If teachers are leaving left and right, is it the principal's fault?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

+1
Also, the PP was referring to the troublemakers. And I agree that it *is* a waste of time - time that should be devoted to the children who want to learn and who are behaving appropriately - to try and reason with disruptive kids. I'm not interested in my child's teacher taking time out of the day to coddle and jolly along some kid who is chronically disrupting the class. That teacher has a room full of kids who aren't being taught every time the teacher has to make time to deal with the troublemaker. No. Send that kid to the principal so that learning can continue.

Teachers haven’t been allowed to “send kids to the principal” for about 8-10 years now.

I sent a kid to the principal last week.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

Wow...it is actually but this statement says a lot.

It’s interesting that you think that is a teacher’s job. I want my DD’s teacher to be kind and fair, but I don’t expect her to be a therapist.

+1
Especially with 25-30 other students who need attention. A teacher does not have time to sit down and have a heart to heart with one kid, while ignoring all the others. Especially if that one kid is chronically misbehaving and disrupting class. That kid needs to be removed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

Wow...it is actually but this statement says a lot.

It’s interesting that you think that is a teacher’s job. I want my DD’s teacher to be kind and fair, but I don’t expect her to be a therapist.

It's interesting that you don't realize what is going on in classrooms.

DP. It's beyond obvious that YOU don't realize what is going on in classrooms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

+1
Also, the PP was referring to the troublemakers. And I agree that it *is* a waste of time - time that should be devoted to the children who want to learn and who are behaving appropriately - to try and reason with disruptive kids. I'm not interested in my child's teacher taking time out of the day to coddle and jolly along some kid who is chronically disrupting the class. That teacher has a room full of kids who aren't being taught every time the teacher has to make time to deal with the troublemaker. No. Send that kid to the principal so that learning can continue.

Teachers haven’t been allowed to “send kids to the principal” for about 8-10 years now.

I sent a kid to the principal last week.

Lucky you. Most of us aren’t allowed to do that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why aren’t there pre reqs for higher level classes? That only makes sense. If you have a C or below in a previous math, English, history class, why are those students allowed to move up a level?

Because teachers were accused of being racist/sexist/whatever when we didn’t recommend kids move up to honors/AP/IB. It wasn’t “equitable” to track a kid. I sat in sooooo many meetings having to bring dozens of data points about why I didn’t think a child who got a D in algebra belonged in honors geometry, or a child who failed the math 7 SOL should be discouraged from skipping math 8/taking algebra. The county moved to open enrollment so every child could be “encouraged to reach their full potential.”

So now I have kids in my honors algebra with Ds, and sit in meetings trying to figure out “what I’m doing wrong” because it’s unfathomable that 6 kids in one honors class have a D.

That’s insane. In my kid’s private school, you can’t move up a level unless you have an A in the previous level. It encourages students to work hard if they want to move up. My son is just now getting to his first AP courses as a senior. I can’t imagine having students in that class who had low grades in previous levels. I’d be pissed as a teacher that they were allowed in. It changes the entire class when the teacher has to bend over backwards to help kids who don’t belong there.

Do private schools have to report demographic data to the state? Indicating how many SPED, ELL, and minorities are in AP classes? Probably not.

If the kids cannot do the work, they should be placed in whatever level that is appropriate for them until they demonstrate they are reading for the next level. Who cares what color they are? Maybe their parents should care more about their actual abilities rather than what looks good.

The state and other organizations care what color they are, especially when 90% of the students are black and brown. Then they ask questions about why only white students are progressing in education when others aren’t. Same with AAP, graduation, honors, etc. even FCPS has a boss - and it’s not the parents.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

Wow...it is actually but this statement says a lot.

It’s interesting that you think that is a teacher’s job. I want my DD’s teacher to be kind and fair, but I don’t expect her to be a therapist.

+1
Especially with 25-30 other students who need attention. A teacher does not have time to sit down and have a heart to heart with one kid, while ignoring all the others. Especially if that one kid is chronically misbehaving and disrupting class. That kid needs to be removed.

Ok, removed to where? The same crazy posters on DCUM are parents and threaten to sue for denying access to an education.

