DT> do with how I value them as individuals.  If a 
 DT> child in my room does sub-
 DT> standard work (for his/her abilities) I do not 
 DT> value that work.  I teach 
 DT> my kids to do quality work and I strive very hard to teach them what 
 DT> quality work is (doing your very best is quality, 
 DT> following directions 
 DT> is quality, taking one's time on a project is 
 DT> quality, putting obvious 
 DT> effort is quality).  
I think that is excellent, but to me the transfer from primary to 
intermediate, (K-3 to 4-6 for those in other countries) is not happening for 
a large section of the population - why? I think Charles is arguing about the 
same thing?
 
Why are so many learners lost at that age?
 
Why does the two year spread you notice become six years or more at Fifth 
grade? Something is not right-what do you think is wrong?
--- Maximus 2.02
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