TPMS is killing the arts, the magnet program, and the autism program

[Anonymous]

As a a parent, I would prefer that classes meet every day and not every-other-day. I think the regular reinforcement, particularly for a foreign language and any other challenging class, is especially helpful. And I agree with teacher PPs that sustained attention from middle schoolers for 90 minutes is not realistic, at least for my kids.

[Anonymous]

Anonymous wrote:As a a parent, I would prefer that classes meet every day and not every-other-day. I think the regular reinforcement, particularly for a foreign language and any other challenging class, is especially helpful. And I agree with teacher PPs that sustained attention from middle schoolers for 90 minutes is not realistic, at least for my kids.

+100

[Anonymous]

Anonymous wrote:

Anonymous wrote:For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

The magnet is just a small part of the school so they are looking at the overall school and not the small number of kids in the magnet program. Its interesting the parents complaing are not even in the down county area but want their kids in down county schools.

1/3 of the class is not a small part of the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Not to mention the ABYSMAL communication where they still haven’t directly told the school community as a whole what this means and about the loss of the elective. There is currently another “survey” open and they didn’t even bother to text families about it or include it in the weekly newsletter despite a very tight deadline.

That survey is just to “vote” on the preferred schedule option of the 3. However, we were already told at the meeting the 3rd option will not be chosen. It was also very clear from the meeting, the choice would be all period days. This survey like all the others is just a formality. The conclusion was already decided last Spring.

[Anonymous]

Anonymous wrote:As a a parent, I would prefer that classes meet every day and not every-other-day. I think the regular reinforcement, particularly for a foreign language and any other challenging class, is especially helpful. And I agree with teacher PPs that sustained attention from middle schoolers for 90 minutes is not realistic, at least for my kids.

Definitely disagree. Too much transition time means little to no learning.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Not to mention the ABYSMAL communication where they still haven’t directly told the school community as a whole what this means and about the loss of the elective. There is currently another “survey” open and they didn’t even bother to text families about it or include it in the weekly newsletter despite a very tight deadline.

That survey is just to “vote” on the preferred schedule option of the 3. However, we were already told at the meeting the 3rd option will not be chosen. It was also very clear from the meeting, the choice would be all period days. This survey like all the others is just a formality. The conclusion was already decided last Spring.

It’s not to vote. There is no vote in the survey, just text fields. They can’t even do that right.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In my experience most teachers don’t like block schedule. If there are projects, experiments, etc. block schedule works well, but for every other topic the period is just too darn long for most kids at that age.

It’s also important to mention that there has been a huge change in kids since just before the pandemic. Sustained attention spans are way lower general self-centeredness/lack of social skills are much common and problematic. 90 minutes together is often just too long now for kids that age. Combine that with the vast differences in abilities exacerbated by the poverty, the pandemic, and modern student problems block schedules are much harder to support from a teaching perspective.

And many love the block schedule so that there is enough time for kids to get deeply engaged in a project - which kids are capable of from a very young age. 45 minute classes mean 10 mins of settling in, 10 mins of finishing up and only 25 mins of actual learning. It also helps leave more time for homework.

I teach 45 minute periods. It doesn’t take me 10 minutes to start, nor does it take 10 minutes to finish up. I can get a solid 35 minute lesson in every single day.

And that’s all the students can handle. I taught block over a decade ago. Students could handle it then, but most can’t now. Many simply don’t have the sustained attention anymore.

35 mins is a joke. No learning gets done. It’s a fallacy to suggest kids can’t focus. They need longer sessions not shorter ones to get into a deep focus. There is no time to work on anything in 35 mins.

[Anonymous]

Anonymous wrote:As a a parent, I would prefer that classes meet every day and not every-other-day. I think the regular reinforcement, particularly for a foreign language and any other challenging class, is especially helpful. And I agree with teacher PPs that sustained attention from middle schoolers for 90 minutes is not realistic, at least for my kids.

You’re not a TPMS parent, are you?

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a a parent, I would prefer that classes meet every day and not every-other-day. I think the regular reinforcement, particularly for a foreign language and any other challenging class, is especially helpful. And I agree with teacher PPs that sustained attention from middle schoolers for 90 minutes is not realistic, at least for my kids.

Definitely disagree. Too much transition time means little to no learning.

+1000

[Anonymous]

Short all period days are what’s fashionable right now and because of that teachers have convinced themselves that they work. The evidence suggests otherwise. Block schedules will likely become more popular again in the future as preferences change.

[Anonymous]

I used to be anti-block. But now I can see how good it is for my ADHD MS DC. They don't have to focus hard for 90 minutes straight because the teachers break up the time into different activities, including time to complete independent work. This means that DC doesn't have homework, which is great for pursuing the ECs that they are serious about and great for our family's sanity. (I know this will change in high school, but we'll adjust because we are aware that it is coming.) DC also benefits right now from not having to executive-function 7 classes in one day. That much stuff, that much shifting of gears and locations and expectations, that many trips to the locker, and that much input would be hard on them. As an ADHD parent, however, I am totally aware that some other ADHD kids might need the shake-up, motion, and variety to stay plugged in. It's great that different MSs have different schedules and we have some ability to (try to) select between them.

[Anonymous]

Anonymous wrote:I used to be anti-block. But now I can see how good it is for my ADHD MS DC. They don't have to focus hard for 90 minutes straight because the teachers break up the time into different activities, including time to complete independent work. This means that DC doesn't have homework, which is great for pursuing the ECs that they are serious about and great for our family's sanity. (I know this will change in high school, but we'll adjust because we are aware that it is coming.) DC also benefits right now from not having to executive-function 7 classes in one day. That much stuff, that much shifting of gears and locations and expectations, that many trips to the locker, and that much input would be hard on them. As an ADHD parent, however, I am totally aware that some other ADHD kids might need the shake-up, motion, and variety to stay plugged in. It's great that different MSs have different schedules and we have some ability to (try to) select between them.

I was skeptical at first too but after having a kid go through the TPMS magnet and Blair SMCS I also think it's a good thing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

Sounds like MCPS 101.

Why is this the goal? I just don’t believe all of this paranoia. This is so extreme. I understand that there are legitimate things to dispute here but so many of you here and in the parent what’s app are convinced that there is some nefarious bad intent behind all the school’s actions. Really? Do you think there are evil people trying to destroy our society? Or is it just possible that everyone has good intentions and they are trying to figure out a way to solve really problems?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

Sounds like MCPS 101.

Why is this the goal? I just don’t believe all of this paranoia. This is so extreme. I understand that there are legitimate things to dispute here but so many of you here and in the parent what’s app are convinced that there is some nefarious bad intent behind all the school’s actions. Really? Do you think there are evil people trying to destroy our society? Or is it just possible that everyone has good intentions and they are trying to figure out a way to solve really problems?

I don’t think anyone thinks that. The think the administration don’t know how to communicate effectively and are actively trying NOT to share key info openly and that there are some very clear agendas in play. Eg the driving forces at the school want a 7 period day and are hell bent on getting it - failing to understand what “engagement” means.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Having taught in 4 middle schools (one of them being TPMS), and having my child go to a fifth, I am not sure which middle schools discourage 6th graders from taking foreign language. Most schools will have students who need remediation classes, for English or math, not take FL, but encourage most others. Also, students are allowed to choose their own classes during articulation. So, if a child does not want to take FL, they don't have to sign up for it.