This article could not describe my feelings about public education and the associated pressures any better. Kids just aren't allowed to be kids any more, and it's sad...really sad.
My support of public education and my involvement in the schools notwithstanding (my main reason for being involved to begin with has nothing to do with education really and more to do with my need to be "in the know"), it's the pressure and "inability" for kids to just be kids that has often lead me to thinking that homeschooling may in fact be a better option.
Wednesday, May 6, 2009
Monday, February 16, 2009
Maybe...
...the teachers, rather than the students should be the ones taking these silly state tests? I joke, of course, but this story is just funny.
Wednesday, January 28, 2009
Katherine
In such a typical "middle child" thing to do (suffer quietly while the attention is bestowed upon older and younger siblings), Katherine informed me just last week that she has been missing recess consistently for months, due to unfinished class work. Needless to say this was all horrifying to me (missing recess to complete work, her keeping it to her self for so long, and the fact that the teacher had not been in contact with me to let me know what was going on).
Rather than share the whole letter I will quote a portion of it here, in which I directly address my distaste for missing recess to complete work.
"While I agree that the work needs to be completed, I would like to try, with your assistance and guidance, to find out why that is, and take steps to correct the problem, rather than just have her miss recess to get it done."
Of course, that was a lot tamer than what was going through my head. Something that the teacher brought up at Katherine's Parent-Teacher Conference back in November was that Katherine's social behaviors sometimes get in the way of her academics (read: talking too much). I wonder exactly how taking recess away will help in that regard? As it is, the kids only have that 15 minutes in a six and a half hour day of unstructured free play. Taking that time away for any reason (most especially not completing class work) is certainly not going to help her pay attention and talk less. I wonder why teachers, who seriously should know this stuff and should make the connection, don't?
I also wonder why the first step wouldn't be to figure out why she isn't finishing her work. Is she being allowed that recess time and still not paying attention/talking too much? Is it too much or too hard for her? Is there some other distraction?
I understand the idea behind taking recess away, besides the obvious part of the work needing to be done. I am guessing the hope is that the child will make the connection that if they don't finish their work they will miss recess. In some cases, maybe that is true, and maybe the problem would be solved. After months of though? I think it's time to explore other options.
Rather than share the whole letter I will quote a portion of it here, in which I directly address my distaste for missing recess to complete work.
"While I agree that the work needs to be completed, I would like to try, with your assistance and guidance, to find out why that is, and take steps to correct the problem, rather than just have her miss recess to get it done."
Of course, that was a lot tamer than what was going through my head. Something that the teacher brought up at Katherine's Parent-Teacher Conference back in November was that Katherine's social behaviors sometimes get in the way of her academics (read: talking too much). I wonder exactly how taking recess away will help in that regard? As it is, the kids only have that 15 minutes in a six and a half hour day of unstructured free play. Taking that time away for any reason (most especially not completing class work) is certainly not going to help her pay attention and talk less. I wonder why teachers, who seriously should know this stuff and should make the connection, don't?
I also wonder why the first step wouldn't be to figure out why she isn't finishing her work. Is she being allowed that recess time and still not paying attention/talking too much? Is it too much or too hard for her? Is there some other distraction?
I understand the idea behind taking recess away, besides the obvious part of the work needing to be done. I am guessing the hope is that the child will make the connection that if they don't finish their work they will miss recess. In some cases, maybe that is true, and maybe the problem would be solved. After months of though? I think it's time to explore other options.
Sunday, January 25, 2009
Letter Says It All
Below is the letter I wrote to Emily's teachers, her principal and guidance counselor. It's a little more personal than I tend to get normally but, I am anxious to hear your opinions and thoughts on it, so I left it all in there!
I wanted to touch base with you regarding my daughter, Emily. Emily continues to have difficulty with organization, and as you are aware, this is affecting her grades in a negative way. You may not be aware, that it is also affecting her self esteem in the same way. I would like to request a meeting to discuss these concerns with you, and perhaps come up with a plan to help Emily achieve all that I know she can.
Emily is currently on a 504 Accommodation Plan, in which her diagnosis of ADHD is clearly defined as a disability. At the time of her plans writing when she began third grade, her academic progress was not being hindered by her disability. Clearly, this is no longer the case.
