Wednesday, December 10, 2008

I'm taking comments and suggestions-

It's cold here where we are--so, I went out to the car and scraped the ice off the window this morning.
I even let the car warm up in the driveway before I took the kids to school.Then when I got home from dropping the kids off, I sat and watched/listened to Good Morning America. I happened to look out my front window--I noticed two squirrels that were chasing each other-- I wanted to take a mini video of them-- but my camera batteries were low.

What do you do when~
  • your child's teacher is not doing her best(she lost all of the book orders and monies that parents sent in)(homework doesn't come home on a consistent schedule){she never seems prepared for the day--in the morning or even by the time I go to pick Shane up-- she still seems unorganized}
  • she is choosing to make comments that are not helpful, and are truly negative{Oh, we just ignore him, he does that just for attention}
  • you know your son is taking advantage of the school and staff by only achieving minimum levels of behavior
Although he is doing well academically-- his lack of good,consistent behavior is being given a pass.
With each interaction with the school I am being reminded to be supportive of the school and the teacher, to say things to Shane that will keep his interest positive in school-- I just wish that I could know that the teacher is saying the same type of things to Shane and the other students.
I don't really think that is the case, it doesn't seem as though the teacher has made any attempts to understand Sensory Processing Disorder, and is only focusing on the behavior she sees at the moment.

It doesn't sound like the school would like Shane to switch teachers, and I do understand that point of view, however-- I really feel like Shane would become a much better student, and a steward of his behavior-- if he was in the other classroom where there is an atmosphere of clear rules and expectations.

In short I feel like I am one of the squirrels--
running around and around trying to get the nut,
or get the other squirrel but -- not having any luck!

Do any of you have any suggestions for me-- ?
Should I meet with the principal and simply request that we switch teachers, or should I just continue on biting my tongue and letting things go--

I don't want apologies from the teacher, because at this point the damage has already been done and I don't think the teacher is invested in changing how she perceives Shane.

The principal said in a recent email to me:
I have looked at Shane's reading scores (moving forward) and his attendance weekly (looks great), and his behavior card (not meting at 80%, but having good days). We reviewed his behavior support plan at our last IPBS meeting last Thursday, and agreed that the plan is working, but may need some tweaking, and I will monitor the report weekly. Overall, he is progressing in our kinder program. I have observed him twice, and have had our U of O behavior student observe him twice, and he is on-task most of the time, with the problem behaviors declining (spinning, wandering, tantrums, etc). The teacher is working hard to be consistent with our behavior recommendations and academic support, and I think she is doing a great job. Shane has difficult issues and it will take a long time to have him correct those. It will be helpful to be patient and know that he really is making progress on all the data points we have, and look a the overall picture, and not just "good or bad days".

I know that Shane will have good and bad days, but I also know that he will learn without much guidance from anyone-- he has already shown me that. I am just annoyed that the teachers' behaviors or reactions to Shane are not being addressed.-- It seems to be all about motivating Shane and getting Shane on task.
Why aren't the teacher's behaviors' (or lack of ) apart of (a) the behavior plan also?

Am I simply, expecting too much from public school?
I do want comments and input --- I think I need to see this from more points of view than my own.

1 comment:

therextras said...

Hmmm, in the order you asked:

Doesn't matter what I do, or would do.

You are probably correct that the teacher isn't attempting to understand SPD. Focusing on the behavior of the moment is tried-and-true teacher tactic.

Before I make a suggestion, I'd like to ask a question...

Is your homelife "an atmosphere of clear rules and expectations"?

If yes, then can school be different? If no, then can school be the same?

If that was only part of the email message from the principal, that person took a lot of time and interest in Shane, and you.

I congratulate you on taking your time before requesting a switch in classroom. Neither a life-altering nor an insignificant event, that's where you look for the answer - weigh the effects - all the effects - short and long term, as best you can.

The behavior plan might stipulate certain techniques and who is responsible for implementing them - no?

You seem to want to configure the perfect learning environment for your son (as a parent should). You might also want him to be amongst children in a typical learning environment. Try to allow some give-and-take between these two concepts....the school will work with you better if they perceive you as a partner as opposed to trying to control from a distance.

Consider the effects of your decision yourself - long term stress. Consider the effects on your relationship with the school, not just Shane when making your decision. Your relationship with the school has long term implications. Barbara

Sociable