My middle school has recently begun to faze in a Pre IB program. Last
year it began with sixth graders, this year both sixth and seventh.
Although art has not been chosen yet as part of the school's IB focus,
I would like to share an observation that no one expected when we
began the program.
In our school the IB students are separated from other students into
their own classes. This left (for the lack of a better term) average
and below average achieving students in their own classes. As a
result of such a split, many teachers saw a significant lack of
achievement in their non-IB classes. Students who would generally be
motivated by watching high achievers now only had low achievers to
watch now. There was not enough students to 'set the bar' and those
students generally motivated by the positive influences of others
didn't have too many other students to look up to. Instead they saw
lower achieving students who would regularly not do homework or
projects and think to themselves "if they don't do it, why should I?"
I don't have a solution to this problem. Teachers have been doing
their best to give extra motivation to students in those classes. I
just thought I'd mention it because so often the IB focus is on the
positive results of those in the program.
I'm still undecided as to whether I think the Pre IB program at the
middle school level is a positive change for our school. I can see
how students in the Pre-IB classes can achieve greater learning goals
in those classes and I agree with IB in high school; by this time
students should be old enough to know what they want out of their
education. But I'm teaching 11 and 12 year olds - just out of
elementary school. I strongly believe they need the positive
influence from peers in a time when they are figuring out who they are
socially and academically. I wonder if the gains made in Pre IB
justify the separation?
Has anyone else seen this effect in their school? I'd be interested
to hear from anyone if they have shared or an opposite experience.
