Small fish in big pond or big fish in small pond?

[Nebbermind]

toddles:

depends on what the fish in question is like, and what the fish wants out of life...

Unfortunately, as far as SG is concerned, it's usually the parents who decide on which pond the child shd be in.

[gt1122]

I believe a school should also be measured on their ability to value add a child’s ability… not elite recruit elite students and continue to be elite schools

[toddles]

Nebbermind:

toddles:

depends on what the fish in question is like, and what the fish wants out of life...

Unfortunately, as far as SG is concerned, it's usually the parents who decide on which pond the child shd be in.

True... hopefully the parent knows the child well and helps the child get into a school that is appropriate and will help the child reach his/her potential without becoming a nervous wreck...

[BeContented]

jtoh:

cwc, hahahaha!!!! You're very funny.

Serious !! No Joke
Me :spank: ..... but it gets harder & harder to do it as they get older, better to use logic and reasoning But having been caned hard before when they were young, my kids remembered it and know it's better not to provoke me to that extent.....30% is already painful enough :nunchuk:

[Flowermonaster]

I used to want my DS to be big fish in a small pond even before he enter Primary school. Reason being if he is good he can excel anywhere may it big or small pond. The truth is I’m so naive - a big pond water is definitely better and even if you are a small fish there. The big pond will give you the training and exposure and make you a middle or even big fish in smaller pond. My secondary school friend was a small fish in RGPS. When she goes to a small pond with her not too bad PSLE result, she did not become a big fish there. Instead she was so use to the "not so good water quality" that she became like us. I believed if she chose to stay in RGS which her result is good enough, she will do better in her GCE "O" level and continue her studies.

[BeContented]

gt1122:

I believe a school should also be measured on their ability to value add a child's ability.... not elite recruit elite students and continue to be elite schools

Agree :goodpost:

[sleepy]

How about being a big fish in a big pond ? Wishful thinking :evil:

[BeContented]

Regardless of big or small fish in whatever size pond, I believe it is good to be given the exposure that some schools or parents are unable to provide. That's what I would ask for The rest, is up to the child.

[smurfymum]

Big or small pond does not matter. As long as the my children believe in themselves and to try their very best. That is the most important to me.

[jtoh]

This article in the Straits Times today gives food for thought to parents who think being in the top school is best for their children.


—
ST 26.1.11

THE Primary 1 registration exercise ended last month. But principals of several popular schools say some parents are still calling to check if there is a ‘back door’ admission process.

Many Singapore parents believe in the value of brand-name schools for their children. They sign up for volunteer work to get priority for admission and lobby the principal, the school’s advisory board or their MP for a place in their preferred school for their child. Some move house to qualify for priority admission, driving up rental and values of homes in areas close to popular schools like Bukit Timah.

These parents are convinced that getting their little ones into a top-performing school will secure their future, or at least put them through the right first door to success. One assumption is that their young ones will perform better academically if they attend school with other high-ability children.

But such parents should realise that they are running up against some sound educational research.

Quite a few studies done overseas show that children may actually perform better in a less popular, or what researchers term a ‘less selective’ school.

It’s called the ‘Big Fish, Little Pond Effect’. The research suggests that parents should instead focus on getting their child into a school that will boost his confidence in his academic ability, or what researchers call ‘academic self-concept’.

How a child feels about his own academic ability influences his performance.

Children are likely to accomplish more, be more persistent and have higher aspirations if they feel competent in what they do, are confident and feel positively about themselves.

Most critical of all, a child’s confidence not only depends on his or her own accomplishments, but also on the relative accomplishments of others in his class or school.

This means that the self-concept of low- or average-ability students gets a boost if they attend an average-performing school. They get additional motivation from their classmates because their own achievements will appear more significant in their school. They may then be motivated to maintain their edge.

The reverse is likely to be the case in a high-achieving school. An average-ability child may feel less confident and hence perform worse.

This theory of ‘big fish, small pond’ applies as much in life as in school. It explains life choices of some very capable people who remain content leading a small organisation. Many Singaporean parents know of the theory, but may not understand how this should affect their choice of school for their own children.

One 2008 study conducted at the National Institute of Education here looked at a group of Primary 5 pupils and found that the big fish, small pond theory may apply more in the case of low-ability pupils. Their confidence was boosted when they were placed in a group of similar ability level.

The study suggests that this may be due to the comparisons that children make with their peers in the classroom.

Teachers and parents attest to that effect. One girl who was failing several subjects, languishing at the bottom of her Primary 4 class in a popular school in Bishan, was streamed to the ‘last’ class the next year with pupils of similar ability.

In her new Primary 5 class, she was made class monitor and mentored weaker pupils. She was academically stronger relative to her classmates in this ‘last’ class and topped her class, boosting her confidence and motivation. The effect lasted into her Primary School Leaving Examination (PSLE), where she did well enough to get into the Express stream.

Some teachers say the consistent morale boost from being a big fish in a small pond explains why a pupil from a neighbourhood school can outperform his or her peers from the gifted programme in schools like Nanyang and Rosyth to emerge as the top scorer in the PSLE.

Being ranked high in a class or school boosts self-esteem and self-confidence. This may explain how pupils at the top of their class in less competitive schools hold on to their lead positions after they go to more competitive schools. The theory is that their grades at the point of admission may be ranked just average in the new school, but their self-concept as high-achievers spurs them to work harder to maintain their lead.

Child psychologists say parents should consider carefully their child’s strengths and weaknesses in picking a school.

Does your child thrive in competition, or wilt under stress? Will his self-esteem be dashed if he goes from being top of the heap to being 30th in class, which may happen in a highly competitive school?

Students who tend to do better in competitive schools are those focused on improving their own performance and who are less focused on how they compare to classmates. They enjoy challenges and deal well with competition.

Parents need also have no fear that their children will be under-challenged in a neighbourhood school. Most schools have advanced classes for pupils strong in a particular subject. Many encourage pupils to take part in mathematical or olympiad competitions. Most have drama and debate activities. Co-curricular activities nurture students’ aptitude in sports or the arts. In most schools, there is ample opportunity for your child to be stretched and excel.

Rather than expend energy desperately trying to get into a brand-name school, parents may be better off becoming a volunteer in the neighbourhood school their child is posted to.

Studies around the world including in Singapore have shown repeatedly that parents who are engaged with their child’s school and education, have children who perform better in school.

This is true for fathers too: Research shows that children with involved fathers are better academic achievers. They are more likely to get As, and have better numeracy and verbal skills.

So instead of hankering for a place in a popular primary school, parents might want to focus on finding a school that best fits their child - and then embracing that school as an active parent volunteer.