DC bored in class, time to confront the teacher...need help with questions to ask

[Anonymous]

The schools need to deal with this b/c they have created the curriculum for K that includes formal reading, writing and math instruction. That used to be the domain of first grade but no more. I would ask the teacher what her plan is for this year for the OP's child. My son will be in the same situation next year so I am curious as to what will happen. Keep us posted!

[Anonymous]

I have two questions for the OP, and I'm not being confrontational.
1-How do you know your child is bored?
2-How do you know only one other child in the class reads? I really hope the teacher didn't tell you that, or that this child is a behavior problem. That's why I ask.

[Anonymous]

Yes, I'd like to know what the child thinks of school. Happy to go in the morning? Happy to share stories in the evening? I'm also curious: How experienced is the teacher? I hope the teacher can articulate what she's doing and why. I don't think one observation is enough to determine that DC is not getting differentiated work. OP, considering supplementing with whatever strikes your fancy! Many families with advanced/gifted children do.

[Anonymous]

I would also find our what I could about the structure of the school day (and if possible, the structure of the school day for 1st graders at the school). when you examine the day, I would look for the blocks where you think differentiated instruction might be beneficial, and see if there was any overlap with time in the older grade. I have no idea how much time in a DCPS kindergarten class is actually spent on language art instruction. I would also suggest whether daily or weekly time where you child read to other kids in his class would be great -- teaching something would bring a new level of mastery to you child child, plus develop oral speaking skills, and could really benefit some of the nonreaders in the class, who may be able to make a significant jump once reading clicks for them, and then hopefully your DC could have more reading peers. I also wonder if there is any way to buddy your child up with an advanced child in another grade so that child could spend time as a mentor with your child. I would review this guide: http://dcps.dc.gov/portal/site/DCPS/menuitem.06de50edb2b17a932c69621014f62010/?vgnextoid=d073620f67632210VgnVCM100000416f0201RCRD&vgnextchannel=22aba12cbf242210VgnVCM100000416f0201RCRD
before my conversation with the teacher. While it is doubtful you will learn much substantively, I would think it would help you frame the conversation in the language of the school system. I would also see if the school had a list of the books used in the first grade classroom and be prepared to send my child to school with those books. Good luck.

[Anonymous]

Anonymous wrote:OP isn't demanding individualized instruction for her child. She is asking for APPROPRIATE instruction for her child. If the classroom teacher is unwilling or unable to provide it, then the principal should find her child a teacher who can and will.

It isn't the fault of OP's child that she is already able to reading kindergarten, and only one other child is able to read. No school system should be run in such a way that a child who enters the class having already mastered the grade level curriculum, should just be expected to sit down and read quietly, but not learn anything new all year. Even if she is the ONLY one in the classroom.

Some teachers, you do unfortunately have to "confront" about this. You start by asking nicely, but if they don't change anything.... you have to ramp it up.

OMG!! This post is so dead on! I did start out asking nicely, just a little suggestion at pick up. Then a more in depth conversation one morning at drop off. Another conversation during ONE of my observation days. Always dismissed by the teacher. So, believe me, I have not been confrontational.

DC not only reads well, but writes well also, loves school and enjoys giving all the details of the day. By no means would I say DC is bored. The teacher did advise that only one other child reads. And the behavior chart clearly details where the behavior issues lie in the classroom (same offenders as last year).

There are just 17 kids in the class and we supplement a lot at home. But there is a ton of time spent at school, so I think asking for appropriate instruction is warranted. Thanks to the pp for the DCPS link. It does help frame the conversation with the teacher, which is just what I needed. My husband talked me out of bringing in the principal. I'm hoping that my husband's presence at the meeting will convey to the teacher how serious this is for us and we can work out a game plan.

I really appreciate all input...from both sides of the issue.

[Anonymous]

OP, I'm not dismissing your concerns. They are valid. But, social skills are a big focus in kindergarten. I think a sit-down meeting with the teacher would be a good idea, sans the principal at this point, to really talk about the issues. And I don't consider this confrontational. If you approach is with a cooperative tone, I'm sure you will get somewhere. It's hard for a teacher to really focus on this sort of situation and cooperatively come up with solutions with you when it's discussed in passing, or even on an observation day.

One concrete thing to ask is if your child finishes morning work, or XX block work, etc., early, can that time be used for more advanced reading/work, etc.

[Anonymous]

After reading posts like this, I am so glad my child is average and happy.

[Anonymous]

Anonymous wrote:OP, I'm not dismissing your concerns. They are valid. But, social skills are a big focus in kindergarten. I think a sit-down meeting with the teacher would be a good idea, sans the principal at this point, to really talk about the issues. And I don't consider this confrontational. If you approach is with a cooperative tone, I'm sure you will get somewhere. It's hard for a teacher to really focus on this sort of situation and cooperatively come up with solutions with you when it's discussed in passing, or even on an observation day.

One concrete thing to ask is if your child finishes morning work, or XX block work, etc., early, can that time be used for more advanced reading/work, etc.