From all accounts, Emily’s eagerness in the classroom, participation in class, and all around positive attitude, have shown that she has a true desire to learn and achieve. To that end, it is my opinion and hers that she needs more support, on both an emotional and academic level.
After Emily met with Mrs. School Guidance Counselor in the beginning of the year, Mrs. School Guidance Counselor indicated that she had some concerns for Emily, and offered the suggestion that Emily receive counseling services. We have since started Emily’s counseling services with her counselor, of Blah Blah Counseling Services(EDITED FOR PRIVACY). I am requesting that her counselor be allowed to see Emily during school hours.
Due in large part to Emily’s feelings around her lack of organizational skills and the results of that, Emily’s self esteem is suffering greatly. She frequently makes comments like, “Why am I so stupid?”, “Why can’t I be more organized?”, and “I try but I just can’t do it.” While Emily's counselor is working on these and other concerns, our combined schedules make it difficult for Emily to see her more than once every couple of weeks. Emily’s feelings and esteem continue to decline, and this schedule is not adequate enough to really address these issues. Emily’s feelings and esteem relate directly to her organization, an intrinsic part of her life at school, and one of the main reasons both Emily and I feel she is not achieving all she is capable of. While the option to take Emily out of school weekly exists, this would require her to be out of school for two hours, as opposed to the 45 minute session she would miss if these services were taking place at school. Missing two hours of school weekly certainly would not help Emily in her conquest to get organized and achieve a higher level of self esteem.
Emily recently explained the “check mark” program to me. It is my understanding that if a student is missing work, forgetting needed classroom materials, or having behavioral concerns, they receive check marks. If the student receives four checks from one teacher, or ten overall, they are not allowed to participate in the reward at the end of the check mark period. Emily should not participate in the check mark program based on her organizational abilities. Her disorganization is an inherent part of her ADHD, which is defined as a disability. Emily should not be punished for something that is a symptom of her disability. While I certainly believe that there is much room for improvement, and that it is in fact possible that Emily will improve, until she is on a level comparable with her typical peers in regard to organization, participation in this program is not appropriate for Emily.
I would like to request that the following accommodations be added to Emily’s existing 504 Plan:
--Allow for expedient make up of missing homework. If deduction for lateness works, keep doing it. If it does not, recognize the problem as an uncorrectable disability.
--If Emily forgets her homework or any other needed item in her locker, allow her until the end of the day to bring it to you, or if possible get it at the time it is discovered missing.
--Emily should not participate in the “check mark” program based on her organization skills.
I sincerely look forward to meeting with you and discussing this further. I am open to hearing any suggestions and thoughts you may have.
I wanted to touch base with you regarding my daughter, Emily. Emily continues to have difficulty with organization, and as you are aware, this is affecting her grades in a negative way. You may not be aware, that it is also affecting her self esteem in the same way. I would like to request a meeting to discuss these concerns with you, and perhaps come up with a plan to help Emily achieve all that I know she can.
Emily is currently on a 504 Accommodation Plan, in which her diagnosis of ADHD is clearly defined as a disability. At the time of her plans writing when she began third grade, her academic progress was not being hindered by her disability. Clearly, this is no longer the case.
From all accounts, Emily’s eagerness in the classroom, participation in class, and all around positive attitude, have shown that she has a true desire to learn and achieve. To that end, it is my opinion and hers that she needs more support, on both an emotional and academic level.
After Emily met with Mrs. School Guidance Counselor in the beginning of the year, Mrs. School Guidance Counselor indicated that she had some concerns for Emily, and offered the suggestion that Emily receive counseling services. We have since started Emily’s counseling services with her counselor, of Blah Blah Counseling Services(EDITED FOR PRIVACY). I am requesting that her counselor be allowed to see Emily during school hours.
