Groups or Not?

Capture1:30… it is the middle of Language Arts and all the students who fly through every assignment wait till the others who struggle a lot to finish an essay due when the bell rings. The teacher doesn’t even warn them in any circumstance. It is so annoying when people take forever to finish anything. RING!…RING! Well, I think some students will have homework.

When is comes to learning fast and slow, the problem is not when students don’t want to learn and do very slow but when they do everything slow, not on purpose, however, by nature. I notice that some “slow” learners think that they are not fit to be in the higher learning group of students. I know that it might ruin many student’s self esteem. But, Jill Sears, a fourth-grade teacher at Woodman Park Elementary in Dover, NH said,” My instruction aimed at the middle of my class, and was leaving out approximately two-thirds of my learners. I didn’t like those odds.” There are students in different levels of learning in many schools, so each teacher has to pay attention to every student in the class. There are many side problems to any solution that a teacher comes up with, but it is between what the students think and the teachers who want their students to learn.

As stated in the New York Times article “Grouping Students by Ability Regains Favor in Classroom” it says that 71% of the teachers that National Assessment of Educational Progress had surveyed had grouped their students by reading ability in 2011, before it was 28% of the teachers who actually did that in 1998. Also, very similar results popped up with the analysis by Tom Loveless, a senior fellow at the Brookings Institution, said that in math, 61% of fourth-grade teachers reported ability grouping in 2006, up from 40% in 1996.

What will be the solution for this problem? Grouping students is the best possible explanation. It keeps the students more focused and not waiting impatiently for the teacher to answer their endless questions. Many teachers agree that grades of their learners improve as they get more attention from the instructors and they learn better. Also, if someone that doesn’t get something, they don’t ask the teacher because they see that no one else has any question and  We can change people’s minds by telling them this exceptional change throughout the years, from the late 1990s to modern years. If teachers want their students to become great at what they wish to do when they grow up, they should really try grouping by ability.

About the Author

Monisha Y. is a 6th grader who loves to read.  She also wants to learn more anytime.

Works Cited

Sparks, Sarah D. “More Teachers Group Students by Ability; Study finds oft-disparaged approach rising.” Education Week 27 Mar. 2013: 8. Opposing Viewpoints in Context. Web. 23 Feb. 2015.

Yee, Vivian. “Grouping Students by Ability Regains Favor in Classroom.” New York Times 10 June 2013: A1(L). Opposing Viewpoints in Context. Web. 23 Feb. 2015.



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