To Set Or Not To Set, That Is The Question

There has been a lot of debate on social media recently, particularly from mathematics teachers, about the pros and cons of setting classes by ability for their subject. I have weighed in a little but thought I'd get my thoughts down in writing, from the point of view of someone who has almost exclusively taught in schools that set, but has some experience of mixed ability.

Self-Esteem Issues With Setting
There's no denying that setting can have a negative (for those in bottom sets) or positive (for those in top sets) impact on self-esteem. This is certainly not desirable and however a school, department or whatever dress up sets, the students invariably work out where they stand in the ability "league table", which is ultimately what setting is doing, and this can affect their self-esteem. However, in a mixed ability class there will be some who understand the work very quickly and some who don't; surely this also has an affect on self-esteem too. To be the one or ones who always need extra help whilst seeing classmates race ahead must be equally as demoralising as being in the bottom set.

Perceptions of Setting
"Being in the bottom set means that you only cover certain stuff and can only achieve certain exam grades." Whilst this doesn't have to be true, it is the common belief of many students, parents and teachers. This, in my view, is the most damning thing about setting, but it is entirely down to perceptions, not the setting itself. The key to successful (if you can call it that) is that the sets are fluid and can change every half term on the basis of an assessment. This should ensure that the set are all starting at approximately the same point and can progress accordingly, allowing the teacher to target the learning and progression more accurately. Parents often like setting, especially when their child is in the top set, although possibly not so much when their child is in the bottom set. What people (students and parents) don't like about sets is that they can often be stuck for a relatively long time in an inappropriate set; this is why regular assessment and fluidity between sets is crucial. The other thing that is key is that there should be no ceiling on the learning and material on offer to any set. The bottom set should be able to access the same material as the top set if they can manage it. This is not to say that one should introduce differential calculus to bottom set Year 7 but don't write it off if their progress merits it! You will often hear the slightly cheesy phrase "glass ceiling" and for want of a better term, this should be the aim for everyone. Scaffolding "trickier" topics is the job of the teacher to enable all to reach a similar point by the end.

Perceptions of Mixed Ability
Those who believe in mixed ability are, in my experience, pretty vociferous about it. My experience of it was reasonably painful in the early part of my teaching career. At that stage of my career I did exactly what I was told as I knew no better or were yet to form an opinion, but I had to essentially produce three lesson for one to challenge all students in the class. With experience I wouldn't do it this way again but the issue remains similar if not the same: some students will fly with the work whilst some will not go quite so quickly. Keeping everyone challenged is the main issue. Parents also don't understand mixed ability so well, wondering why their "genius" is in a class with "non-geniuses". This can be explained and ultimately the parents should accept the school/teachers' judgement but increasingly parents are becoming bolder and are being encouraged to question that judgement by media/politicians. The positive is that everyone is exposed to every part of the curriculum, without fail, which is great as long as everyone understands it and doesn't feel left behind.

So Which Is Better?
Neither is the short answer to that question. Every system of placing children into classes will have a positive effect on some and a negative effect on others. There are classroom resources that cater for all systems but none are perfect. The key is that in whichever system is employed there shouldn't be a limit on progress imposed; the teacher's job is to ensure that all students reach their potential (before anyone says anything, no-one can reach beyond their potential).

Accountability and Resilience - Give Me Your Vote

There's an election in around 6 months, a troubling time for every public service as controversial policies are either rushed through before a party is voted out or idiotic statements by desperate politicians searching for your vote are made. The latest fad amongst the political classes regarding education is character, resilience, grit and the ability to pick yourself up and have another go. A couple of links are below (there will be more as the election looms):
BBC Education
Telegraph

It seems that the military are going brought in to teach "grit" and "character" and teachers must back this up, with Labour's Education spokesperson Tristram Hunt stating that if he were in charge then all new teachers would be trained to teach "character", which would no doubt be eye opening.

As you've probably guessed, I have a couple of issues with these noises emanating from the offices of Westminster.

1. At what point do parents get involved in the process of bringing up their own offspring? It seems to me that parenting has all but been abolished by government and the various agencies/quangos that claim a stake in education. The number of times I get a note in a child's diary to tell me that a child didn't understand (despite links to tutorial videos that apparently can't be accessed or weren't known about) or that the child "had a busy weekend" just shows how a complete lack of resilience, grit or any other character trait that might aid a young person in the big wide world is condoned by parents in general. And if parents won't allow their children to have "grit" what chance have teachers or military personnel?
2. Why do students at school need resilience nowadays anyway? Students have no responsibility whatsoever regarding their academic outcomes; teachers claim all that whether they want it or not. Students know this and realise that if a teacher wants to avoid capability proceedings then the teacher will essentially do the work for them, in fact only recently this very problem hit the media (The Guardian's coverage is here). DfE and Ofsted obsession with data, or in layman's terms, exam results means that this is an ever increasing phenomenon; kids aren't stupid, they know it and literally let the teachers get on with it. The days of "you get out what you put in" are no longer with us for some, but fortunately the majority of students are conscientious.
3. What on Earth are MPs doing telling anyone about resilience and grit? The first whiff of scandal and there's a resignation and expensive inquiry.

Politicians in the UK need to make their mind up and choose one of the following two options:

1. Insist that parents play a role in the upbringing of young people rather than just blindly blaming public sector workers.
2. Remove every newborn from their mother at birthand bring them up in their own vision in thousands of state sponsored workhouses.

I'm pretty sure they'd prefer the second option but it's unaffordable in times of austerity. More importantly it might lose them a vote, so it's definitely off the menu.