This is what I do 2: Cut the assumption

Don’t get it twisted. The fact that someone speaks ‘good’ English does not mean the person can read and write properly. Just ask the person to read a book to you. The same goes for our child/ward.

Learning methodologies are constantly been reviewed to suit and match the ever increasing pace of interaction and business engagement. However change is a difficult phenomenon that those who preach change don’t even lift a hand to practise whatever they preach. The same goes for our educational system. There is still the primordial method entrenched in the way students are thought how to read and write. With that students are not equipped to cope with pace of their environment which is more demanding than before. In my time as in the case with majority, many get exposed to a lot of words which is usually in the form of dictation. This get student familiar with words and by so doing people come to learn a lot of words and one is often limited to the number of words one has been exposed to. People struggle to pronounce/read or write words they are not familiar with. The new reading and writing methodology which is designed to train a child to read and write by the way alphabets are sounded equip student with good knowledge of word formation as those alphabets sound when added together become words. Thus student do not need commit much to memory. I mean they don’t need to commit much words to memory because there are exceptions; exceptions of words that do not follow the natural pattern of how the letters are sounded. The methodology of identifying these words is also taught to allow children mastery of them. I have been to some schools that claim to teach children through the alphabet sound but alas they have been taught by quacks; people who are just ready to make quick money off schools and parents. Thus leaving student confused when letter sound are not properly taught. That is what I fix. I not only teach it but I help schools design the teaching method and help align the teaching method to school curriculum.
There is however an aspect that requires parents cooperation which is the aspect of placing kids of right age in the right class. Does age affect children ability to read, write and learn? Absolutely positive! Majority of problems faced by teachers in class is having underage student. There are exceptions to this standard but how many exceptional kids do we really have! Parents live in self-denial and want to just be proud of having exceptional kids but time do prove those parents wrong but most resort to blaming teachers. Every child, no matter the age has the ability to assimilate but real thinking starts at the age of four and that is why the British system of education is an age grade system where children in same age group are in the same class. When an exceptional student emerges, it will do the child well if parent do not push for double promotion. However in an exceptional case of a child that cannot cope with his/her age grade, such child should be made to repeat. Parents don’t want to hear this but it does a lot of good to the child as a child that can’t cope in a class will definitely find learning very cumbersome and unbearable at some point, when he/she is just promoted with no regard for what he/she has learnt or not (Schools don’t make students repeat classes anymore due the fear that parent often place the blame on teachers while also pursing the option of taking the child to another school). Parents’ ego is massaged to the detriment of a child. Economic conditions coupled with our desire to always jump process have been found responsible. This I help fix too. I advise schools and parents on the right age for classes and the need to set standard for intake of pupil