious moments we were a team. We were a band of brothers. We were united in our hatred of the system of cadets, school and the world in general.
When I had received my sergeant stripes I was unconsciously proud. Possibly I was to learn that pride comes before a fall. When we stripped off our uniforms and handed them in after the parade I was proud and very relieved. For the rest of my school days I was not offered any position of responsibility.
Would group of boys from the ninth platoon in a grammar school behave differently? Would they be more mature? Would they respond to any special educational treatment? Would they volunteer for extra duties? Would they strive to be the best?
Friday, April 09, 2010
The Eleven Plus and Personality
Suppose the eleven plus examination was broadened to include personality testing. This would enable the grammar schools to select children with the right personality. Exactly what is the right personality for an eleven plus child is a matter for a wider discussion. A happy, cheerful eleven plus child may land up a happy, cheerful sixth former – but few would bet big sums of money on it.
Words like culture and adjustment may need to be taken into account.
Would there be a great discrepancy between the observed personalities of bright eleven plus children? Would high achievers be able to demonstrate a measurable personality at the age of ten?
The makeup of the Eleven Plus Personality Test ( EPPT) could be argued over infinitum.
Would the test be paper and pencil, delivered over the internet, a group session or conducted on a one to one basis?
Would the cues be delivered mainly through conventional words and pictures or through Twitter like utterances or even fast action videos?
Would the questions need to be phrased differently for boys and girls?
Can there be a category for fantasies? Will one be needed? Should ten year old children be fanciful?
Should the test attempt to measure anxiety, confidence, optimism,, bravery and cowardice?
Does the personality test need to look at the ability to solve problems?
Should parents be told what is in the test?
Does culture need to be taken into account?
Should eleven plus pre personality books and exercises be allowed?
Should the scores of the EPPT be added to the other eleven plus results?
Should the test rely on the Sentence Completion technique?
“If I was in charge of the eleven plus . . . . . . .”
“When they asked me to be in charge of the eleven plus . . . . . .”
Words like culture and adjustment may need to be taken into account.
Would there be a great discrepancy between the observed personalities of bright eleven plus children? Would high achievers be able to demonstrate a measurable personality at the age of ten?
The makeup of the Eleven Plus Personality Test ( EPPT) could be argued over infinitum.
Would the test be paper and pencil, delivered over the internet, a group session or conducted on a one to one basis?
Would the cues be delivered mainly through conventional words and pictures or through Twitter like utterances or even fast action videos?
Would the questions need to be phrased differently for boys and girls?
Can there be a category for fantasies? Will one be needed? Should ten year old children be fanciful?
Should the test attempt to measure anxiety, confidence, optimism,, bravery and cowardice?
Does the personality test need to look at the ability to solve problems?
Should parents be told what is in the test?
Does culture need to be taken into account?
Should eleven plus pre personality books and exercises be allowed?
Should the scores of the EPPT be added to the other eleven plus results?
Should the test rely on the Sentence Completion technique?
“If I was in charge of the eleven plus . . . . . . .”
“When they asked me to be in charge of the eleven plus . . . . . .”
Thursday, April 08, 2010
The Value of the Eleven Plus
Is 56 on a paper good, bad or meaningless? It all depends! The idea of the eleven plus examination is to judge whether children can reach a pass mark.
The purpose of the eleven plus is to try to find children who will benefit from a grammar school education. The worst part of the eleven plus would be achieved if children had to commit facts to memory. It would be even worse if the eleven plus examination gave children facts – and then asked them to apply the facts.
The eleven plus could possibly be judged as a good examination if it produced results that were of value to the grammar schools. Some will argue that the purpose the eleven plus is bad – thus the examination would also be flawed. If selection is wrong then the eleven plus examination may also be wrong. But this can not be true because eleven plus children are expected to think and develop.
Of course there are stories of children who can pass the eleven plus without doing any extra work. There will also be children who can swim a length at a very young age or play an instrument or ride a bicycle. This is not to say, however, that the examination is worthless. It is still highly prized – and very worthwhile.
The great majority of children who pass the eleven plus have had to work very hard. They have to rise far above standards set at school. Their parents have to be involved and committed.
Every child who aspires towards the eleven plus needs to be commended.
The purpose of the eleven plus is to try to find children who will benefit from a grammar school education. The worst part of the eleven plus would be achieved if children had to commit facts to memory. It would be even worse if the eleven plus examination gave children facts – and then asked them to apply the facts.
The eleven plus could possibly be judged as a good examination if it produced results that were of value to the grammar schools. Some will argue that the purpose the eleven plus is bad – thus the examination would also be flawed. If selection is wrong then the eleven plus examination may also be wrong. But this can not be true because eleven plus children are expected to think and develop.
Of course there are stories of children who can pass the eleven plus without doing any extra work. There will also be children who can swim a length at a very young age or play an instrument or ride a bicycle. This is not to say, however, that the examination is worthless. It is still highly prized – and very worthwhile.
The great majority of children who pass the eleven plus have had to work very hard. They have to rise far above standards set at school. Their parents have to be involved and committed.
Every child who aspires towards the eleven plus needs to be commended.
Wednesday, April 07, 2010
Eleven Plus Dreams
What do children think about the eleven plus? Robert Louis Stevenson had an idea about what a seven year old thought of life.
He wrote “A Child’s Thought”
At seven, when I go to bed,
I find such pictures in my head;
Castles with dragons prowling round,
Garden where magic fruits are found;
Fair ladies prisoned in a tower,
Or lost in an enchanted bower;
While gallant horsemen ride by streams
That border all this land of dreams
I find, so clearly in my head
At seven when I go to bed.
An eleven plus child would be thinking about volume and area.
Stray thoughts about `The odd one out’ would pass through the consciousness.
The favourite verbal reasoning book would lie beneath the pillow.
The child would fall asleep holding a wrist watch murmuring: “I must move on.”
Pictures of the gates of the grammar school would glow in the darkness.
Exhortations from anxious parents would ring in the brain: “You will get a better job.”
The room for imaginary places and ideas would be curtailed.
“Seventy questions in fifty minutes. You can not afford to slow down.”
No castles, no dragons, no rescues, no gallant warriors, no fair maidens. Just work and work and work.
Bring back Robert Louis Stevenson.
He wrote “A Child’s Thought”
At seven, when I go to bed,
I find such pictures in my head;
Castles with dragons prowling round,
Garden where magic fruits are found;
Fair ladies prisoned in a tower,
Or lost in an enchanted bower;
While gallant horsemen ride by streams
That border all this land of dreams
I find, so clearly in my head
At seven when I go to bed.
An eleven plus child would be thinking about volume and area.
Stray thoughts about `The odd one out’ would pass through the consciousness.
The favourite verbal reasoning book would lie beneath the pillow.
The child would fall asleep holding a wrist watch murmuring: “I must move on.”
Pictures of the gates of the grammar school would glow in the darkness.
Exhortations from anxious parents would ring in the brain: “You will get a better job.”
The room for imaginary places and ideas would be curtailed.
“Seventy questions in fifty minutes. You can not afford to slow down.”
No castles, no dragons, no rescues, no gallant warriors, no fair maidens. Just work and work and work.
Bring back Robert Louis Stevenson.
Tuesday, April 06, 2010
Some of the Needs of some Eleven Plus Children
There are two arguments that are often put forward about the value of the eleven plus. The first is that the nature of the eleven plus examination will direct children to work harder and reach greater heights. A second reason is that it is hoped that the tests actually measure the ability of children. The problem is that some forms of the eleven plus do not set out to test true ability – but do test the ability to answer certain types of question.
The present form of the eleven plus allows grammar schools to find children who have reached certain levels. An achievement test tells how much a child has achieved. An attainment test tries to describe how much a child has attained. Elements of the present eleven plus seem to mix attainment and achievement. This could be unfair to some children who may have true ability but do not have the opportunity in the examination to show their prowess.
Parents, schools, eleven plus tutors, publishers and other interested parties are all involved in trying to help children achieve the present high standards of the eleven plus. The high standards are sometimes achieved by drilling children. Eleven plus children, however, have to be ready on examination day – regardless of what has happened previously.
If their child does not do well on papers or in the actual examination parents may, at times, feel let down. But the eleven plus requires parents to understand that the examination will not cater for their child’s creative and imaginative ability.
Boredom and resistance may, sometimes, creep into a child’s mind as he or she is expected to complete question after question. Very bright children may become accustomed to putting just enough work into a paper to keep his or her parents satisfied. A drive to achieve even higher marks may need to be weighed against the perils of having concerned parents an un-necessary set of tools.
“What do you mean you only achieved 78%? Last time you reached 83%. This is not good enough. You will need to try harder next time.”
We should want eleven plus children to be attentive, interested, involved and motivated. It would be wonderful if a set of eleven plus questions can be developed to cater for the needs of some of our brightest children.
