A familiar sense of agitation stirs in my stomach. It usually means I am alert and ready to complete a big task. But if this feeling lingers it erodes my stomach and my peace of mind. I am determined to observe my feelings and let them be. Take deep breath and pray about the outcomes that I can’t control.
I got a text last night that out me off. A familiar tone of Ivy’s teacher. I am obviously not the only one who got this text. And for that it is so much more troubling. Not specific to my kid. A bit general and a lot discouraging.
My dears,
I am writing to you about the progress of the students who have benefited from the remedial classes and additional materials offered constantly. Unfortunately, in the case of some of the children, no improvement is observed, which indicates a lack of personal involvement in the learning process.
Although in class and during extra classes the subject is explained to them, they are offered adapted support and resources, the results cannot appear without individual effort. The lesson is not read daily, the information is not consolidated and there is no real concern for progress. I deduce this from what they succeed in the tests…..we have been sitting on math terminology for so long and even now, right at the end of the 2nd grade, we do not know that the numbers that are multiplied by are called factors …I intend to send the last tests home and I ask that everything that is seen as not yet consolidated, to have them study at home…no undeserved rewards please. A better result can be a reason, but when there is no work at all, we only encourage that it is good and that is how it is….
At the same time, there are students who, through work and responsibility, manage to keep up very well with the requirements and achieve good results. This clearly demonstrates that success is possible when there is daily involvement and learning.
Please talk to your children and support them in assuming responsibility for their own learning. Without constant effort and seriousness, neither extra classes nor the materials offered can produce results.
I was very disappointed by the results of some …..so that in the future I may focus on students who want to perform ….
Thank you for your understanding and collaboration. Be blessed!
After three years under he guidance I draw this conclusion without apology: this teacher lacks authority and it has been evident in the chaos I witnessed in the class if I happened to be there, and all her regular reports. She blames the boys, and the parents of the boys (I can’t imagine how I would feel if I had a son in this class). But I also see it daily as ivy comes home not knowing what she learned and not knowing what she has to do. And then what else can I do but help her. It has become a routine though as she got better at reading and comprehending, she is a lot more independent – thank God! Because I don’t know how long I could have lasted. It’s strange to say. I am not bothered by having to help my kid with school. It bothers me that it is the norm that I have to reexplain what the teacher should have made understood in class. And I know im not the only one in this position. These parents are involved, active, present body and mind, wholeheartedly. And we seem to follow blindly a guide that doesn’t have a clear direction.
She often brings up the parents as a way to motivate the kids. But it’s not working. “I’ll tell your parents” or “I’ll tell the director”. And then calls on the parents to motivate the kids in matters that we have no power over, that happen in school. Yes, I am all for teaching the kids manners and respect and hard work, and diligence. But her frustration spills over to every kid and we can’t seem to appease her.
Last night I had this clear sense of what I can do. What is in my power. I am doing my part in helping ivy keep up with school work, but I can’t help her exude more authority. Even saying this to her feels futile. Even if she were aware of what she’s missing, it is likely something that she can’t change on her own.
So I decided to reach out to the administrator to see if I can move ivy to the paralel class. I need to try this, otherwise I will regret it. Even asking about it feels empowering. I told the administrator I don’t mean to be a difficult parent and I don’t want to cause trouble for ivy, in her day to day school work (like retribution from her teacher if we try to switch and we can’t do it).
The teacher has good intentions but her approach clashes with my understanding of leadership as the boys are unmanageable and the girls are left behind confused and lost.
May this heart of mine find peace as I am taking the steps of changing what I can, and may I have the wisdom to accept what I can’t change.