This is the time of year when some parents may be wondering: Should I hold my child back a grade? It is a difficult and challenging question for any parent to grapple with.
Back in June, I wrote a post about retention, and it has been by far, the generated the most commentary, questions, and dialogue. I thought it would be helpful to write a follow up that summarizes some of the points I have been conveying to individual parents who have contacted me.
NOTE: I do not unilaterally disagree with retention. While I generally do not support retention as an intervention to help students succeed, I do believe that every child is unique with his/her own circumstances and needs. Because I do not know the intricate nuances of each child’s situation, I do not, in good conscience, attempt to provide explicit answers so much provide guidance for parents to ask the right questions, look in the right places and seek the best direction for their child.
Children begin to notice the difference in people’s skin color fairly early on. They innocently make comments that an adult would never get away with. Sometimes those comments about skin color are ironically spot on. This is the current understanding of skin color according to our five-year-old.
We watched the second presidential debate together as a family. Although my husband and I typically vote for opposing candidates every election and our kids are still very young (probably too young to truly understand the election process), we thought it’d be a good idea to try to watch at least some portion of the debate and use it as a teachable moment.
While we were watching, we explained the election process (very briefly and simply). We also explained that our last president was Barack Obama, the candidate running against him was Mitt Romney, and a debate was an opportunity for candidates to share their views.
I paused the debate when Barack Obama was on the screen.
The school year is in full gear, and by now, most schools on a traditional school calendar are hitting the halfway point of the first quarter. That means it’s about time for progress reports. Progress reports used to be mailed out around mid-quarter (or mid-marking/grading period) to students who were at risk of failing. However, these days progress reports are more and more common for all students, not just those at risk.
With the advent of online grading technologies such as Powerschool (my favorite) giving parents and students daily access to grades, attendance, and various other records, it may seem that there is less need for formal mid-quarter progress reports. On the contrary, I believe there is still a value add for official progress reports.
1. Even though online technologies offer parents and students a daily view of progress, not all parents/students access the records. So a paper progress report is still a useful tool for communication.
Months in advance of the start of this school year, we decided to send Lil Pig to the full day kindergarten program at his pre-school. After weighing all the pros and cons given our current family situation (ie. academic needs, class size, our jobs, sister at the same school, cost), this decision made the most sense.
Well, three days ago, Lil Pig started kindergarten. There wasn’t as much hoopla for us since he was staying at the same school with many of the same friends moving into the kinder class. Admittedly, I did little to prepare him or ourselves for starting “real” school. So, much to my dismay when he came home and said that he didn’t like kindergarten because it was “boring”, missed his former teacher, and wanted to return to pre-school, I was surprised and distraught.
We consoled and reminded him that he’s a big boy, ready for the exciting adventure of kindergarten. We asked him specific questions to see if we could get to the bottom of his boredom. After about 10 minutes of talking with our 5-year-old, we managed to conclude that he wasn’t bored, but in fact, he didn’t like the academic nature of kindergarten. After all, there was far less play time in kindergarten than in pre-school. This is a portion of the week one newsletter I received from the teacher:
In the first part of this two-part series, I wrote from the perspective of an administrator who honors parent/guardian requests for specific teachers. For the second part of this two-part series, I’ll share the perspective of an administrator who does not accept parent/guardian requests for specific teachers. There are a number of valid reasons for not allowing this sort of teacher selection to take place.
1. Self-selection makes it nearly impossible to create balanced classes. In other words, a class could end up with 5 boys/25 girls or 10 students with special needs or 15 students who are English language learners. When parents make specific requests and they are all honored, it leaves little room for school officials to balance the classes into a heterogeneous mix as needed.
2. I’m a firm believer that perception is reality and as such, many a teacher has been chosen (for better or for worse) based on general public perception and reputation. The problem with this type of selection process is not every good teacher is a good teacher for each child. Don’t just go by word of mouth as a teacher’s personality/style may not fit your child’s.