The present form of the eleven plus allows grammar schools to find children who have reached certain levels. An achievement test tells how much a child has achieved. An attainment test tries to describe how much a child has attained. Elements of the present eleven plus seem to mix attainment and achievement. This could be unfair to some children who may have true ability but do not have the opportunity in the examination to show their prowess.
Parents, schools, eleven plus tutors, publishers and other interested parties are all involved in trying to help children achieve the present high standards of the eleven plus. The high standards are sometimes achieved by drilling children. Eleven plus children, however, have to be ready on examination day – regardless of what has happened previously.
If their child does not do well on papers or in the actual examination parents may, at times, feel let down. But the eleven plus requires parents to understand that the examination will not cater for their child’s creative and imaginative ability.
Boredom and resistance may, sometimes, creep into a child’s mind as he or she is expected to complete question after question. Very bright children may become accustomed to putting just enough work into a paper to keep his or her parents satisfied. A drive to achieve even higher marks may need to be weighed against the perils of having concerned parents an un-necessary set of tools.
“What do you mean you only achieved 78%? Last time you reached 83%. This is not good enough. You will need to try harder next time.”
We should want eleven plus children to be attentive, interested, involved and motivated. It would be wonderful if a set of eleven plus questions can be developed to cater for the needs of some of our brightest children.
Monday, April 05, 2010
The Value of the Eleven Plus
It would be interesting to hear the views of parents, eleven plus teachers and children about the extent that working towards the eleven plus changes the lives of children and their families. After all the children are in the process of leaving primary school and going to secondary. Some children will pass the eleven plus and others will find themselves in a wide range of local schools.
A key question must be based around the extent to which preparing for the eleven plus helps a child to be ready for secondary school. A place in a grammar school should, in theory, provide the springboard to a wide range of opportunities. It is hoped, for example, that a grammar school will help children to develop their own talents. In some cases these developed talents may even ultimately help and benefit elements of society. A balanced look at education will insist that some children who attend other forms of secondary school will also be of advantage to mankind. It does seem, however, that a wider choice of career can be offered to those children who have the tools to be able to advantage of their education.
Does working towards the eleven plus actually give children skills they will be able to use in later life? Successive governments have insisted that strength is needed in numeracy and literacy. Eleven plus children studying mathematics are expected to achieve a higher standard that the majority of the rest of the children of the same age group. Enlightened eleven plus teachers and parents will be teaching towards the examination but also trying to provide the groundwork for any future career involving mathematics.
It also seems to be very important that eleven plus children do not become passive learners. We want our children to be articulate and able to express themselves. If this sometimes appears to look like confrontation it could be no more than a child trying to learn his or her limits in a changing world. Some children may also need to learn how to be good listeners. Years ago a teacher or a parent could say: “Shut up and listen to me!” Today a more understanding and diplomatic vocabulary is needed.
Some eleven plus children may need to learn to make a greater contribution to the family. For some children it could be something simple like picking up the dishes. Other eleven plus children may need to learn to be tolerant and forgiving. After all not everyone in the family may be blessed with the same natural intelligence. Eleven plus children, like all other children, need to feel a degree of respect for authority.
If some eleven plus children learn to work imaginatively and responsibly then it does seem likely that the act of eleven plus preparation is of value. Honest and diligent hard work may help some children to become a little more mature. Remember that bit by Keats?
The imagination of a boy is healthy, and the mature imagination of a man is healthy; but there is a space of life between, in which the soul is in a ferment, the character undecided, the way of life uncertain, the ambition thick-sighted: thence proceeds mawkishness.
We hope that attending a grammar school will help to fill the space.
A key question must be based around the extent to which preparing for the eleven plus helps a child to be ready for secondary school. A place in a grammar school should, in theory, provide the springboard to a wide range of opportunities. It is hoped, for example, that a grammar school will help children to develop their own talents. In some cases these developed talents may even ultimately help and benefit elements of society. A balanced look at education will insist that some children who attend other forms of secondary school will also be of advantage to mankind. It does seem, however, that a wider choice of career can be offered to those children who have the tools to be able to advantage of their education.
Does working towards the eleven plus actually give children skills they will be able to use in later life? Successive governments have insisted that strength is needed in numeracy and literacy. Eleven plus children studying mathematics are expected to achieve a higher standard that the majority of the rest of the children of the same age group. Enlightened eleven plus teachers and parents will be teaching towards the examination but also trying to provide the groundwork for any future career involving mathematics.
It also seems to be very important that eleven plus children do not become passive learners. We want our children to be articulate and able to express themselves. If this sometimes appears to look like confrontation it could be no more than a child trying to learn his or her limits in a changing world. Some children may also need to learn how to be good listeners. Years ago a teacher or a parent could say: “Shut up and listen to me!” Today a more understanding and diplomatic vocabulary is needed.
Some eleven plus children may need to learn to make a greater contribution to the family. For some children it could be something simple like picking up the dishes. Other eleven plus children may need to learn to be tolerant and forgiving. After all not everyone in the family may be blessed with the same natural intelligence. Eleven plus children, like all other children, need to feel a degree of respect for authority.
If some eleven plus children learn to work imaginatively and responsibly then it does seem likely that the act of eleven plus preparation is of value. Honest and diligent hard work may help some children to become a little more mature. Remember that bit by Keats?
The imagination of a boy is healthy, and the mature imagination of a man is healthy; but there is a space of life between, in which the soul is in a ferment, the character undecided, the way of life uncertain, the ambition thick-sighted: thence proceeds mawkishness.
We hope that attending a grammar school will help to fill the space.
Sunday, April 04, 2010
The Eleven Plus Zone
You would like to give your eleven plus child some advice about how to behave in the actual eleven plus examination. You should remember that every single one of your reactions to hard and almost impossible eleven plus questions will be mirrored in the examination. Any harsh words, muttered expletives and un-wholesome thoughts will be replicated. One further word of warning – if you are accustomed to leaping swiftly out of your chair to make a quick cup of coffee – then warn your loved child not to get up in the examination to take a short break.
If your child does meet horrible questions then suggest that he or she moves on. It is no good feeling frustrated and upset – there are lots of questions – try it and move on. Remind your child not to utter imprecations under the breath because they may become magnified in the silence of the examination hall.
Tell, no order, your child to feel good about the questions that were genuinely easy. Suggest that a mental pat on the back could help to build confidence. It is not clear if back scratchers are allowed into the examination hall. If they are your child could have a tremendous advantage over all the other children who would be watching your child to see if the questions were easy (two pats with the scratcher) medium (one pat) or hard (no pats).
Remind your child to relax. This is not the application of yoga in the middle of the examination. No sitting down in the lotus position while completing the paper. Mention that balancing on the shoulders with legs crossed may prove to be a little too much for the examiner. It is, however, something that you can do while waiting beside the car - provided you are not wearing a skirt.
Tell your child that he or she is bound to meet a few really bad questions on the paper. If the correct mental anticipation in place, the shock will be lessened. Leave it and move on! Repeat after me: “Leave it and move on.”
Warn your child that the examination hall will not be an environment of familiar household noise and hustle. There could be other children in tears, possibly some vomiting and certainly the squeak of other chairs. The T.V. will not be on in the other room. The washing machine will not be going through a cycle. The percolator will not be percolating. Keep calm. Keep focused. Do NOT whisper to your child that the only bad thing that can happen is failure.
Discuss the zone. This is the state of euphoria you hope your children will reach along with calm confidence. Astronauts achieve the zone prior to take off. Heavy weight boxers enter the zone as they stride towards the ring. A bride enters the zone as she is walking up the isle. You want your child to enter the zone when sitting waiting for the instruction to: “Turn over and begin.”
If your child does meet horrible questions then suggest that he or she moves on. It is no good feeling frustrated and upset – there are lots of questions – try it and move on. Remind your child not to utter imprecations under the breath because they may become magnified in the silence of the examination hall.
Tell, no order, your child to feel good about the questions that were genuinely easy. Suggest that a mental pat on the back could help to build confidence. It is not clear if back scratchers are allowed into the examination hall. If they are your child could have a tremendous advantage over all the other children who would be watching your child to see if the questions were easy (two pats with the scratcher) medium (one pat) or hard (no pats).
Remind your child to relax. This is not the application of yoga in the middle of the examination. No sitting down in the lotus position while completing the paper. Mention that balancing on the shoulders with legs crossed may prove to be a little too much for the examiner. It is, however, something that you can do while waiting beside the car - provided you are not wearing a skirt.
Tell your child that he or she is bound to meet a few really bad questions on the paper. If the correct mental anticipation in place, the shock will be lessened. Leave it and move on! Repeat after me: “Leave it and move on.”
Warn your child that the examination hall will not be an environment of familiar household noise and hustle. There could be other children in tears, possibly some vomiting and certainly the squeak of other chairs. The T.V. will not be on in the other room. The washing machine will not be going through a cycle. The percolator will not be percolating. Keep calm. Keep focused. Do NOT whisper to your child that the only bad thing that can happen is failure.
