[etni] follow-up...Native Speakers

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Hello all again,
   The "ink" has not yet quite dried on my last message regarding native 
speakers and regular 5 pointers. What looked like a good plan on paper proved 
not only HARD as I wrote, but basically unworkable leaving both the kids and I 
totally frustrated. I felt like a ping- pong ball bouncing between 2 groups 
...all during the allocated hours of 1 group. Just as things were starting to 
flow in one class I had to run to the other...down the hall. Then the switch 
with teacher's aid who had a hard time controlling the kids and actively 
helping them with their work while I was next door. To remind you, the previous 
decision had been to separate the native speakers from the regular 5 pointers 
who felt intimidated by the stronger group...and were as quiet as church mice 
when with them. The native speakers were a bit more than 1/3 of the class.  It 
was a no win situation which forced me to speak with the school administration, 
together with another member of the English dept. and come up with a different 
,and hopefully , better arrangement. 
   We've made 3 groups out of the "shichvah"....a very small group of weak 
pupils who will study with a "teacher's aid" under my wings (no budget for a 
qualified teacher with "sha'ot teken") ,a  4-5 point group and a native speaker 
group with a few extra very talented sudents.  We all think it's easier to 
combine 4 and 5 than the previous combination.  The 4 pointers will be pulled 
up somewhat by the presence of higher level kids. This group will use a 5 point 
textbook and strugglers will get extra help. I will also give an hour of 
enrichment to the 5 pointers once a week, not connected to their studies with 
their classroom teacher. 
   I won't call this a "solution"....but due to the budget constraints, it's 
the best we could come up with. 
Laurie
   
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