So I sent an e-mail to the counselor, asking her to give me a call, which she did. I shared with her what had transpired the earlier in the week, and–no surprise–she recommended that I contact M.’s English and Math teachers.
She also offered to have M. in for a talk. Clearly knowing her audience, she said she wouldn’t mention that we had talked, and would truthfully tell M. that she makes a point of checking in with all her 6th graders. I am hoping that M. opens up to her a bit. I have a good feeling about this counselor–M. specifically mentioned her as being “really nice” at the middle school orientation in August. She’s a good listener.
On to the English teacher. I sent the teacher a friendly e-mail, sketching out what M. had told me. Here’s the response;
I too am challenged to discuss a book several students haven’t read. M. can challenge herself by doing a good job on the mystery book project and her part of the group research project. Does she keep a journal at home? If not, she should keep one on the computer to improve both writing and typing skills. She could study examples of good writing in the books she reads. From what I have observed, writing is her issue, not reading. I’m happy to loan a writing book to her to work on grammar lessons and short writing lessons at home. Please let me know if she or you have other suggestions.
Ball back in my court. The teacher admits that he/she also is frustrated with kids in this “GT” class who aren’t doing the work. But the “remedies” he/she offers are all outside of school. That, to me, doesn’t fly. Every kid has a right to learn in school.
If this were your child, what would your next move be? Teachers out there…what do you think?
The teacher can look at her journal and give comments every two weeks. Or just comment on one entry once a week.
She can give your daughter and other students extra time for a longer response on one of the BCRs.
She could have those students trade essays for constructive criticism of writing style and grammar.
This is for home. I’ve heard a lot about “The Grammar Girl’s Quick and Dirty Guide for Correct Writing”. I’m not sure if it is a book or a podcast. You would have to screen it (sorry) to find out that it is not dirty in an inappropriate way. It is aimed at adults.
So, the problem is that M does spend her own time to do the assigned work, but others in the class don’t and therefore the classtime is unproductive. So the teacher’s response is, well, if she wants to learn more, here are MORE things she can do on her own time.
I’d consider putting the ball back in her court asking for specific suggestions how M can cope with the classroom experience.
All the suggestions for self-empowerment in her own time are appreciated (maybe), but what she really needs is tools for dealing with the 50 excruciating minutes each day when she feels frustrated that the other kids’ lack of cooperation and motivation are impinging on her.
Ask how exactly ought you guide M in her classroom behavior, how to make her feel like the time is well spent.
Because, frankly, it if is not well spent, why be there? And sure, the teacher is frustrated to be teaching slackers, but she has an adult’s worth of coping skills, one cannot expect an adolescent to have those skills (ie not to have a temper tantrum that the other kids are worthless idiots).
Dorothy, you’ve got it exactly.
She’s asked to homeschool again today. For a kid as social as her to ask…ack!
I asked what she’s reading in class right now: The View from Saturday by E.L. Konigsberg. Classified as “elementary” by the Lexile folks. Lexile score of 870…the highest of the possible 1st quarter, 6th grade MCPS “anchor texts.” What are her friends in the magnet reading? They’re going to be starting in on Animal Farm, lexile score 1370.
LOL! Only responding because you asked, my dear. What would I do? I would homeschool her. But you knew that I would say that, right?
I really do not envy the position you are in as neither option would be easy. Personally, I would be exhausted doing all you do to advocate for your girls. I don’t know how you do it.
All this, of course, is said with the utmost of respect and understanding for what you are struggling with.
Good luck either way!
Darling, I’m not surprised
— and believe me, if I weren’t working fulltime, I’d be more open to it. That said, I”ve learned to never say never to anything. Just this evening I remembered that a friend offered to homeschool M. along with her son if things didn’t work out….
On a happier note, at the moment C. is happy in high school. Likes her classes, doing well, getting involved in activities.
Dorothy’s comments are right on. When we’ve discussed our school issues people ask if we’ve tried Kumon or Northwestern’s Center for Talent Development. I am of your belief–that kids should learn IN school, plus if my child already dislikes being in a classroom, an extra 1/2 day of “school” on the weekends would be a tough sell.
Good luck!