Discuss the zone. This is the state of euphoria you hope your children will reach along with calm confidence. Astronauts achieve the zone prior to take off. Heavy weight boxers enter the zone as they stride towards the ring. A bride enters the zone as she is walking up the isle. You want your child to enter the zone when sitting waiting for the instruction to: “Turn over and begin.”
Saturday, April 03, 2010
Five Eleven Plus Rules
Is it too late to start eleven plus preparation at birth? Naturally when glances cross across the room for the first time men and women will view each other with interest. It could be a smile, or the sound of the voice or a flick of the hair – but deep down the initial reaction must be: “Could my prospective mate bear me a proud eleven plus child?”
Later on in the relationship the unborn child will be offered music, the correct food and a stress free life. Some parents may even start reading War and Peace and explaining the vocabulary – but this may be a step too far for some.
The first formal eleven plus instruction will need to be rather informal. After all the new born child does not learn the mother tongue in the same way that he or she will learn to do percentages in later life – there is a more gradual assimilation of language and knowledge. A few hours after birth a baby will offer a cry when feeling discomforted. Parents should not confuse this sound with those made when arguing about completing yet another eleven plus paper.
Naturally mother and father will respond to any characteristic sounds – they will sooth and try to alleviate discomfort. A gurgle of pleasure from the baby may be accompanied by chuckles and laughter from the parents – often followed kisses and hugs. Parents who are aware will remember these early precious moments – and carry them forward in their eleven plus preparation.
Rule 1 – Alleviate discomfort in the eleven plus child
Rule 2 – Lots of hugs, kisses and smiles
As the child becomes more articulate, then he or she will use words to express pleasure, misery and joy. Later on words may be used as tools in eleven plus arguments and discussions. “I am only doing it because you made me. I do not really want to do the eleven plus. I do not want to go to grammar.”
Rule 3 – Sticks and stones my break my bones, but words will never hurt me.
Eleven plus children sometimes use manipulative language to declare their feelings. On other occasions they may choose to declarative language. The difference between these two forms of language may not need to be explained. (Some parents call declarative language arguing and manipulative language wheedling.)
Rule 4 – Don’t give in to promises. Parents need their child to understand that the eleven plus requires deeds not words
Rule 5 – Win some eleven plus arguments and lose some. Remember Demosthenes? He maintained that he who fights and runs away will live to fight another day.
Later on in the relationship the unborn child will be offered music, the correct food and a stress free life. Some parents may even start reading War and Peace and explaining the vocabulary – but this may be a step too far for some.
The first formal eleven plus instruction will need to be rather informal. After all the new born child does not learn the mother tongue in the same way that he or she will learn to do percentages in later life – there is a more gradual assimilation of language and knowledge. A few hours after birth a baby will offer a cry when feeling discomforted. Parents should not confuse this sound with those made when arguing about completing yet another eleven plus paper.
Naturally mother and father will respond to any characteristic sounds – they will sooth and try to alleviate discomfort. A gurgle of pleasure from the baby may be accompanied by chuckles and laughter from the parents – often followed kisses and hugs. Parents who are aware will remember these early precious moments – and carry them forward in their eleven plus preparation.
Rule 1 – Alleviate discomfort in the eleven plus child
Rule 2 – Lots of hugs, kisses and smiles
As the child becomes more articulate, then he or she will use words to express pleasure, misery and joy. Later on words may be used as tools in eleven plus arguments and discussions. “I am only doing it because you made me. I do not really want to do the eleven plus. I do not want to go to grammar.”
Rule 3 – Sticks and stones my break my bones, but words will never hurt me.
Eleven plus children sometimes use manipulative language to declare their feelings. On other occasions they may choose to declarative language. The difference between these two forms of language may not need to be explained. (Some parents call declarative language arguing and manipulative language wheedling.)
Rule 4 – Don’t give in to promises. Parents need their child to understand that the eleven plus requires deeds not words
Rule 5 – Win some eleven plus arguments and lose some. Remember Demosthenes? He maintained that he who fights and runs away will live to fight another day.
Friday, April 02, 2010
Happiness and the Eleven Plus
At one time or another many families would have aspired to owning the Encyclopaedia Britannica. Thousands of people must have educated through the pages – long before internet search engines and wikipedia. An early contributor was James Mill (1773 – 1836) whose father was a village cobbler. Mills had nine children – and this is may have been one reason why he needed a continual supply of money. He was a tutor for some time to several Scottish families.
He became interested in a scheme to found a University of London and published an article on `Education’ in the fifth edition of the Encyclopaedia Britannica. Mill stated that the aim of education was to render the individual happy to both himself and to others. He did, however, acknowledge that the nature of happiness was a matter of controversy.
He selected:
Intelligence (knowledge and sagacity)
Temperance (command of natural appetites and desires)
Justice and generosity (benevolence)
Is there any connection between his ideas and those of our current eleven plus children? Naturally our eleven plus child must be intelligent and must be able demonstrate temperance (especially when called upon to do an unwelcome or untimely eleven plus paper). In addition the prospective candidate must be able to demonstrate justice and generosity – especially when one or either parent stumbles over some arcane eleven plus question. (They did their best.)
Mills maintained that a mere knowledge of facts was not enough. He wanted children to be able to develop the power to choose and develop ideas. There is great preoccupation in some eleven plus areas, for example, about the twenty one types of verbal reasoning questions. The current `educational’ theory is that if a child learns to cope with the twenty one types then he or she is fit to cope with a grammar school education. Shame on the protagonists of this narrow view of the eleven plus!
Mills himself started his three year old son on Greek and started teaching him Latin at eight. He also did not allow his son to have any holidays in case the habit of work was broken. (Shame on Mills!)
Is there a new eleven plus mantra for us to pursue? We want:
A happy child
An intelligent child
A child who can cope with pressure
A child with an inquiring and inquisitive mind
A child who is tolerant of the strengths and weaknesses of his parents – and who is not afraid to say thank you for what you have done for me.
He became interested in a scheme to found a University of London and published an article on `Education’ in the fifth edition of the Encyclopaedia Britannica. Mill stated that the aim of education was to render the individual happy to both himself and to others. He did, however, acknowledge that the nature of happiness was a matter of controversy.
He selected:
Intelligence (knowledge and sagacity)
Temperance (command of natural appetites and desires)
Justice and generosity (benevolence)
Is there any connection between his ideas and those of our current eleven plus children? Naturally our eleven plus child must be intelligent and must be able demonstrate temperance (especially when called upon to do an unwelcome or untimely eleven plus paper). In addition the prospective candidate must be able to demonstrate justice and generosity – especially when one or either parent stumbles over some arcane eleven plus question. (They did their best.)
Mills maintained that a mere knowledge of facts was not enough. He wanted children to be able to develop the power to choose and develop ideas. There is great preoccupation in some eleven plus areas, for example, about the twenty one types of verbal reasoning questions. The current `educational’ theory is that if a child learns to cope with the twenty one types then he or she is fit to cope with a grammar school education. Shame on the protagonists of this narrow view of the eleven plus!
Mills himself started his three year old son on Greek and started teaching him Latin at eight. He also did not allow his son to have any holidays in case the habit of work was broken. (Shame on Mills!)
Is there a new eleven plus mantra for us to pursue? We want:
A happy child
An intelligent child
A child who can cope with pressure
A child with an inquiring and inquisitive mind
A child who is tolerant of the strengths and weaknesses of his parents – and who is not afraid to say thank you for what you have done for me.
Thursday, April 01, 2010
Eleven Plus Change
Other teachers are often a most fruitful source of ideas. Some eleven plus teachers, however, have little opportunity to interact with each other. If one of more teachers gets a really good idea, then it could be hard to develop a scenario where other eleven plus teachers could share that idea.
When teachers get together the talk is often about school. Would eleven plus teachers be as eager to share their ideas? We would hope so because after all their common ground is helping their children to do as well as possible in the eleven plus examinations.
Most serving school teachers are likely to be used to a system of bureaucracy. They have their senior teachers, deputy heads and head teachers. This `system’ allows a fertile ground for developing strategies, testing ideas and receiving peer to peer feedback.
The continuous stream of new ideas about the National Curriculum offers long suffering school teachers the opportunity to communicate and think about change and the effects of change. Dedicated and involved teachers, however, have the chance to plan, design and evaluate ideas.
Eleven plus teachers who are outside of the school system do not have quite the same opportunities. This does not mean that the ability to help children to pass the eleven plus is lessened in any way. It simply means that some of them will not have the same opportunity.
The eleven plus examination in some areas appears to be a fairly set and closed type of exam. Aspiring eleven plus children have to learn a relatively narrow set of skills. There is little need for teachers to engage in continuous development. “I have used the same method for the last ten years and all my children have passed.”
It would be not be too hard, however, to imagine that every single one of these hitherto isolated eleven plus teachers would welcome the opportunity to interact with other teachers and have access to a wider stream of outside help. If these teachers had the time and the energy it is likely they would accept innovation and change.
