What to do if school/teacher does a bad job with DL?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m still waiting to get the schedule and class assignment for my rising first grader but am extremely worried DL will be subpar. If I can’t go the pod/tutor route what options do I really have, especially if we end up doing DL for the entire year?

Think about what specific complaints you have, then talk to the principal. In the spring I fielded many complaints from parents when I was doing more than anyone else in the school. I was going against DCPS policy doing live lessons. The principal can explain what we are and aren’t allowed to do. If a teacher isn’t doing what’s expected that’s the person who can take action. But you should be specific. “Live lessons don’t work for my kid” won’t get you far. “The teacher lectures too long without giving kids time to respond/practice so my kid zones out” is more helpful.

There was no DCPS policy against doing live lessons this spring.

[Anonymous]

Anonymous wrote:When I look back on my education, I know I had some really great teachers, some adequate teachers, and some duds. That will be the same for my own kids- regardless of distance learning or in person. So this is something I have thought about before.

So far we have had great teachers and adequate teachers. Great teachers inspired my kids to push themselves. Adequate teachers covered required materials well but didn't really inspire my kids to push further. So, when we have an adequate teacher, it just has meant that we have had to be the ones to encourage our kids to push themselves. A bit more work on our part- but mostly normal parenting things like finding books, movies, resources, museums on a subject that is interesting them at the moment and/or that they are covering in school.

For a dud, I think we would do the above, plus things like tutoring, workbooks, khan academy, etc. I would let it slide for one year- again, I expect all kids encounter a dud at least once in their schooling. I would not let it slide for 2 years in a row- I think that would be too damaging. And in that instance, I would request/push for a change in teachers.

If this is the year we get a dud- I will be fine with it. Expectations are lower anyway. With no aftercare/activities, we have more time and opportunities to supplement, tutor, encourage kids to learn other things. There are a plethora of online opportunities- both free and for cost. It is tough with the parents working remotely- but the kids are also not exposed to other kids as much and are less likely to balk if we assign additional things.

This is a really healthy attitude.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m still waiting to get the schedule and class assignment for my rising first grader but am extremely worried DL will be subpar. If I can’t go the pod/tutor route what options do I really have, especially if we end up doing DL for the entire year?

Think about what specific complaints you have, then talk to the principal. In the spring I fielded many complaints from parents when I was doing more than anyone else in the school. I was going against DCPS policy doing live lessons. The principal can explain what we are and aren’t allowed to do. If a teacher isn’t doing what’s expected that’s the person who can take action. But you should be specific. “Live lessons don’t work for my kid” won’t get you far. “The teacher lectures too long without giving kids time to respond/practice so my kid zones out” is more helpful.

I agree that specificity matters. It's not helpful for parents to just throw up their hands and say "this isn't working." What's not working? Why isn't it working? Is it a technical issue, is it your kid's personality/learning style, is it organizational, etc.? And then you can give useful feedback. In the spring, I asked the teacher if it was possible to get the week's assignments at once, rather than each day's assignments that day, because it would allow me to see the overarching plan, and also allow my kid to maybe work ahead on days that I was more flexible. She did, and it was really helpful. I think that most teachers want to do a good job, and will be receptive to constructive, respectful feedback. And don't forget to tell the teacher what things are working well! That is also useful, so they know what's working and can do more of it.

But hopefully a parents would not designate a teacher as subpar if the teacher said no to this and the school didn’t expect teachers to have a week done at a time. There are many reasons other than laziness or disorganization why a teacher may do daily planning. For example, a teacher might realize that the classes need to move slower or faster through a particular topic based on Monday’s lesson and not want to be locked into activities for Tuesday through Friday already given to parents.

This is why I gave a week at a glance and not the lessons. If we needed to move slower, I would let parents know. I also gave a lot of must Do’s and may do’s that were independent to keep kids working. I hope to do the same this fall. Regardless, you really do want your child’s teacher to spend the first two weeks with forming community and bonding. This may be 1-on-1 or small group. It means I won’t cover as much, but I really want my students to feel included. I also need to learn who they are. I hope parents understand that community and SEL learning need to be first and then teaching can happen.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m still waiting to get the schedule and class assignment for my rising first grader but am extremely worried DL will be subpar. If I can’t go the pod/tutor route what options do I really have, especially if we end up doing DL for the entire year?

Think about what specific complaints you have, then talk to the principal. In the spring I fielded many complaints from parents when I was doing more than anyone else in the school. I was going against DCPS policy doing live lessons. The principal can explain what we are and aren’t allowed to do. If a teacher isn’t doing what’s expected that’s the person who can take action. But you should be specific. “Live lessons don’t work for my kid” won’t get you far. “The teacher lectures too long without giving kids time to respond/practice so my kid zones out” is more helpful.

I agree that specificity matters. It's not helpful for parents to just throw up their hands and say "this isn't working." What's not working? Why isn't it working? Is it a technical issue, is it your kid's personality/learning style, is it organizational, etc.? And then you can give useful feedback. In the spring, I asked the teacher if it was possible to get the week's assignments at once, rather than each day's assignments that day, because it would allow me to see the overarching plan, and also allow my kid to maybe work ahead on days that I was more flexible. She did, and it was really helpful. I think that most teachers want to do a good job, and will be receptive to constructive, respectful feedback. And don't forget to tell the teacher what things are working well! That is also useful, so they know what's working and can do more of it.

