Читать книгу Why Don't Students Like School? - Daniel T. Willingham - Страница 25

As I describe in Chapter 8, I don't accept that some students are “just not very bright” and ought to be tracked into less demanding classes. But it's naïve to pretend that all students come to your class equally prepared to excel; they have had different preparations, as well as different levels of support at home, and they will therefore differ in their abilities, as well as their perception of themselves as students. Those factors, in turn, affect therefore their persistence and resilience to failure. If that's true, and if what I've said in this chapter is true, it is self-defeating to give all of your students the same work. The less capable students will find it too difficult and will struggle against their brain's bias to mentally walk away from schoolwork. To the extent that you can, it's smart, I think, to assign work to individuals or groups of students that is appropriate to their current level of competence. Naturally, you will want to do this in a sensitive way, minimizing the extent to which some students will perceive themselves as behind others. But the fact is that they are behind the others, and giving them work that is beyond them is unlikely to help them catch up and is likely to make them fall still further behind.