We had a situation a few years ago in Bexley where children were only tested in mathematics and verbal reasoning. Non verbal reasoning and English were dropped. We had to change the way we worked in a number of centres. There was a major benefit in that there was more time to offer children work in greater depth, along with wider opportunities for revision and consolidation.
Bexley did not leave parents with ambiguous and general information. Their pronouncements and guidance notes were clear and uncluttered. The changes were easy to implement. We were all aware that there would be lots of questions that had to be answered very quickly and accurately.
If there were more planned changes to the eleven plus examinations then this could lead to a ground swell of demand for reform and restructuring. The `authorities that be’ may not, however, welcome change. Some parents, however, may welcome change and should be involved in any dialogue.
When teachers get together the talk is often about school. Would eleven plus teachers be as eager to share their ideas? We would hope so because after all their common ground is helping their children to do as well as possible in the eleven plus examinations.
Most serving school teachers are likely to be used to a system of bureaucracy. They have their senior teachers, deputy heads and head teachers. This `system’ allows a fertile ground for developing strategies, testing ideas and receiving peer to peer feedback.
The continuous stream of new ideas about the National Curriculum offers long suffering school teachers the opportunity to communicate and think about change and the effects of change. Dedicated and involved teachers, however, have the chance to plan, design and evaluate ideas.
Eleven plus teachers who are outside of the school system do not have quite the same opportunities. This does not mean that the ability to help children to pass the eleven plus is lessened in any way. It simply means that some of them will not have the same opportunity.
The eleven plus examination in some areas appears to be a fairly set and closed type of exam. Aspiring eleven plus children have to learn a relatively narrow set of skills. There is little need for teachers to engage in continuous development. “I have used the same method for the last ten years and all my children have passed.”
It would be not be too hard, however, to imagine that every single one of these hitherto isolated eleven plus teachers would welcome the opportunity to interact with other teachers and have access to a wider stream of outside help. If these teachers had the time and the energy it is likely they would accept innovation and change.
We had a situation a few years ago in Bexley where children were only tested in mathematics and verbal reasoning. Non verbal reasoning and English were dropped. We had to change the way we worked in a number of centres. There was a major benefit in that there was more time to offer children work in greater depth, along with wider opportunities for revision and consolidation.
Bexley did not leave parents with ambiguous and general information. Their pronouncements and guidance notes were clear and uncluttered. The changes were easy to implement. We were all aware that there would be lots of questions that had to be answered very quickly and accurately.
If there were more planned changes to the eleven plus examinations then this could lead to a ground swell of demand for reform and restructuring. The `authorities that be’ may not, however, welcome change. Some parents, however, may welcome change and should be involved in any dialogue.
Wednesday, March 31, 2010
Eleven Plus Tests
The word testing has many different connotations. In Eleven Plus terms tests are used to pass or fail children. In the world of computers testing is used to try to find errors. A successful test of a computer program is one that finds an undiscovered error. This would not do at all well for our eleven plus children!
A computer programmer tries to develop a test strategy that is appropriate for what he or she wants to test. The programmer loads a little data into each module and then runs the program. This tests basics like updating and deleting functions. The programmer then makes the necessary changes and additions and then runs the test again to check on progress.
Computations need to be tested first of all. Is the program following all the necessary arithmetic calculations?
Programs run through loops. Each loop has to have a correct ending. Devotees of `Thomas the Tank Engine’ will know what happens when an engine runs off down the wrong branch line!
Of course the programmer may have to keep changing the original remit in light of the outcomes. Here close co-operation with the author and the programmer is required.
Parents of eleven plus children need to be equally meticulous. They need to check and recheck that their child has understood the work. Parents also need to help their children to stay on the straight and narrow of eleven plus work – and not go off on tangents – or branch lines.
A computer programmer tries to develop a test strategy that is appropriate for what he or she wants to test. The programmer loads a little data into each module and then runs the program. This tests basics like updating and deleting functions. The programmer then makes the necessary changes and additions and then runs the test again to check on progress.
Computations need to be tested first of all. Is the program following all the necessary arithmetic calculations?
Programs run through loops. Each loop has to have a correct ending. Devotees of `Thomas the Tank Engine’ will know what happens when an engine runs off down the wrong branch line!
Of course the programmer may have to keep changing the original remit in light of the outcomes. Here close co-operation with the author and the programmer is required.
Parents of eleven plus children need to be equally meticulous. They need to check and recheck that their child has understood the work. Parents also need to help their children to stay on the straight and narrow of eleven plus work – and not go off on tangents – or branch lines.
Tuesday, March 30, 2010
Eleven Plus Depreciation
Very recently a mum explained that her latest child was the fourth member of the family to come to us for lessons. (There is still one child after this one.) After all the pleasantries and the catch up chats had taken place I was asked a key eleven plus question. No not that one – but a question that holds a significant place in a mother’s heart.
“All my children have used the same eleven plus books. Do we need to buy new ones?”
In book keeping terms there is a method of depreciation called the: “Diminishing Balance Method.” Under this method depreciation is charged at a fixed percentage.
If the family bought eleven plus books for£10.00, then in the first year the books could depreciate at 40%. This would be 40% of £10.00 – leaving a net book value of £6.00.
The depreciation in the second year would be £2.40 which is 40% of £6.00.
There after the book would depreciate to £1.44, £0.86, £0.52, £0.31, £0.18, £0.11 – and at this stage one could reason that the book had served its purpose.
In many previous years we expected house prices to rise. A house worth £300 000 when the £10.00 book was bought may have leapt in value to £450 000 in just a few months. The value of the house may then have dropped back to pre £300 000 levels. Your house may have gained value with five children living in it – but the eleven plus book may have dropped in value through depreciation.
The one defensible attribute in handing an eleven plus book on through armies of children is that the ten pence book may provide the information on the one question that leads to passing the examination. What then is the ten pence book worth?
What advice did I offer?
“The examination has not changed much over the years. Books and materials have not had to change much over the years. Keep using the book – but do buy a new rubber to take out any residual pencil marks.”
We parted on amicable terms.
“All my children have used the same eleven plus books. Do we need to buy new ones?”
In book keeping terms there is a method of depreciation called the: “Diminishing Balance Method.” Under this method depreciation is charged at a fixed percentage.
If the family bought eleven plus books for£10.00, then in the first year the books could depreciate at 40%. This would be 40% of £10.00 – leaving a net book value of £6.00.
The depreciation in the second year would be £2.40 which is 40% of £6.00.
There after the book would depreciate to £1.44, £0.86, £0.52, £0.31, £0.18, £0.11 – and at this stage one could reason that the book had served its purpose.
In many previous years we expected house prices to rise. A house worth £300 000 when the £10.00 book was bought may have leapt in value to £450 000 in just a few months. The value of the house may then have dropped back to pre £300 000 levels. Your house may have gained value with five children living in it – but the eleven plus book may have dropped in value through depreciation.
The one defensible attribute in handing an eleven plus book on through armies of children is that the ten pence book may provide the information on the one question that leads to passing the examination. What then is the ten pence book worth?
What advice did I offer?
“The examination has not changed much over the years. Books and materials have not had to change much over the years. Keep using the book – but do buy a new rubber to take out any residual pencil marks.”
We parted on amicable terms.
Monday, March 29, 2010
Multiple Choice and the Eleven Plus
If you ever have had difficulty in completing multiple choice eleven plus answers then you may care to take note if the research by Louis Cheskin of the Color Research Institute. (The spelling of Color is deliberate as Cheskin operated in America.)
He wanted to isolate why a woman would choose one evening dress over another. He and his workers used the second floor of a Chicago store as their workplace. The latest styles from Paris were advertised.
Every woman coming onto the display area was recorded from the time she came in to when she left. By and large the women came in, looked around and then thought more deliberately about three different dresses. This took around 90 minutes.
The problem that Cheskin set was the dresses came in three different colours.
He found that some women `just loved that dress’.
The colour turquoise most often accompanied the `just loved that dress’ attraction.
The next motivation he found was that some women were very aware of their complexions.
These women often chose fuchsia – often because at one time or another they had been told that they looked good in fuchsia.
The third primary preference was for style. Vogue magazine had had a big spread a few months earlier stating that chartreuse was the prestige colour of the moment.
The style conscious women chose chartreuse.
The `just love that dress women’ only amounted to some 20%. Of the remaining 80% half bought for complexions and half for style.
There must be a little moral in this story. When you are advising your child what to do towards the end of the eleven plus examination – and he or she is running out of time – you will naturally suggest that guesses are allowed under certain circumstances.
Your child could select all the `a’ line – or the `b’ or the `c’ or the `d’.
You could suggest simply guessing and jumping your responses about in a random manner.
You could mention that a further option would be to write down the letters of the alphabet in the right order, Look for the first four letter word in the question. Use that vowel!
We are led to believe that buying a Dior dress is a good investment – because the dress just lasts for ever. Passing the eleven plus is also a good investment – because the benefits just last for ever.
A suggestion: Suggest to your child that if he or she goes for `just have a gut feeling’ then he or she is going to be correct about twenty percent of the time.