Due in large part to Emily’s feelings around her lack of organizational skills and the results of that, Emily’s self esteem is suffering greatly. She frequently makes comments like, “Why am I so stupid?”, “Why can’t I be more organized?”, and “I try but I just can’t do it.” While Emily's counselor is working on these and other concerns, our combined schedules make it difficult for Emily to see her more than once every couple of weeks. Emily’s feelings and esteem continue to decline, and this schedule is not adequate enough to really address these issues. Emily’s feelings and esteem relate directly to her organization, an intrinsic part of her life at school, and one of the main reasons both Emily and I feel she is not achieving all she is capable of. While the option to take Emily out of school weekly exists, this would require her to be out of school for two hours, as opposed to the 45 minute session she would miss if these services were taking place at school. Missing two hours of school weekly certainly would not help Emily in her conquest to get organized and achieve a higher level of self esteem.
Emily recently explained the “check mark” program to me. It is my understanding that if a student is missing work, forgetting needed classroom materials, or having behavioral concerns, they receive check marks. If the student receives four checks from one teacher, or ten overall, they are not allowed to participate in the reward at the end of the check mark period. Emily should not participate in the check mark program based on her organizational abilities. Her disorganization is an inherent part of her ADHD, which is defined as a disability. Emily should not be punished for something that is a symptom of her disability. While I certainly believe that there is much room for improvement, and that it is in fact possible that Emily will improve, until she is on a level comparable with her typical peers in regard to organization, participation in this program is not appropriate for Emily.
I would like to request that the following accommodations be added to Emily’s existing 504 Plan:
--Allow for expedient make up of missing homework. If deduction for lateness works, keep doing it. If it does not, recognize the problem as an uncorrectable disability.
--If Emily forgets her homework or any other needed item in her locker, allow her until the end of the day to bring it to you, or if possible get it at the time it is discovered missing.
--Emily should not participate in the “check mark” program based on her organization skills.
I sincerely look forward to meeting with you and discussing this further. I am open to hearing any suggestions and thoughts you may have.
Thursday, November 20, 2008
Emily's Report Card
Four B's, one A- and one D+. So all in all, not too shabby. The D+ was in Math, and came as no surprise really.
I had spoken with her teacher a few weeks back and she had indicated that Emily was having trouble multiplying and dividing decimals. She also told me that Emily had done poorly on her last two quizzes, and had missed a few homework assignments. The teacher had been offering Emily all kinds of extra help but Emily was not taking the initiative and taking her up on it.
I asked Emily today why she thought she got a D+ n Math. Her answer was that she was stupid and hated math. I explained to her that she wasn't stupid and told her that everyone had things they were good at and things that they struggled with. I explained to her (which I sort of new I would have to) that her not doing her homework (or doing it and forgetting to turn it in) probably had a direct effect. I also explained that this is the one class, as is indicative on her report card that she needs to be on her game. My thought was that it's not like she is more organized in one area than another, or more disorganized in one area than another. Obviously, with her other classes, she can be a disorganized "mess" and still achieve a higher grade. With math, she has a bit more difficulty, so her organization needs to be right on target in that class. I explained that her grade may have been a C- or a C if she had turned in those assignments.
Grades are annoying and way too much of a focus to begin with, but she showed some concern herself with the D+ so I thought it would help her to point out some of the areas that may have lead to that grade.
I had spoken with her teacher a few weeks back and she had indicated that Emily was having trouble multiplying and dividing decimals. She also told me that Emily had done poorly on her last two quizzes, and had missed a few homework assignments. The teacher had been offering Emily all kinds of extra help but Emily was not taking the initiative and taking her up on it.
I asked Emily today why she thought she got a D+ n Math. Her answer was that she was stupid and hated math. I explained to her that she wasn't stupid and told her that everyone had things they were good at and things that they struggled with. I explained to her (which I sort of new I would have to) that her not doing her homework (or doing it and forgetting to turn it in) probably had a direct effect. I also explained that this is the one class, as is indicative on her report card that she needs to be on her game. My thought was that it's not like she is more organized in one area than another, or more disorganized in one area than another. Obviously, with her other classes, she can be a disorganized "mess" and still achieve a higher grade. With math, she has a bit more difficulty, so her organization needs to be right on target in that class. I explained that her grade may have been a C- or a C if she had turned in those assignments.
Grades are annoying and way too much of a focus to begin with, but she showed some concern herself with the D+ so I thought it would help her to point out some of the areas that may have lead to that grade.