But hopefully a parents would not designate a teacher as subpar if the teacher said no to this and the school didn’t expect teachers to have a week done at a time. There are many reasons other than laziness or disorganization why a teacher may do daily planning. For example, a teacher might realize that the classes need to move slower or faster through a particular topic based on Monday’s lesson and not want to be locked into activities for Tuesday through Friday already given to parents.

This is why I gave a week at a glance and not the lessons. If we needed to move slower, I would let parents know. I also gave a lot of must Do’s and may do’s that were independent to keep kids working. I hope to do the same this fall. Regardless, you really do want your child’s teacher to spend the first two weeks with forming community and bonding. This may be 1-on-1 or small group. It means I won’t cover as much, but I really want my students to feel included. I also need to learn who they are. I hope parents understand that community and SEL learning need to be first and then teaching can happen.

I would hope that the first two weeks aren't *just* community building; I think that some academic stuff can be covered, as well, even if it's just the standard review/assessment stuff, or some creating writing assignments, or otherwise related to the curriculum (I would think the social studies curriculum is conducive to this). But I think that communication is key. If the teacher tells me that is his/her plan, that's one thing. It will mean that I do some academic stuff with my kid on my own, because I'm not wasting two weeks, but I'll know. If you just do getting-to-know-you stuff for two weeks without saying anything, a lot of parents will just think DL is crap.

[Anonymous]

I’m the Pp. I’ve been teaching for years and have enjoyed wonderful relationships with my student’s parents. The fact that you use the word “just” worries me. It isn’t ‘just’. It’s the primary thing I need to do the first two weeks of school.

Yes, I will assess but I really need to build my community. We are all coming together not knowing each other. I knew my students in March, but will not know these kids. I use responsive classroom and building community has to come first.

Also, I always communicate with my parents, hence the week at a glance. I do much more than that. My student’s parents will know why I do what I do. If it makes me look subpar, then I will be okay with that. I would recommend you read up on what it takes to make DL work. Everything I have read says that community has to be built first and that it takes time.

Respectfully, a teacher who always wants to be better.

[Anonymous]

Anonymous wrote:I’m the Pp. I’ve been teaching for years and have enjoyed wonderful relationships with my student’s parents. The fact that you use the word “just” worries me. It isn’t ‘just’. It’s the primary thing I need to do the first two weeks of school.

Yes, I will assess but I really need to build my community. We are all coming together not knowing each other. I knew my students in March, but will not know these kids. I use responsive classroom and building community has to come first.

Also, I always communicate with my parents, hence the week at a glance. I do much more than that. My student’s parents will know why I do what I do. If it makes me look subpar, then I will be okay with that. I would recommend you read up on what it takes to make DL work. Everything I have read says that community has to be built first and that it takes time.

Respectfully, a teacher who always wants to be better.

As a parent I will be thrilled if this is the approach my kids' teachers take during DL. Unless my kids have a certain level of comfort with their teacher and classmates they tend to clam up.

[Anonymous]

Just a note to the teacher that there are lots and lots of parents out here who support you in your efforts to take the time you need to build community and create joy and trust and friendship in your virtual classroom.

Thanks for approaching your work and this year with such care.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If SOLs aren't waived parents will know if their kid has a bad teacher

DL is a wet dream for bad teachers, as literally nothing will happen to them no matter what. They'll get away with murder and still get paid. Even if confronted (which won't happen), they can just blame it on a bad internet connection, unruly kids, how their dog ate their lesson plan, etc etc. Look at home many corners were already cut this spring.

DL is also a dream for bad principals. On the first 3 months on her job, ours acted as having bipolar disorder.

[Anonymous]

Anonymous wrote:Just a note to the teacher that there are lots and lots of parents out here who support you in your efforts to take the time you need to build community and create joy and trust and friendship in your virtual classroom.

Thanks for approaching your work and this year with such care.

+1

[Anonymous]

If?

This is going to be a lost year for all students.

[Anonymous]

I think a key for teachers is to make sure parents know what exactly the kids will be working on and what the goal for the unit is. There is a lot of normal school that can seem like "nothing is happening" or '"they aren't learning anything" when really they are but the parents aren't teachers so they are clueless.

Tell them what you are going to do; do it; send home a report/work product, etc. that shows the kid learned what was expected.

[Anonymous]

Teachers are not evaluated based on parent input, yes it’s absolutely a red flag if 20/25 families take issue.

But if the majority of students are moving forward, absolutely nothing will happen to that teacher.

And you’ll have to better define ‘bad job.’ What does that mean?

[Anonymous]

Anonymous wrote:Teachers are not evaluated based on parent input, yes it’s absolutely a red flag if 20/25 families take issue.

But if the majority of students are moving forward, absolutely nothing will happen to that teacher.

And you’ll have to better define ‘bad job.’ What does that mean?

I think the problem is that DL will be totally ineffective for many students. So it doesn't even really matter whether you have a good teacher or bad teacher, since either way the learning will be basically zero.

[Anonymous]

I don't know, but as a teacher in Germany, I can honestly say that I am not as good a teacher in the classroom with all of the new safety measures in place. I especially hate the old-fashioned teacher-in-front model I have been forced to adopt, and so much time is wasted at the start of each class just waiting for kids to sit down and organize the GIANT packs they are all hefting to and fro all day now that lockers are verboten. Weaker students are especially short-changed in the new model. There is no truly ideal solution.

[Anonymous]

First grade? I would have my kid do a ton of reading and call it a day.