If your child is drawn to choose between two similar answers and can’t decide over style and substance – then suggest that a guess will probably be about half right – or even half wrong.
This brings us to the eternal question: `Is it better to be half right or half wrong?’
He wanted to isolate why a woman would choose one evening dress over another. He and his workers used the second floor of a Chicago store as their workplace. The latest styles from Paris were advertised.
Every woman coming onto the display area was recorded from the time she came in to when she left. By and large the women came in, looked around and then thought more deliberately about three different dresses. This took around 90 minutes.
The problem that Cheskin set was the dresses came in three different colours.
He found that some women `just loved that dress’.
The colour turquoise most often accompanied the `just loved that dress’ attraction.
The next motivation he found was that some women were very aware of their complexions.
These women often chose fuchsia – often because at one time or another they had been told that they looked good in fuchsia.
The third primary preference was for style. Vogue magazine had had a big spread a few months earlier stating that chartreuse was the prestige colour of the moment.
The style conscious women chose chartreuse.
The `just love that dress women’ only amounted to some 20%. Of the remaining 80% half bought for complexions and half for style.
There must be a little moral in this story. When you are advising your child what to do towards the end of the eleven plus examination – and he or she is running out of time – you will naturally suggest that guesses are allowed under certain circumstances.
Your child could select all the `a’ line – or the `b’ or the `c’ or the `d’.
You could suggest simply guessing and jumping your responses about in a random manner.
You could mention that a further option would be to write down the letters of the alphabet in the right order, Look for the first four letter word in the question. Use that vowel!
We are led to believe that buying a Dior dress is a good investment – because the dress just lasts for ever. Passing the eleven plus is also a good investment – because the benefits just last for ever.
A suggestion: Suggest to your child that if he or she goes for `just have a gut feeling’ then he or she is going to be correct about twenty percent of the time.
If your child is drawn to choose between two similar answers and can’t decide over style and substance – then suggest that a guess will probably be about half right – or even half wrong.
This brings us to the eternal question: `Is it better to be half right or half wrong?’
Sunday, March 28, 2010
Passing the Eleven Plus
This could be a cautionary tale or even an allegory. What ever it is it needs to be considered.
Once upon a time there was a boy called William. He entered reception with a good grasp of numbers. He could calculate and manipulate numbers arithmetically and could also sole some two step problems. His mother had been a teacher of mathematics and he had been encouraged to believe in himself. There was every reason to believe that he would have a reasonable school career and in time go on to do well in eleven plus examinations.
His father, who may have been a bit misguided – or even prone to over estimation, would mutter to anyone who would listen: “My boy is going to study maths at university.”
His parents were completely surprised when it was obvious that he did not like school. His first school report suggested weakness in number. There was also a comment that he would not co-operate in the Numeracy lessons.
Mum and dad were a little surprised. They then formed the opinion that their son was a little bored at school. He was expected to move at the same speed as the rest of the class.
Twist or stick.
Should he move or should he stay? Would a different teacher, or even a different school work?
Could they talk to the teacher?
Should they have a little word with the head?
Did it really matter; after all he had many more years left at school?
Will he pass the eleven plus?
Once upon a time there was a boy called William. He entered reception with a good grasp of numbers. He could calculate and manipulate numbers arithmetically and could also sole some two step problems. His mother had been a teacher of mathematics and he had been encouraged to believe in himself. There was every reason to believe that he would have a reasonable school career and in time go on to do well in eleven plus examinations.
His father, who may have been a bit misguided – or even prone to over estimation, would mutter to anyone who would listen: “My boy is going to study maths at university.”
His parents were completely surprised when it was obvious that he did not like school. His first school report suggested weakness in number. There was also a comment that he would not co-operate in the Numeracy lessons.
Mum and dad were a little surprised. They then formed the opinion that their son was a little bored at school. He was expected to move at the same speed as the rest of the class.
Twist or stick.
Should he move or should he stay? Would a different teacher, or even a different school work?
Could they talk to the teacher?
Should they have a little word with the head?
Did it really matter; after all he had many more years left at school?
Will he pass the eleven plus?
Saturday, March 27, 2010
A Double Eleven Plus
There is a fundament dichotomy in the present eleven plus examination. Is the eleven plus trying to measure the potential children or is it a form of an assessment? We all presume that the examination is reliable and valid.
We can check the reliability of a test by looking at a child’s eleven plus results over two different administrations of the test. This could, for example, enable your child to sit the examination twice. If the marks were significantly different for a large number of children then we would be able to infer that the examination was not reliable. If the marks of only a few children were widely poles apart then we may need to look at what was happening in the lives of those children.
Validity is a different issue as validity is more to do with the theoretical aspect of the eleven plus test. This is where the test is looked at to see if the test is measuring what it is supposed to measure. In other words is the eleven plus actually measuring what it claims to measure. Is it in fact an accurate tool to use when trying to predict future academic success? Is the test truly fair for your child?
This is where the dichotomy of the eleven plus comes in. Measurement of children at the eleven plus stage tries to ensure that the test is reliable – and is valid. An Eleven Plus assessment, however, needs the subjective opinion of an assessor. An example of this is at the appeal stage of the eleven plus where a body of people look at test scores, and hear other evidence, and then decide on offering a place. The appeal body, however, does not have the luxury of having more than one set of actual test results.
Would children suffer by sitting the eleven plus twice? Some would take it in their stride – and others may struggle, It is more likely that a body of parents would shout and scream about undue `double the pressure’ on their children. A double eleven plus examination may, however, be fairer for a number of children. Some parents would win because it gave their children a better chance of passing.
“Horrified” of Tunbridge Wells would, however, write: “It is not fair. We did not do it that way in my day. It never harmed me.”
A major problem with the eleven plus is that teachers, parents and children have to have blind faith in the present system.
The eleven plus is based on the presumption that the skills that are measured are distributed equally among the population. This can only be true if all children had access to the same degree of preparation. The majority of eleven plus children will answer some questions easily, they will struggle on some questions and a number will find the same question `O.K.’
We must surmise that the eleven plus, however, is based on half the total children finding the questions hard with only a small number coping easily. The pass or fail line is drawn half way but finds its place some where up in the top half of the population. Children are not drawn equally into two groups of pass and fail – there is a third group who could probably cope with grammar school if the test was more valid for their needs.
There seems to be a strong case for some new research on the eleven plus to discover exactly what skills need to be acquired in order to pass the eleven plus. In the mean time parents and children have every right to question both reliability and validity.
We can check the reliability of a test by looking at a child’s eleven plus results over two different administrations of the test. This could, for example, enable your child to sit the examination twice. If the marks were significantly different for a large number of children then we would be able to infer that the examination was not reliable. If the marks of only a few children were widely poles apart then we may need to look at what was happening in the lives of those children.
Validity is a different issue as validity is more to do with the theoretical aspect of the eleven plus test. This is where the test is looked at to see if the test is measuring what it is supposed to measure. In other words is the eleven plus actually measuring what it claims to measure. Is it in fact an accurate tool to use when trying to predict future academic success? Is the test truly fair for your child?
This is where the dichotomy of the eleven plus comes in. Measurement of children at the eleven plus stage tries to ensure that the test is reliable – and is valid. An Eleven Plus assessment, however, needs the subjective opinion of an assessor. An example of this is at the appeal stage of the eleven plus where a body of people look at test scores, and hear other evidence, and then decide on offering a place. The appeal body, however, does not have the luxury of having more than one set of actual test results.
Would children suffer by sitting the eleven plus twice? Some would take it in their stride – and others may struggle, It is more likely that a body of parents would shout and scream about undue `double the pressure’ on their children. A double eleven plus examination may, however, be fairer for a number of children. Some parents would win because it gave their children a better chance of passing.
“Horrified” of Tunbridge Wells would, however, write: “It is not fair. We did not do it that way in my day. It never harmed me.”
A major problem with the eleven plus is that teachers, parents and children have to have blind faith in the present system.
The eleven plus is based on the presumption that the skills that are measured are distributed equally among the population. This can only be true if all children had access to the same degree of preparation. The majority of eleven plus children will answer some questions easily, they will struggle on some questions and a number will find the same question `O.K.’
We must surmise that the eleven plus, however, is based on half the total children finding the questions hard with only a small number coping easily. The pass or fail line is drawn half way but finds its place some where up in the top half of the population. Children are not drawn equally into two groups of pass and fail – there is a third group who could probably cope with grammar school if the test was more valid for their needs.
There seems to be a strong case for some new research on the eleven plus to discover exactly what skills need to be acquired in order to pass the eleven plus. In the mean time parents and children have every right to question both reliability and validity.
Friday, March 26, 2010
An Eleven Plus Dilemma
A very useful Eleven Plus word is antithetical – this is where two diametrically opposed views come together. On the one hand parents may be inclined to teach their children in the same manner that they were taught at school – and on the other hand there is the understanding that they need to treat their children nicely, positively, cheerfully and lovingly. Naturally some parents will be able to quote positive evidence to maintain that their school days were the best of their lives.
