Most school children get pegged early on with regard to their learning aptitude. By 8 years old, students in a classroom might include abilities in the pre-kindergarten range to as high as eighth- or ninth-grade work.
Then there are children who seem to be born with either a math “gene” or an English “gene,” but rarely both. Take this notion a step further: Why is it that most students seem to do better in either algebra or geometry? Are these differences caused simply by the luck of the gene pool?
I’m convinced the answer is no.
To read the full blog by Palm Coast's Dr. Tom Morley, click here.