Chapter 4: Tracking and Emotional Intelligence

by April

I thought it was interesting that this chapter went further into detail about tracking and I think really answered some of our previous questions about what is best in regard's to grouping students. It seems that whatever grouping is chosen, it is important that high-level instruction and high expectations must be given to all children. Our text points out the fact that homogenous groups with lower achieving students tend to be given lower level instruction and expectations therefore perpetuating the problem. Not to mention the fact that if children become aware that they are the "slow group" - and they usually do - this causes the issues we've discussed in regards to labeling. I thought it was interesting that it also suggests that minority and children from a lower-socioeconomic group tend to be over represented in these lower achieving ability groups. Is this because teachers tend to view children in these groups as lower achieving students or is it because these students tend to struggle academically due to the fact that they lack the cultural capital to fit into public schools geared towards middle- and upper-class students? Either way it's something we need to be aware of when considering how we do grouping.

Of course the text also mentions that higher-achieving students tend to do better in homogenous groups then they do in heterogenous groups. It seems then that flexible grouping is the way to go. Perhaps at times children are grouped by abilities and other times they are mixed. Sometimes there's two to a group and sometimes more. Sometime cross-grade grouping is used. I believe you mentioned something in class about needing to help keep kids from feeling "pigeon-holed." Mixing up the way you do grouping seems to be a good way to do that as I believe you mentioned. It certainly sounds more complicated for the teacher, but better for the students.

I was interested in the question posed on page 116, "What do you think about the idea of emotional intelligence? Would you teach that in your class?" In my opinion, emotional intelligence is a huge part of a child being able to successfully participate in school and in the world beyond their schooling. I thought the text was right on in bringing up the fact that we all know people who are talented but unsuccessful. I think we talked about my friend who got her teaching certificate and has been trying to get a job for over a year now. I was pretty worried when I heard that until my friend, the assistant principle said she had interviewed her and she just does not interview well. When it comes to succeeding at getting and keeping a job, it's not all about what we know. We do need to be able to perceive our own emotions as well as the emotions of others. Being able to read nonverbal cues is important when interacting with people. We need to be able to make sense of our emotions and integrate them into our thinking. And we really need to be able to manage our emotions. The kids I've seen who struggle the most are really lacking in this area. They have not learned to control their impulses, focus their energy and not be overwhelmed by their emotions.

Some kids need structured learning about these things. Examples might include role playing or reading stories about children who are dealing with anger or working through problems with friends. Other kids learn these things through real-life conflict. I know I relate everything to my work at the preschool, but it's my best source to connect to at the moment. One of our main goals there was to teach children to handle conflict in the right way and on their own. Scaffolding played a major role in how we did this. We would start by demonstrating for them how to respond in conflict and over time slowly allowing them to take on the responsibility. By the end of the year, tattling wasn't allowed and they were required to work things out on their own unless someone was hurt. Helping kids understand how others feel when they act in certain ways is a big help. Also giving them strategies for addressing their own anger is important. Having kids wait for a response when they ask for something can help with controlling impulses and delaying gratification. As a preschool teacher, someone was always wanting something from me. By the end of the year most students had learned to wait patiently until I was ready to address their need. And lastly, simply demonstrating emotional intelligence in the classroom is an important part of teaching it.