We are offered a rich body of information about the eleven plus along with a wide variety of materials in the form of books, papers and the internet. There are also many experienced and caring eleven plus teachers. But none of this is able to help a parent when a particular method has to be explained to a sceptical child.
Parents know that their child has to be an active participant in learning. But some cruelly spoken words from their child can drive a mother or father wild: “But my teacher does not do it that way.” This is when eleven plus parents feel the need for a `subject specific knowledge of teaching’.
When their child challenges their parents the mother and father feel a heavy burden. They have to teach the process in question correctly because the whole of their child’s academic future may hinge on their explanation. (Or so their guilt ridden conscience tells them.) It does not really matter, at that very moment, that a mother or a father has a sound knowledge of the subject – if the words they are uttering are not the same as those used by `the teacher at school’.
The eleven plus examination can be thought of as a form of scholarship. The best and brightest scholars will pass the eleven plus. Children and their parents may think that teaching and learning towards the eleven plus is a separate universe of learning. But good practice will help a child pass the eleven plus however the topic is taught and learnt.
Parents do not need worry too much about any subversive muttering from their eleven plus child. If their bright and able child is taught a topic in two different ways, and is able to successfully apply these methods in the examination, then a parent has every right to say: “Good, please ask you teacher to explain this again to you. I will also try to understand your method. There is, of course, another way of tackling this – and lets explore this together.”
We are offered a rich body of information about the eleven plus along with a wide variety of materials in the form of books, papers and the internet. There are also many experienced and caring eleven plus teachers. But none of this is able to help a parent when a particular method has to be explained to a sceptical child.
Parents know that their child has to be an active participant in learning. But some cruelly spoken words from their child can drive a mother or father wild: “But my teacher does not do it that way.” This is when eleven plus parents feel the need for a `subject specific knowledge of teaching’.
When their child challenges their parents the mother and father feel a heavy burden. They have to teach the process in question correctly because the whole of their child’s academic future may hinge on their explanation. (Or so their guilt ridden conscience tells them.) It does not really matter, at that very moment, that a mother or a father has a sound knowledge of the subject – if the words they are uttering are not the same as those used by `the teacher at school’.
The eleven plus examination can be thought of as a form of scholarship. The best and brightest scholars will pass the eleven plus. Children and their parents may think that teaching and learning towards the eleven plus is a separate universe of learning. But good practice will help a child pass the eleven plus however the topic is taught and learnt.
Parents do not need worry too much about any subversive muttering from their eleven plus child. If their bright and able child is taught a topic in two different ways, and is able to successfully apply these methods in the examination, then a parent has every right to say: “Good, please ask you teacher to explain this again to you. I will also try to understand your method. There is, of course, another way of tackling this – and lets explore this together.”
Thursday, March 25, 2010
Eleven Plus Decisions
When you are planning your child’s eleven plus curriculum you are making all the decisions. You may choose to cede part of the responsibility to a tutor or a web site or even a series of eleven plus books – but once you make a stand and say: “We are going for the Eleven Plus,” you are putting yourself in command. You are now in control of the knowledge your child needs to be able to pass the eleven plus.
Passing the eleven plus is far more than gathering information and sharing this with your child. You are attempting to build a culture of knowledge. You are challenging the way some topics are taught in schools. You are saying to yourself; “In my case we need to go beyond what the school is teaching.”
Your child will not be able to compartmentalise what has to be learnt in order to pass the eleven plus and what is taught at school. A top mathematics group, for example, will be stretched and extended, but some of the methods you employ may be different. Not necessarily wrong, but certainly different.
There is a certain paradox in eleven plus work. One goal of eleven plus preparation must be for children to be able to make sense of new information. It is not enough, however, for a parent to teach their child how to do questions on area, for example, if the teaching of area is only presented in an abstract manner. Parents do, sometimes, have to get down and dirty and help their child to acquire a practical understanding.
There will always be some form of mismatch between what a school can teach and what the eleven plus expects. In just the same way parents may feel a sense of frustration as they struggle with their intentions and what they can actually achieve.
Most mothers and fathers just do the best they can.
Passing the eleven plus is far more than gathering information and sharing this with your child. You are attempting to build a culture of knowledge. You are challenging the way some topics are taught in schools. You are saying to yourself; “In my case we need to go beyond what the school is teaching.”
Your child will not be able to compartmentalise what has to be learnt in order to pass the eleven plus and what is taught at school. A top mathematics group, for example, will be stretched and extended, but some of the methods you employ may be different. Not necessarily wrong, but certainly different.
There is a certain paradox in eleven plus work. One goal of eleven plus preparation must be for children to be able to make sense of new information. It is not enough, however, for a parent to teach their child how to do questions on area, for example, if the teaching of area is only presented in an abstract manner. Parents do, sometimes, have to get down and dirty and help their child to acquire a practical understanding.
There will always be some form of mismatch between what a school can teach and what the eleven plus expects. In just the same way parents may feel a sense of frustration as they struggle with their intentions and what they can actually achieve.
Most mothers and fathers just do the best they can.
Wednesday, March 24, 2010
An Epistemological Perspective of the Eleven Plus
(Heard in the playground.)
“We need to be able to take into account an epistemological perspective when we are looking at the eleven plus.”
“Do you mean epistemology as it applies to the nature of eleven plus knowledge, it foundations, scope and validity?”
“Naturally – because like some eleven plus parents I do not subscribe to the feeling that eleven plus knowledge is easily transferable.”
(A third mother then joins the discussion.) I think that eleven plus knowledge is acquired conceptually – and that a step by step approach wastes un-necessary time.
“Well that is so much hog-wash, if you pardon my expression, all you have to do to help a child with eleven plus work, is to find out where he is and know where he has to go.”
“You may be right, we can use eleven plus papers as diagnostic tools to work out what needs to be done.”
“Again you are only partially right. As parents all we can do is try to generate full eleven plus understanding. We can not only train specific eleven plus skills.”
“Well my child will never get there. I can’t even teach him the skill of picking up his clothes much less picking up a new idea. It is simply hopeless.”
“I have just been looking up `epistemological perspective’ but we are in a little hollow and the internet seems to be running slowly.”
“Try my phone.”
“Or mine.”
“I have good signal – but should we go down to the gym and continue the discussion over a cappuccino?”
“The gym has a set of computers. We can have one each. Tell you what; the person who can look up `epistemological perspective’ first can buy the coffee.”
“We need to be able to take into account an epistemological perspective when we are looking at the eleven plus.”
“Do you mean epistemology as it applies to the nature of eleven plus knowledge, it foundations, scope and validity?”
“Naturally – because like some eleven plus parents I do not subscribe to the feeling that eleven plus knowledge is easily transferable.”
(A third mother then joins the discussion.) I think that eleven plus knowledge is acquired conceptually – and that a step by step approach wastes un-necessary time.
“Well that is so much hog-wash, if you pardon my expression, all you have to do to help a child with eleven plus work, is to find out where he is and know where he has to go.”
“You may be right, we can use eleven plus papers as diagnostic tools to work out what needs to be done.”
“Again you are only partially right. As parents all we can do is try to generate full eleven plus understanding. We can not only train specific eleven plus skills.”
“Well my child will never get there. I can’t even teach him the skill of picking up his clothes much less picking up a new idea. It is simply hopeless.”
“I have just been looking up `epistemological perspective’ but we are in a little hollow and the internet seems to be running slowly.”
“Try my phone.”
“Or mine.”
“I have good signal – but should we go down to the gym and continue the discussion over a cappuccino?”
“The gym has a set of computers. We can have one each. Tell you what; the person who can look up `epistemological perspective’ first can buy the coffee.”
Tuesday, March 23, 2010
The Eleven Plus and Parent's Ambitions
High attainment between the ages of six and sixteen is associated with sixth form entry. Sixth form entry is associated with a place at university. University education means, for most, the potential for having a career rather than a job.
The parents of high achieving children are often highly ambitious for their children. These parents are likely to include education as an important factor when making decisions about the family. (I know of one family with a five bed roomed house and a swimming pool in Florida who chose to spend one summer holiday in England as their child would be sitting the eleven plus days after school went back in September.)
Parents of high achievers are more likely to feel that school performance is an important factor in progress towards the eleven plus. Many parents will also demonstrate high personal literacy – with an interest in books and ideas.
The rateable value of homes could possibly be a factor. We once had seventeen children from one road that was near to one of our centres. (The houses were lovely!) There is probably a `posh home’ factor that needs to be taken into account when looking at the likelihood of a child passing the eleven plus.
What is vitally important in any discussion on the eleven plus – a grammar school does not offer a child a fresh start – because the child must necessarily have been a high achiever to have passed the examination.
The scores a child achieves in the eleven plus examination must be, to a degree, be associated with future academic success. After all an aim of the eleven plus must be to try to find children of similar abilities – who have the potential to do well at school.
