Have you ever wondered: how are students placed in classes? How are they separated? What are the factors that are involved? Do the teachers do it or does the principal do it? Can I as a parent have some say in the matter? What about new students?
In all likelihood, you child’s school has a process just like every one of the schools where I’ve worked. At the first school where I worked as a teacher, there were 5 grade level teachers. At this school, the teachers did the bulk of the work in sorting the students into classes for the following school year.
Starting in May, we completed a grouping card for each student in our class. These were color-coded (pink for girls and blue for boys–yes gender-stereotyped colors, but simple for everyone to recognize), 4×6 index cards that included information such as: overall ability level, special needs (ie. Special Education, Gifted, or ELL–English Language Learner), allergies, wears glasses, overall behavior, degree of parent involvement, names of other students from whom to be separated or placed with together, special interests/talents, and space for the current teacher to write any additional information that may be helpful to the next teacher.
Have you ever wondered, “Whatever happened to field trips? Do kids still go on field trips?”
When I was a teacher a long time ago, we took our third-grade students on several field trips throughout the year. From what I can recall, there were around 5 total, including a big day trip to downtown Chicago, which was the culminating trip for our Chicago unit. (At the time, the history of Chicago was a required part of the curriculum in Illinois.) This field trip was a lot of fun because we took the kids to the Sears Tower (now, sadly, called the Willis Tower) and a bus tour of the city. Although as a teacher I wasn’t a big fan of field trips, simply because they are hectic, I felt they were a value-add to the kids’ learning experience. See also this video about organizing a firld trip:
The fellow grade level teachers and I planned the field trips (where to go and when) together and then ran it past our principal for approval, almost always without any objection. Since our school district was in a fairly affluent area, there typically weren’t any issues with field trip cost or frequency.
Nowadays, field trips are not as often nor as common. There are a few reasons that come to mind:
The past few days have been busy due to the holiday and because as of late, I have been engrossed in watching Korean dramas that stream for free on Netflix. Watching Korean dramas got me to thinking, how important is it to learn a second language? Or maybe more appropriately, I should say how important it is to learn a second language.
Thirty some odd years ago when I was a native Korean speaker entering the school system in the U.S., there was no value-add for knowing Korean or any other foreign/world language. In fact, my school teachers discouraged my parents from continuing our Korean language development and insisted that we solely speak English in order to help my English language skills to develop quicker. Back then, it made all the sense in the world.
We lived in the U.S. and therefore, we should speak English. Nonetheless, my parents were relentless in their belief that although we lived in the U.S., we were still Korean and should learn the Korean language and embrace Korean culture. There was no ESL (English as a Second Language) program at our school so I learned English through the proven teaching method called “sink or swim”. (Forgive my sarcasm. )
One of the toughest questions that parents ask me is, “Should I hold my child back in the same grade?” As such, I’ve given this topic a lot of thought, and the various professional experiences I’ve had with students and parents/guardians helped shape my views on holding kids back a grade.
One of the books in the reading program that I used as a teacher is called The Flunking of Joshua T. Bates. At first, I wasn’t sure this was a good book to read since it was about…well…the flunking of Joshua T. Bates. Joshua is a student who finds out that he has to repeat third grade. Despite the less than happy theme of this book, it turns out to be a genuine story about the struggles of repeating a grade and the success this student finds with the help of his caring teacher.
Reminiscing about this book and the school year rapidly coming to a close got me thinking about all the decisions that have to be made towards the end of the year. Helping a parent make the final determination about whether or not to retain a student in the same grade is probably the least enjoyable responsibility as a principal.
Modern Mom blogger, Andrea Benton, posted an article titled Why Parents Should Pay More for Educational Apps. While it’s probably not the best lead in title for someone like me (read: frugal), it still piqued my interest so I read on. In her post, Ms. Benton cites three main points:
1) Apps cost money to make.
2) Think of apps as a long-term investment.
3) The “One and done” mentality meaning, once our kids have played them they move onto something else
Here’s what I would add in support of Ms. Benton’s position as you consider how much an iPad app for kids is worth:
4) The old saying, “You get what you pay for”, definitely holds true in the case of apps. The difference between a $1.99 app and a free one is often noticeable. And typically the difference between a $9.99 app and a $1.99 app is even greater.
5) Install the AppShopper for Apple products. It costs $.99, which you will easily earn back with your first discounted app purchase, and sometimes it’s free! You can search for apps that are currently on sale and/or add apps to your wish list and receive notification when they go on sale. You can also view the price history and deduce whether it will go on sale for a lower price. The App Shopper has a 4.5 star rating with 185 reviews.