Sunday, October 19, 2008
Parent-Teacher Conferences:Emily
They went the same as they do every year. Something like this, just for reference:
"Emily is a very bright young lady. She participates well, is eager to learn, is very helpful, asks a lot of questions and is a pleasure to have in class. The only concern I have for her is her lack of organization."
Her World Geography teacher added the following statement (which made me want to...well...hug him, if such a thing were appropriate):
"The only concern I have for Emily is her organization. She'll come to class sometimes and not have what she needs, but, she has a "B" so obviously it can't be affecting her that much."
Finally someone who gets it. Maybe she could e getting an "A" if she were more organized but a "B"? Is not bad. More importantly, if she is content with it than it should matter that she could be doing this or that.
"Emily is a very bright young lady. She participates well, is eager to learn, is very helpful, asks a lot of questions and is a pleasure to have in class. The only concern I have for her is her lack of organization."
Her World Geography teacher added the following statement (which made me want to...well...hug him, if such a thing were appropriate):
"The only concern I have for Emily is her organization. She'll come to class sometimes and not have what she needs, but, she has a "B" so obviously it can't be affecting her that much."
Finally someone who gets it. Maybe she could e getting an "A" if she were more organized but a "B"? Is not bad. More importantly, if she is content with it than it should matter that she could be doing this or that.
Thursday, October 16, 2008
Accommodations
This wasn't the post I had been thinking of writing over the past couple of days, but I guess I have to go with what is current, right?
Emily forgot her math homework in her locker...again. This makes five homework assignments that she has actually done, and somehow misplaced or otherwise didn't turn in, in math alone. I have a whole post on why I think homework should be outlawed, but for now, it is what it is, and she needs to be not only doing it, but turning it in as well.
Here's my issue. I think it absolutely stinks that she did her homework, and because she did something a little absentminded by leaving it in her locker, she is not going to get full credit for it. Apparently, if she turns it in today she will get what she referred to as an "effort grade" but it will not be held in as high esteem as if she had turned it in today.
I am torn about this. Part of me thinks that this might teach her something, and help on the road to better organization, but, the other part of me recognizes that this type of thing is a true disability for her and that she should not be excluded from getting the grade she deserves for doing the work. I am quite sure she could have an accommodation added to her 504 Plan that allowed her to have her homework in by the end of the day and still get full credit. I just don't know, in the long run, if that would be a good thing or not.
Here's the other piece that bothers me. Emily got her first progress report the other day. She has all B's and one C in math. A c? Is not a bad grade. It's average. The point is, and I will be elaborating on this further in a future post, if a C is a grade that not only can she get at her current level of organization/disorganization, but one that she is satisfied with, than that should be all that matters. There seems to be this underlying pressure in the world to do better, be more, get more, and it's wrong. If she's happy with a C, then that should be good enough.
Emily forgot her math homework in her locker...again. This makes five homework assignments that she has actually done, and somehow misplaced or otherwise didn't turn in, in math alone. I have a whole post on why I think homework should be outlawed, but for now, it is what it is, and she needs to be not only doing it, but turning it in as well.
Here's my issue. I think it absolutely stinks that she did her homework, and because she did something a little absentminded by leaving it in her locker, she is not going to get full credit for it. Apparently, if she turns it in today she will get what she referred to as an "effort grade" but it will not be held in as high esteem as if she had turned it in today.
I am torn about this. Part of me thinks that this might teach her something, and help on the road to better organization, but, the other part of me recognizes that this type of thing is a true disability for her and that she should not be excluded from getting the grade she deserves for doing the work. I am quite sure she could have an accommodation added to her 504 Plan that allowed her to have her homework in by the end of the day and still get full credit. I just don't know, in the long run, if that would be a good thing or not.
Here's the other piece that bothers me. Emily got her first progress report the other day. She has all B's and one C in math. A c? Is not a bad grade. It's average. The point is, and I will be elaborating on this further in a future post, if a C is a grade that not only can she get at her current level of organization/disorganization, but one that she is satisfied with, than that should be all that matters. There seems to be this underlying pressure in the world to do better, be more, get more, and it's wrong. If she's happy with a C, then that should be good enough.
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