The wonderful thing about the eleven plus, however, is that just because parents have impressive jobs and live in mansions it does not mean that their children are going to work hard and be ambitious. After all a bright child from less fortunate background has an equal chance on the day in the examination. (I have just remembered – the house in Florida also had a three car garage – I know because I was shown a picture of the house on the internet.)
The parents of high achieving children are often highly ambitious for their children. These parents are likely to include education as an important factor when making decisions about the family. (I know of one family with a five bed roomed house and a swimming pool in Florida who chose to spend one summer holiday in England as their child would be sitting the eleven plus days after school went back in September.)
Parents of high achievers are more likely to feel that school performance is an important factor in progress towards the eleven plus. Many parents will also demonstrate high personal literacy – with an interest in books and ideas.
The rateable value of homes could possibly be a factor. We once had seventeen children from one road that was near to one of our centres. (The houses were lovely!) There is probably a `posh home’ factor that needs to be taken into account when looking at the likelihood of a child passing the eleven plus.
What is vitally important in any discussion on the eleven plus – a grammar school does not offer a child a fresh start – because the child must necessarily have been a high achiever to have passed the examination.
The scores a child achieves in the eleven plus examination must be, to a degree, be associated with future academic success. After all an aim of the eleven plus must be to try to find children of similar abilities – who have the potential to do well at school.
The wonderful thing about the eleven plus, however, is that just because parents have impressive jobs and live in mansions it does not mean that their children are going to work hard and be ambitious. After all a bright child from less fortunate background has an equal chance on the day in the examination. (I have just remembered – the house in Florida also had a three car garage – I know because I was shown a picture of the house on the internet.)
Monday, March 22, 2010
Eleven Plus Appeals
Some worthy children, and their equally worthy parents, face the dreaded prospect of `The Appeal’. Some appeals will be held in the very near future. Just as the parents of the eleven plus children may have woken up rehearsing their marriage vows, so the words they hope to speak in the appeal may be hurtling around their brains.
“Do you as a school take my child to be your lawfully constituted pupil?
Do you promise to teach, honour and take care of my wonderfully precious child?
Will you do your best through thick and thin and not think about other children all the time my child is in your care?”
The eleven plus examination presupposes a supply of suitable candidates – and with this the need to reject a percentage of them. Some grammar schools will have the real problem of selection of wondering whether they have selected the right children – as well as the concern that they may have rejected other able children who have simply not reached the required mark on the day.
Parents must enter the appeal secure in the knowledge that it is likely that there will be some vacant grammar school places – and that the school needs to fill the empty seats. “The school needs my child more than my child needs the school.”
As soon as the results of the eleven plus are posted we have a range of children with different attributes vying for a limited number of places. Before the pass mark is announced we have large numbers of children who have to reach a specified score. After the results there will be a variety of reasons why a child may not have done as well as expected `on the day’.
One of the various rationales of the eleven plus is that the examination is designed to predict future academic success. Parents do not, however, have the opportunity of being able to question the `goodness’ or the `appropriateness’ of the examination. Of course some parents may be able to see the papers their children sat – and then have the opportunity of discussing the papers in the appeal.
After all the appeals have been heard the children will be put into various categories. A major factor in the classification of the children will be the ability of the panel to be able to predict how well they think each child will perform in a grammar school.
To a degree the appeal board will need to have a picture of a composite child. Naturally there will be extenuating circumstances affecting the outcome.
For parents – one final gesture of good fortune. There is a section in the Christian marriage ceremony where the priest says words to the effect:
“Speak now or for ever hold your voice.”
After all when you walk away from the appeal you want to keep in mind the saying:
“Speech was given to conceal or disguise man’s thoughts.”
Don’t give your chance away.
“Do you as a school take my child to be your lawfully constituted pupil?
Do you promise to teach, honour and take care of my wonderfully precious child?
Will you do your best through thick and thin and not think about other children all the time my child is in your care?”
The eleven plus examination presupposes a supply of suitable candidates – and with this the need to reject a percentage of them. Some grammar schools will have the real problem of selection of wondering whether they have selected the right children – as well as the concern that they may have rejected other able children who have simply not reached the required mark on the day.
Parents must enter the appeal secure in the knowledge that it is likely that there will be some vacant grammar school places – and that the school needs to fill the empty seats. “The school needs my child more than my child needs the school.”
As soon as the results of the eleven plus are posted we have a range of children with different attributes vying for a limited number of places. Before the pass mark is announced we have large numbers of children who have to reach a specified score. After the results there will be a variety of reasons why a child may not have done as well as expected `on the day’.
One of the various rationales of the eleven plus is that the examination is designed to predict future academic success. Parents do not, however, have the opportunity of being able to question the `goodness’ or the `appropriateness’ of the examination. Of course some parents may be able to see the papers their children sat – and then have the opportunity of discussing the papers in the appeal.
After all the appeals have been heard the children will be put into various categories. A major factor in the classification of the children will be the ability of the panel to be able to predict how well they think each child will perform in a grammar school.
To a degree the appeal board will need to have a picture of a composite child. Naturally there will be extenuating circumstances affecting the outcome.
For parents – one final gesture of good fortune. There is a section in the Christian marriage ceremony where the priest says words to the effect:
“Speak now or for ever hold your voice.”
After all when you walk away from the appeal you want to keep in mind the saying:
“Speech was given to conceal or disguise man’s thoughts.”
Don’t give your chance away.
Sunday, March 21, 2010
A Smart Eleven Plus Child
Helping a child to learn how to cope with reasonably complex probability questions is sometimes a little stressful for the even the most able eleven plus child. Here is a simple suggestion. Gather all the family together. You need five members. The experiment will still work of you `borrow’ next door’s child.
Purchase 30 packets of smarties. Sort the smarties into colours within ten bags. Make sure that the red smarties predominate in the majority of the bags. Blue smarties should be the major colour in the rest of the bags.
Empty the rest of the smarties into a bowl – and invite all concerned to share the plunder.
Place the bags under a towel – and mix them up. Ask one person to take one bag from under the towel. You have now established that the bag was chosen by chance.
Hold the bag up and ask each person to estimate how many smarties are likely to be in the bag. Keep it simple. Are there likely to be more smarties or less?
Now ask each person to select a bag and repeat the question. Are there more or fewer red smarties?
By now the more mathematically able readers will have worked out that if there were more smarties in one particular bag it is possible that there will be fewer smarties in the other bags that were chosen.
The ratios will keep changing as each of the bags is selected and then used.
Now comes the fun part. Each person has to empty out their bag and count the number of smarties. They must keep their proportion of red smarties – if that was the predominant colour. Each person then rounds up the proportions to arrive at simple ratios like 70 : 60 or 60 : 40. They then eat the residue.
The whole sequence has to be repeated with the remaining five bags. This gives us a range of reasonably exotic questions on probability. We are now entering the realms of binomial probability which is to do with the outcome of several successive decisions, each of which has two possible outcomes.
If your eleven plus child can cope with binomial probability (you will have used the example of repeated heads and tails) and with the after effects of eating hundreds of smarties then you know you are a true eleven plus parent. You are genuinely a person to be revered and looked up by all concerned. As you prepare the breakfast tomorrow morning you will hum a little probability song.
I am a member of a binomial probability family.
I know the coin will be heads or tails.
If my child gets a question on one in the exam,
I know my child will be a real little smartie.
Purchase 30 packets of smarties. Sort the smarties into colours within ten bags. Make sure that the red smarties predominate in the majority of the bags. Blue smarties should be the major colour in the rest of the bags.
Empty the rest of the smarties into a bowl – and invite all concerned to share the plunder.
Place the bags under a towel – and mix them up. Ask one person to take one bag from under the towel. You have now established that the bag was chosen by chance.
Hold the bag up and ask each person to estimate how many smarties are likely to be in the bag. Keep it simple. Are there likely to be more smarties or less?
Now ask each person to select a bag and repeat the question. Are there more or fewer red smarties?
By now the more mathematically able readers will have worked out that if there were more smarties in one particular bag it is possible that there will be fewer smarties in the other bags that were chosen.
The ratios will keep changing as each of the bags is selected and then used.
Now comes the fun part. Each person has to empty out their bag and count the number of smarties. They must keep their proportion of red smarties – if that was the predominant colour. Each person then rounds up the proportions to arrive at simple ratios like 70 : 60 or 60 : 40. They then eat the residue.
The whole sequence has to be repeated with the remaining five bags. This gives us a range of reasonably exotic questions on probability. We are now entering the realms of binomial probability which is to do with the outcome of several successive decisions, each of which has two possible outcomes.
If your eleven plus child can cope with binomial probability (you will have used the example of repeated heads and tails) and with the after effects of eating hundreds of smarties then you know you are a true eleven plus parent. You are genuinely a person to be revered and looked up by all concerned. As you prepare the breakfast tomorrow morning you will hum a little probability song.
I am a member of a binomial probability family.
I know the coin will be heads or tails.
If my child gets a question on one in the exam,
I know my child will be a real little smartie.
