HOLDING A CHILD BACK A GRADE CAN BE HELPFUL .

ROLCAM

Focus on the Family with Dr. James Dobson
Dr. James Dobson
HOLDING A CHILD BACK A GRADE CAN BE HELPFUL

QUESTION: Is retention in the same grade ever advisable for a child who is not a late bloomer? How about the slow learner?

DR. DOBSON: There are some students who can profit from a second year at the same grade level and many who will not. The best guideline is this: Retain only the child for whom something will be different next year. A youngster who is sick for seven months in an academic year might profit from another run-through when he or she is healthy. And as I've indicated, a late-developing child should be held back in kindergarten (or the first grade at the latest) to place him or her with youngsters of comparable development.

For the slow learner, however -- the child who has below-average ability -- a second journey through the same grade will not help. If he was failing the fourth grade in June, he will continue to fail the fourth grade in September. The findings from research on this issue are crystal clear.

It is not often realized that the curricular content of each grade level is very similar to the year before and the year after. There is considerable redundancy in the concepts taught; the students in each grade are taken a little farther in their studies, but much of the time is spent in review. The arithmetical methods of addition and subtraction, for example, are taught in the primary years, but considerable work is done on these tasks in the sixth grade, too.

Thus, the most unjustifiable reason for retention is to give the slow learner another year of exposure to easier concepts. He will not do better the second time around! Nor is there much magic in summer school. Some parents hope that a six-week program in July and August will accomplish what was impossible in the 10 months between September and June. They are often disappointed.

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QUESTION: I have observed that elementary and junior high school students -- even high schoolers -- tend to admire the more strict teachers. Common sense would tell us that they would like those who were easier on them. Why do you think they are drawn to the disciplinarians?

DR. DOBSON: You are right; teachers who maintain order and demand the most from their students are often the most respected members of the faculty, provided they aren't mean and grouchy. One who can control a class without being unpleasant is almost always esteemed by her students.

That is true because there is safety in order. When a class is out of control, particularly at the elementary school level, the children are afraid of each other. If the teacher can't make the class behave, how can she prevent a bully from doing his thing? How can she keep the students from laughing at one of its less able members? Children can be vicious to each other, so they feel good about having a teacher who is strong but kind.

Second, children love justice. When someone has violated a rule, they want immediate retribution. They admire the teacher who can enforce an equitable legal system, and they find great comfort in reasonable social expectations. By contrast, the teacher who does not control her class inevitably allows crime to pay, violating something basic in the value system of children.

Third, children admire strict teachers because chaos is nerve-wracking. Screaming and hitting and wiggling are fun for about 10 minutes; then the confusion begins to get tiresome and irritating.

I have smiled in amusement many times as second- and third-grade children astutely evaluated the relative disciplinary skills of their teachers. They know how a class should be conducted. I only wish all of their teachers were equally aware of this important attribute.
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Roland Camilleri

Moderator

Sydney , Australia.