> By that definition, what you say is true, but I haven’t heard anyone keep the definition that narrow for decades. So the issue is that whenever anyone has co

> By that definition, what you say is true, but I haven’t heard anyone keep the definition that narrow for decades. So the issue is that whenever anyone has come up with intervention based on "teaching styles", it has always failed. That is what I mean by "it's not a thing". Here's the APA, in the article "Belief in Learning Styles Myth May Be Detrimental". https://www.apa.org/news/press/releases/2019/05/learning-styles-myth https://www.apa.org/news/press/releases/2019/05/learning-sty... But if we extend the notion of learning styles to "some kids lack self-control" or "some kids have trouble keeping attention", then I think that's pretty obvious and is another symptom of some kids go through puberty at different times and to different levels of intensity, some people have different levels of self-control or time preference than others. That's just life. Then, the recommendation that kids who disrupt classrooms should be removed from the same classroom as kids who don't makes a lot of sense. Kids who can't sit still should be removed from the class in which they have to sit still, and maybe they can do some outdoor activity. Kids who struggle with a subject should be removed and put into a class where the subject is taught more slowly, etc. That allows kids to reach their potential rather than teaching just to the lowest common denominator. A world in which institutions are geared towards excellence rewards the society as a whole -- perhaps the student who struggles with math can do well in a vocational program and do really well in life. While allowing the kid who can do math really learn as much as they can, so we can have a society in which you can get your home renovated by a general contractor and you can have world class chip fabs, whereas right now, for both we need to import foreign labor since our domestic schools produce neither good vocational skills nor good math skills.