I have wanted to write about B's journey so far in school and though I started it I have not finished it. This is not surprising to me. Instead of that right now, I want to write about what happened yesterday on my sons 2nd day of school because it just makes me crazy to the core.
Yesterday was my son's 2nd day of 2nd grade. I have been told by many that his teacher is the best teacher in the school. I trust people are not lying to me. Also? She called me the day before school to discuss how she was familiar with Braden's plan that was put forth last year (upcoming post). She went on to describe many things that sounded perfect for him. She used many gifted tag words that I have not heard any other teacher say. I am confident that he will have a good year with her. Again, I will say that I believe this WILL be a good year, but when that part starts is anyone's guess.
I pick B up from school and ask the usual "how did it go today?" and he replied "fine, except for one thing that I don't want to talk about." We were at the playground so I dropped it. I asked again once we were in the car. Again, he didn't want to talk about it and then changed his mind to saying that he was just joking and that it was a fine day. I knew he was hiding something.
Again before bed I asked again, and he insisted that there was nothing and he was joking.
This morning he decided to talk about it. He said that when it was reading time the teacher told the kids to go pick a book from their classroom library and that everyone was supposed to pick a blue label book. Braden said that all the blue label books were beginning books and were too easy so he asked if he could have a different book that he saw. Then he said to me "she flat out said no.” I'm not sure how this came about but she said "reading harder books won't make you a better reader, reading easier books will." and then my son said to me "And you this summer told me that I should read books that are harder and now my teacher says easier books so now I don't know who's right cause you’re my mom and she’s my teacher."
To give some background, over the summer B had fallen into a pattern of only getting comic books from the library. At some point I had suggested to him that he really needed to read a mix of both comic books and regular reading books to keep up his reading skills.
Oh, and he was NOT happy about only being able to chose the blue label books. I can't blame him. Why is this teacher (who knows his reading level) making all kids take the same level book? Is this going to inspire my son to read? Trust me it's not. He could not have been less interested in those books. Isn't that sort of anti-reading? I mean I understand if this was part of some assignment or for a project, but as I understand this was FREE reading time. Why not let a kid pick a book that they WANT to read? Isn't the point? Getting the kids to WANT to read?
I'm not sure that they have a "get kids to hate reading" program but if they do my kid must be first on that list.
Showing posts with label what is she thinking? Things that make me stabby.. Show all posts
Showing posts with label what is she thinking? Things that make me stabby.. Show all posts
Friday, August 27, 2010
Friday, April 30, 2010
In Third Grade all Kids Go to Princeton
This post will be somewhat different. This post will be ranty. Ranty (word? no?) and possibly disorganized. If you follow me on Twitter then this will not be new to you. OK then.
I am on the board of a local parent group that advocates for gifted education in our town. This has allowed me to gain a mountain full of information. It also allows me to be privy to knowledge before it is released to the public. Our district recently made some changes to gifted programs offered and our group was able to meet and hear about it first. We met with two higher up district education employees and were impressed with the changes that were being made. Towards the end of the meeting we started some small talk and she said something that made me want to leap out of my skin. She suggested that since we were in an affluent area that most of the children come into the system enriched already and that by third grade most children even out. E-v-e-n O-u-t.
Pause. Breath. OK. This concept or theory is not new to me and I have read this in different forms. I just couldn't believe that this woman who is pretty high up in our district buys into this way of thinking and is sharing it with a group of people who actually have gifted children.
I understand that children in this area are fortunate to have certain opportunities that will become part of who they are. I also understand that many can afford the many educational opportunities available as well. I can’t speak for the others but my child is not being drilled at home with workbooks or worksheets. We don’t do flashcards or number drills. He’s does not attend regular enrichment classes focused on school topics. Actually, I haven’t done anything with him this whole year and he still manages to be a top student surpassing others by years in reading and math. NATURALLY. Yes, naturally. I understand that some students are getting all these extra “pushes” or “help” but mine is not and to tell me that he is going to “even out” in third grade is just nutella nuts to me. I understand that some of the kids who were possibly struggling early on at this point may catch up to an acceptable level but to suggest that those who were higher to begin will slow down is well, like I said, nutella. Even if in the next few years he stays stagnant, he’ll still be two reading grades above.
This is not only my districts or even my states way of thinking about gifted children. As a country we tend not to recognize gifted children and offer them services until 3rd grade. This is mostly based on this “even out” theory. By not challenging our students at a younger age they start to tune out and by third grade some of these previous outstanding students lose interest and start to underachieve. So how about challenging my child until then? Why not demand more of his brain to counter this risk of him becoming an underachiever. How about educating teachers to proactively identify gifted children earlier. Also, give them the tools and freedom to do what they need to teach high achieving children. Demand the teachers not to let students who were at the top to drift to the middle. You can read a much better description of this “even out” theory Here.
Maybe I’m out of touch with this reality. Maybe this does happen but if my child becomes an underachiever in third grade, I might just go nutella on someone at that school.
I am on the board of a local parent group that advocates for gifted education in our town. This has allowed me to gain a mountain full of information. It also allows me to be privy to knowledge before it is released to the public. Our district recently made some changes to gifted programs offered and our group was able to meet and hear about it first. We met with two higher up district education employees and were impressed with the changes that were being made. Towards the end of the meeting we started some small talk and she said something that made me want to leap out of my skin. She suggested that since we were in an affluent area that most of the children come into the system enriched already and that by third grade most children even out. E-v-e-n O-u-t.
Pause. Breath. OK. This concept or theory is not new to me and I have read this in different forms. I just couldn't believe that this woman who is pretty high up in our district buys into this way of thinking and is sharing it with a group of people who actually have gifted children.
I understand that children in this area are fortunate to have certain opportunities that will become part of who they are. I also understand that many can afford the many educational opportunities available as well. I can’t speak for the others but my child is not being drilled at home with workbooks or worksheets. We don’t do flashcards or number drills. He’s does not attend regular enrichment classes focused on school topics. Actually, I haven’t done anything with him this whole year and he still manages to be a top student surpassing others by years in reading and math. NATURALLY. Yes, naturally. I understand that some students are getting all these extra “pushes” or “help” but mine is not and to tell me that he is going to “even out” in third grade is just nutella nuts to me. I understand that some of the kids who were possibly struggling early on at this point may catch up to an acceptable level but to suggest that those who were higher to begin will slow down is well, like I said, nutella. Even if in the next few years he stays stagnant, he’ll still be two reading grades above.
This is not only my districts or even my states way of thinking about gifted children. As a country we tend not to recognize gifted children and offer them services until 3rd grade. This is mostly based on this “even out” theory. By not challenging our students at a younger age they start to tune out and by third grade some of these previous outstanding students lose interest and start to underachieve. So how about challenging my child until then? Why not demand more of his brain to counter this risk of him becoming an underachiever. How about educating teachers to proactively identify gifted children earlier. Also, give them the tools and freedom to do what they need to teach high achieving children. Demand the teachers not to let students who were at the top to drift to the middle. You can read a much better description of this “even out” theory Here.
Maybe I’m out of touch with this reality. Maybe this does happen but if my child becomes an underachiever in third grade, I might just go nutella on someone at that school.
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