Saturday, March 20, 2010
Preparing an Eleven Plus Appeal
A number of families will be facing an appeal board over the next few weeks. Eleven Plus appeal boards are often, but not always, made up of a Chair Person – a worthy individual – assisted by two or three lay persons. There is often a legal person who makes notes and asks for clarification of points. The school is represented by one of the staff who has to tell the board that there is no place in the school for the applicant.
When a defendant is sent to trial there are, once again, no hard and fast rules as it seems that expediency is an important part of the legal system. When the defendant is brought to trial he or she is place din the hands of the jury – and this is normally twelve men and women. There must be exceptions – but British subjects are expected to serve on a jury. Usually property owners or rate payers are on the lists – but certain professions are excepted.
The jury is not expected to decide on questions of law – because their function is to try issues of fact. The Judge has to look after the rights of the defendant. Witnesses are submitted to cross examination – in order that the truth of the statement can be tested. The jury then hears speeches from Counsel and the Judge then sums up the case to the jury. The jury, of course, tries to remain impartial. Convicted prisoners can appeal to the Court of Appeal.
A defendant is deemed to be innocent until he or she is proven to be guilty.
The prosecution must prove the case by admissible evidence – and not by assumptions.
The defendant has a right of appeal on a question of law.
When parents are thinking about what to say to the Eleven Plus appeal board they may care to consider the present attitude to justice in England.
Parents must try to present facts – not opinions. It will not sway an Eleven Plus Appeal Board very much if parents maintain that one of their child’s teachers once said that their child had a good chance of passing the examination. A letter from the teacher or the head will of course be part of the evidence – and it is likely that these letters will be made up of pertinent facts. “She is a lovely child,” will not be considered to be a weighty pronouncement.
Parents do need, where possible, to savour the moment. Ernest and caring men and women will be hearing impassioned pleas from anxious parents. During the first hearing of the eleven plus appeal board the child is still a potential eleven plus candidate.
The former Lord Chancellor of England, Lord Buckmaster, once said:
`Law and Legal Procedure have always been a mystery to the uninitiated, a snare to the unwary, and a red rag to the unhappy man.’
During the discussions, while the appeal is taking place, parents can ask questions and ask for clarification on points of law. Careful preparation is important. Do you remember Benjamin Franklin who said: “By failing to prepare you are preparing to fail.”
When a defendant is sent to trial there are, once again, no hard and fast rules as it seems that expediency is an important part of the legal system. When the defendant is brought to trial he or she is place din the hands of the jury – and this is normally twelve men and women. There must be exceptions – but British subjects are expected to serve on a jury. Usually property owners or rate payers are on the lists – but certain professions are excepted.
The jury is not expected to decide on questions of law – because their function is to try issues of fact. The Judge has to look after the rights of the defendant. Witnesses are submitted to cross examination – in order that the truth of the statement can be tested. The jury then hears speeches from Counsel and the Judge then sums up the case to the jury. The jury, of course, tries to remain impartial. Convicted prisoners can appeal to the Court of Appeal.
A defendant is deemed to be innocent until he or she is proven to be guilty.
The prosecution must prove the case by admissible evidence – and not by assumptions.
The defendant has a right of appeal on a question of law.
When parents are thinking about what to say to the Eleven Plus appeal board they may care to consider the present attitude to justice in England.
Parents must try to present facts – not opinions. It will not sway an Eleven Plus Appeal Board very much if parents maintain that one of their child’s teachers once said that their child had a good chance of passing the examination. A letter from the teacher or the head will of course be part of the evidence – and it is likely that these letters will be made up of pertinent facts. “She is a lovely child,” will not be considered to be a weighty pronouncement.
Parents do need, where possible, to savour the moment. Ernest and caring men and women will be hearing impassioned pleas from anxious parents. During the first hearing of the eleven plus appeal board the child is still a potential eleven plus candidate.
The former Lord Chancellor of England, Lord Buckmaster, once said:
`Law and Legal Procedure have always been a mystery to the uninitiated, a snare to the unwary, and a red rag to the unhappy man.’
During the discussions, while the appeal is taking place, parents can ask questions and ask for clarification on points of law. Careful preparation is important. Do you remember Benjamin Franklin who said: “By failing to prepare you are preparing to fail.”
Friday, March 19, 2010
Eleven Plus Rewards
If you wanted to reward your eleven plus child for a good piece of work, what method would you use? Would you plum for a concrete reward – something tangible or go for something sweet satisfying – the proverbial current bun? Some parents would even be tempted to go for a reward that has an appeal to the mind and the soul.
Do you remember the words of Tennyson in his poem called `The Revenge’? He used these stirring lines – which may appeal to boys and girls alike:
'Shall we fight or shall we fly?
Good Sir Richard, tell us now,
For to fight is but to die!
There'll be little of us left by the time this sun be set.'
And Sir Richard said again: 'We be all good English men.
Let us bang these dogs of Seville, the children of the devil,
For I never turned my back upon Don or devil yet.'
What about Sir Walter Scott’s take on bravery and fortitude in `Marmion’?
The stubborn spearmen still made good
Their dark impenetrable wood,
Each stepping when his comrade stood
The instant that he fell.
Parents may hesitate to read the whole poem to their children – especially if there is Scottish blood in the family. It is obvious that the poem is about bravery and fortitude – and endeavor against incredible odds.
You may need to convince your child of your pride and wonder and your admiration and gratitude. (Is this really my child?) For immediate gratification offer a quick reward like an ice cream. A more long term reward is the promise of a visit to the pictures. Few children would prefer a wordy reward to an immediate flash of silver.
If your child’s eyes flicker in disappointment at being offered a paltry reward for having done an excellent piece of work – remind him or her of Horatio.
Now who with stand on either hand
And keep the bridge with me?
Horatio and his friends held the bridge. This is all good romantic stuff for a bright ten year old to read and enjoy.
We can now see the threads of the argument drawing together.
Children need to fight for what they want – and not turn their back when the going gets rough.
As soon as one hurdle has been scaled, your child needs to prepare to climb the next.
Your child may need a few friends around at times to keep the morale up. For an outstanding piece of eleven plus work you could organise an eleven plus sleepover. This would be three or four friends. You could lay on a movie then an eleven plus paper. You would be able to show your gratitude and pride – but not lose sight of the long and involved eleven plus road ahead.
Do you remember the words of Tennyson in his poem called `The Revenge’? He used these stirring lines – which may appeal to boys and girls alike:
'Shall we fight or shall we fly?
Good Sir Richard, tell us now,
For to fight is but to die!
There'll be little of us left by the time this sun be set.'
And Sir Richard said again: 'We be all good English men.
Let us bang these dogs of Seville, the children of the devil,
For I never turned my back upon Don or devil yet.'
What about Sir Walter Scott’s take on bravery and fortitude in `Marmion’?
The stubborn spearmen still made good
Their dark impenetrable wood,
Each stepping when his comrade stood
The instant that he fell.
Parents may hesitate to read the whole poem to their children – especially if there is Scottish blood in the family. It is obvious that the poem is about bravery and fortitude – and endeavor against incredible odds.
You may need to convince your child of your pride and wonder and your admiration and gratitude. (Is this really my child?) For immediate gratification offer a quick reward like an ice cream. A more long term reward is the promise of a visit to the pictures. Few children would prefer a wordy reward to an immediate flash of silver.
If your child’s eyes flicker in disappointment at being offered a paltry reward for having done an excellent piece of work – remind him or her of Horatio.
Now who with stand on either hand
And keep the bridge with me?
Horatio and his friends held the bridge. This is all good romantic stuff for a bright ten year old to read and enjoy.
We can now see the threads of the argument drawing together.
Children need to fight for what they want – and not turn their back when the going gets rough.
As soon as one hurdle has been scaled, your child needs to prepare to climb the next.
Your child may need a few friends around at times to keep the morale up. For an outstanding piece of eleven plus work you could organise an eleven plus sleepover. This would be three or four friends. You could lay on a movie then an eleven plus paper. You would be able to show your gratitude and pride – but not lose sight of the long and involved eleven plus road ahead.
Thursday, March 18, 2010
The Eleven Plus and Economic Bonds
Is there any evidence to suggest that if one or both of the parents went to grammar school, that their progeny will have a better chance in the eleven plus?
We know that the landed gentry will pass their lands and possessions onto their children. After all, a King and Queen are allowed to pass the throne onto their eldest child. The succession in our royal family, for example, is secured. (The senior members of the present royal family have not needed to worry about grammar school!)
There is possibly an economic bond that binds families and generations together. Perhaps some children are likely to follow the occupations of their parents. Good luck to all concerned!
We know that the landed gentry will pass their lands and possessions onto their children. After all, a King and Queen are allowed to pass the throne onto their eldest child. The succession in our royal family, for example, is secured. (The senior members of the present royal family have not needed to worry about grammar school!)
There is possibly an economic bond that binds families and generations together. Perhaps some children are likely to follow the occupations of their parents. Good luck to all concerned!
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