Public Education

You what it is sometimes that drives me crazy regarding people who knock public education? It's the people who automatically decide it's a bad thing, just based on their own experiences as a child. When you really think about that, it doesn't make sense.

It sort of falls in to the same category as defining what makes a good teacher. Of course there are obvious things that don't, but most of the time, if you were to define a teacher's "goodness" by the performance of their students? You'd have a tough time. Because guess what? Everyone is different. There are always going to be students who learn better by reading, others who learn better by doing, others who are very adaptable and can learn using any method, and still others who will have difficulty no matter what you do. Does this mean that because a student is failing the teacher isn't doing a good job? Maybe, but not necessarily.

Getting back to the original point, just because your experience in school may have been poor, does not automatically mean your child's will too. Personally, if I had really given a lot of thought to what my experience in school had been before sending my own children, I might not have sent them, and in the case of my children specifically? I think that would have been a big mistake.

Using Julia as an example, I do sometimes wonder if all of the extra help she is getting now and may need to continue with in the future is more of a hindrance to her than a help. It may not be a big deal now, but when she gets older, if she needs to be pulled from the classroom for whatever, will that bother her? I have no idea. But right now? By all accounts, speech therapy is not torture. It's fun. They play games, read stories and use different manipulative's (blocks, play dough etc) to initiate speech and language development. It's not like they sit there and just ask her to say specific words or ask her tons of questions to see how she responds. Same goes for PT and OT. Does this mean that all 4 year olds will love these therapies? Of course not, but it works for her.

The point? While we should take our own experiences in to consideration when making decisions, we should not allow that to be the deciding factor in whether or not we send our kids to public school. A little open mindedness can go a long way.

Back!

School is back in session which means that this blog will be updated again, more regularly than it was over the summer.

Emily and Katherine seem to have gotten off to a good start. It hasn't seemed too difficult to get back in to the school "frame of mind" for them or myself. I started them going to bed at their "school year" bedtimes (7:30 ish for Katherine and 8:30 for Emily) late last week. Typing that reminds me that I never posted my "Your Ideas For A Smooth School Transition" entry that I post every year, asking y'all for your tried and true ideas for the best morning routines, hassle free home work time, quick lunch ideas, and any other secrets related to a smooth school year that you want to share. So, lets consider this entry just that. Have at it.

I'll tell you a couple of things I have decided to do this year. The first one is that I have been getting the kids up one half hour earlier than I did last year. This means I have been getting myself up earlier as I need that "me" time first thing in the morning. So I have been up between 5:30-6 and they have been up at 6:15. The bus comes at 7:50 so the extra half hour just cures the "rush-rush" problem, and usually gives them some free time before they leave to watch tv, play or whatever.

I have also decided that until they are fully ready and have nothing left to do aside from grab their bag and walk out the door, the tv stays off. I noticed last year and in years past takes them a lot longer to get ready when it is on, and it's just one more distraction that they don't need.


The biggest thing I have done is introduce a "Charts and Reward System." They both have a chore chart, as well as a morning and evening chart. The morning and evening charts are the same (make bed, get dressed, eat breakfast, brush teeth, comb hair for the morning chart and shower, do homework, lay out clothes for the next day, pack school bag, brush teeth for the evening chart). The chore charts are different. Katherine is responsible for putting a new bag in when Ryun empties the trash, setting the table, cleaning her room, helping to clean the toys in the living room, being a good "parent helper (basically, helping out when asked) and being happy (which encompasses of course just being happy and being polite and nice to her family). Emily's responsibilities include, being a parent helper, being happy, clearing the table, cleaning her room, helping clean the living room, and helping out with laundry when asked. The reward part of the thing is that if they get the majority of their stars during a one week period on the morning, evening and chore charts, they get to pick out a new book (which I have stock piled recently after going to Borders Bargain books area and Job Lot). If they get all of their stars on all charts, all week, they get $5. I have hung a bulletin board in the hallway with their charts on it. So far, they seem to be pretty impressed with the whole idea. Lets hope it lasts.

I sound so insanely organized that even I am saying, "Oh God, she's one of people. You know the ones who have it all together to the point that one could almost be envious? But, lets face it. This is way beyond what I, under normal circumstances, would be doing. Using me and the word organized together is almost joke-like. I seem to have gotten a little better with age and after having children, but still, at the core, I am about the least organized person there could be. The main reason I am doing all this? It's for Emily, who desperately needs the structure. I figure Katherine can't be hurt by it either. It's all about keeping the peace.

The Kids: Emily, Katherine, and Julia

Because most of you, at this point anyway, are probably being referred from my personal journal and may already have a good background in regard to my kids, I am going to keep this short and sweet!

Emily: Emily is my oldest daughter, and she will be 10 in June. Emily is in 4th grade. She was diagnosed in 2004 with Epilepsy and a "Tuberous Sclerosis-like" condition, in 2005 with ADHD: Inattentive Type, and most recently (just about a month ago), with Executive Function Disorder. She was recently evaluated for Special Education services but, because she is making academic progress in all areas, we ended up just adding accommodations to her existing 504 plan. She needs a lot of help organizational (both physical and emotional), time management, emotional control, and maintaining appropriate levels of attention. She is currently taking Lamictal for seizure control and as a mood stabilizer. Emily also has pretty severe environmental allergies (all kinds of grass,trees, cats, dogs, dust mites). She is also allergic to the antibiotic, Rocephin.

Katherine: Katherine is my middle child, and she is 7 years old. She is in 1st grade. Katherine is currently receiving Title 1 reading help, and is being evaluated for special education services for Speech and Language. Her diction and pronunciation of many letter sounds is off. Katherine has made remarkable progress in reading and is really coming along! She also has mild asthma, moderate allergies and ketotic hypoglycemia.

Julia: Julia is my baby (that is going to be 3 in July!). Julia is currently enrolled in Early Intervention for a gross motor delay, sensory sensitivities, and some language and social concerns. She has been involved with the EI program since she was just year old. Julia's physical therapist comes out once a week to work with Julia, and we also attend a weekly EI playgroup. At various points during this time period, Julia has also received outside supplemental services for both Physical and Occupational Therapy. We are currently in the process of having Julia evaluated for admission in to the integrated preschool run by the public school in our town. Julia's only present diagnosis is overall hypotonia (low muscle tone throughout her body).