Through my daughters swimming experience I've had a first hand opportunity to see how much of a difference a teacher can make by the way content is presented. My daughter is 6 and has been in the beginners swimming group since the day she started at camp. That was 3 years ago. They have a regimented progression of what each child must do before they can move on to the next swim level. Within each swim level they teach the skills needed basically to "pass the exit skill test". My daughter refuses to dunk her head. So because this is a skill for the "test" she has not budge in her groups. Now here is where the problem lies (one problem I should say considering I'm having many issues right now)...where is the differentiation? Where is the meeting my daughter where she is, rather than where they think she needs to be? She is still learning to blow bubbles! She is way more capable. She will happily blow bubbles till she is 10 if they don't figure out a different approach. A way to motivate her. If I had a child in the same reading group for 3 years (this would never happen) I would not try to change her, but rather change my approach a long time ago. Let go of my agenda.
Now the interesting part is that she takes swimming lessons outside of camp. In these swimming lessons she goes under (not voluntarily), swims with strokes, and recently made it a few feet to the ladder without any guidance. This coach met her where she was at. Left his agenda behind and figured out what would work for her. He knew she was resistant to dunking so he made no mention of it.
It's the way in which we work with children that will make the real difference. They all have their strengths and weaknesses. Only when we meet them where they are at and leave our agendas behind, will the true learning occur.