Um, I am not sure what school you are talking about but social skills are really a preschool thing these days. My DD's class is not allowed to talk to each other except at lunch and on the playground. Not during class unless the teacher says so. They are only allowed to talk to her when they raise their hands. No socializing going on there.

[Anonymous]

Anonymous wrote:After reading posts like this, I am so glad my child is average and happy.

You are very fortunate! Being the "solid average" student in the class certainly has its benefits!

[Anonymous]

Hmmm... OP, I'm looking at the document that a PP posted. The English, grades preK-3 one I think it is.

I can't cut and paste, but right after the title to Expect The Best For Your Child and after the announcement that these learning standards are "among the best in the nation" somes this sectino of page 2:

Standards In The Classroom:

Lessons and activities should reflect the standards for that grade.... Parent-Teacher conferences should focus on how well your child is meeting thaose (i.e. grade leve) standards.

If your child is having trouble meeting those standards...."

Nothing much there about if you child has already MET the standards.

Actually, nothing at ALL about what the teacher should do if your child has already met the standard.

Soooooo... is there another document for kids like that? Or is it in fact DCPS policy to just let the child sit and review material already mastered all year long?

[Anonymous]

Soooooo... is there another document for kids like that? Or is it in fact DCPS policy to just let the child sit and review material already mastered all year long?

I'm not in DCPS, I was the FCPS poster. This is most assuredly FCPS's (unwritten, unofficial) policy, I can tell you from a bitter two year slog through grades 1 and 2. Fortunately she went to a lovely little half day playbased K, so she was not bored there. But 1 and 2 were hard. I almost cried this afternoon because DD told me "I love third grade because I'm not bored all day anymore mom!" How awful is that?

[Anonymous]

OP,
It's interesting that you seem focused on process and not content -- at least in your posts. I wonder if your child has not been exposed to all of the material that the teacher plans to cover in class this year. Perhaps this is something you can explore when you meet. Also, what you are describing is not differentiated teaching, it's individualized teaching. I agree that your child's teacher should find creative ways to keep your child stimulated, maybe your child is so stimulated by the social aspects of K that's enough! One idea is considering allowing your child to do independent reading when others are doing exercises your child's mastered. You could provide the book, your child could write a summary or answer a question or two. Provided that your child can work independently in a classroom setting. Do you know if that's so?
Also, you say your child is not bored in your last post, but the subject line reads Child bored in class.

I would try to relax since you say your child is happy!

The worst situations are when advanced students act up because they can't manage their boredom. I've seen that happen, with a child who didn't have great social skills. I've also seen a highly gifted child just go with the flow, he was always well behaved and undemanding and very popular with his classmates. (Both ended up in private, by the way.)
Good luck with this.

[Anonymous]

Also: Start off positive! Give examples of how happy your child seems, of her in-class enthusiasms and new friendships.
Remember: a parent's experience of a school is very different from our child's experience. I'm pretty school-obsessed, I fretted about my child's elementary school for years. Also, if you have the time, visit a few private schools. You might be surprised at how similar they are at this level!

[Anonymous]

I agree that getting with the school to request appropriate services is something you should pursue. I'd make an appt with the principal and any reading specialist as well. I've had 3 kids in FCPS shools, and if there's one thing I've learned it's that I'm the best advocate for my child. That, and that a good teacher makes a world of difference.

We experienced a similar situation wrt to DS in K. Big part of the issue was the teacher who was overwhelmed and not able to focus due to personal issues. We forced the issue and the best solution was some pull out with a reading teacher. We then researched for the following year and politely, strongly requested the best 1st/2nd grade teacher. Night and day which I attribute to the teacher. DS is now at a GT Center and doing well.

[Anonymous]

Op here. I agree with the pp that the heading "...bored in class..." is inappropriate. That is my take on it because I would certainly be bored in that environment . DC has already been exposed to some new material in class and that's wonderful, but I do not feel it is appropriate to ignore the advanced areas of reading, writing and math. Certainly DC is happy, but social stimulation is not a substitute for learning...not even in K. And DCPS should have procedures in place to accommodate academically advanced children. I should not settle for a socially stimulating environment simply because my child is advanced and does not have behavior issues. DC enjoys learning tremendously and should be given opportunities to do so in school, not just at home.

To some it may seem like I'm the whiny parent of GT child (poor me, right?). To that I say, I'm doing what I feel is necessary for my child. I have to be the advocate because children don't advocate very well for themselves. And schools are becoming more demanding in terms of academics, as they should so that our children can compete globally in the future. I know many people seek refuge in the independent school system, but that's not the route I'd like to take. I like the racial and socioeconomic diversity of this school because it is a microcosm of the real world.

We will definitely start out on a positive note. Thanks to the pp for the suggestion of mentioning how happy DC seems to be with school, I will use that. I have also printed the DCPS standards to reference. I will also ask about the upcoming class topics. The suggestion of working with the reading specialist is a good one, however DC is in a language immersion program and the reading specialist is for English only. And I will happily continue working on reading at home, but I do not speak/read the target language. I will, however, speak with the first & second grade teachers to ask for their reading lists.