It's not all GSAT's fault

The Editor, Sir:

I have read the letters with the usual opinions expressed regarding the Grade Six Achievement Test (GSAT) exams and the resulting placement of students to 'traditional' and 'non-traditional' high schools.

There are, I'm sure, good arguments for supporting and opposing the current mechanism for placement. My opinion, however, is that the pros of the current practice of 'streaming' the students outweighs the alternatives.

I say this from experience. I taught in a public high school for close to five years. Not an eon, I concede, but long enough for me to make significant, if not obvious, observations.

Heightened sense

Quite noticeable was the trend of stronger students having a heightened sense of competition when grouped together. This had a kind of a snowball effect. They were strong, to begin with, and with the increased competition, they tended to work even harder.

Conversely, when stronger and weaker students were grouped together, the pace of teaching and learning hinged on the pace of the weaker ones.

The stronger students tended to get bored and distracted and ultimately did not perform at their optimum.

It seems to me that people want the entire system overhauled based on the performance of the so- called weaker students, since clearly the stronger ones are not complaining.

We should recognise also that students 'blossom' at different stages. Some of the weaker ones come into their own later on and become quite good students. It is, therefore, not all lost if, initially, they don't get placed in a "traditional" high school. Their ultimate success depends more on their discipline, willingness to work and support from parents at home.

It is not the best system for everyone, but even with its drawbacks I think it is the best system we have.

Congratulations to all the GSAT students and I hope you keep working hard.

I am, etc.,

PAUL PORTER

Paulpee2002@yahoo.com

Browns' Town

St Ann