[Anonymous]

We are in the middle of what’s known as “the great resignation. “ People are reevaluating their career choices, the amount of time that they want to work, commutes, etc. This is happening in all sectors, including the educational sector; perhaps a fantastic principal could mitigate to some minor degree, I suppose.

[Anonymous]

Anonymous wrote:We are in the middle of what’s known as “the great resignation. “ People are reevaluating their career choices, the amount of time that they want to work, commutes, etc. This is happening in all sectors, including the educational sector; perhaps a fantastic principal could mitigate to some minor degree, I suppose.

COVID was a great reset for those to evaluate priorities, goals, etc. in my experience, a great admin (and team) can delay is for a couple of years.

[Anonymous]

Anonymous wrote:This sounds like Shrevewood in Falls Church.

Idk, I have been to lots of schools and haven’t see a Principal I would prefer less to work with than what’s at McNair Upper in Herndon. Don’t know how she got that job or why she hasn’t been fired.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

Wow...it is actually but this statement says a lot.

It’s interesting that you think that is a teacher’s job. I want my DD’s teacher to be kind and fair, but I don’t expect her to be a therapist.

It's interesting that you don't realize what is going on in classrooms.

DP. It's beyond obvious that YOU don't realize what is going on in classrooms.

LOL ok jan

[Anonymous]

Anonymous wrote:We are in the middle of what’s known as “the great resignation. “ People are reevaluating their career choices, the amount of time that they want to work, commutes, etc. This is happening in all sectors, including the educational sector; perhaps a fantastic principal could mitigate to some minor degree, I suppose.

Yes and at the college level there is a decline in those declaring education as their major. This generation is seeing what's going on and they seem to be saying no thank you to a job that will overwork you daily and not compensate. Good for them. Self care is important.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why aren’t there pre reqs for higher level classes? That only makes sense. If you have a C or below in a previous math, English, history class, why are those students allowed to move up a level?

Those students should be held back until they pass the minimum requirements.

Why isnt this obvious to all?

So I guess you're OK with your 14 year old being in a class with 21 year olds? Or your 5 year old being in a class with 8 year olds?

I have 5th graders that can’t do the worksheets I used with my 2nd graders. I have literal nightmares about them going into MS and HS.

Which means they'll fail in MS and HS absent other "measures" to help them pass. Is there a point where schools lose accreditation if larger and larger percentages of students can't pass SOLs or AP exams?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why aren’t there pre reqs for higher level classes? That only makes sense. If you have a C or below in a previous math, English, history class, why are those students allowed to move up a level?

Those students should be held back until they pass the minimum requirements.

Why isnt this obvious to all?

So I guess you're OK with your 14 year old being in a class with 21 year olds? Or your 5 year old being in a class with 8 year olds?

I have 5th graders that can’t do the worksheets I used with my 2nd graders. I have literal nightmares about them going into MS and HS.

Which means they'll fail in MS and HS absent other "measures" to help them pass. Is there a point where schools lose accreditation if larger and larger percentages of students can't pass SOLs or AP exams?

Yea, but even those percentages take ELL and SPED numbers into consideration.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

+1
Also, the PP was referring to the troublemakers. And I agree that it *is* a waste of time - time that should be devoted to the children who want to learn and who are behaving appropriately - to try and reason with disruptive kids. I'm not interested in my child's teacher taking time out of the day to coddle and jolly along some kid who is chronically disrupting the class. That teacher has a room full of kids who aren't being taught every time the teacher has to make time to deal with the troublemaker. No. Send that kid to the principal so that learning can continue.

Teachers haven’t been allowed to “send kids to the principal” for about 8-10 years now.

I sent a kid to the principal last week.

Lucky you. Most of us aren’t allowed to do that.

I was finally pushed to my limit and decided I didn't GAF. I have 26 other students who need my help and attention.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What I would love is a teacher who is brave enough to write an expose of FCPS. Maybe someone who is planning to quit anyway. I really don't think the general public has any clue what it's actually like these days in the "responsive classroom."

I've been expose-ing fcps on this board since I quit 10 years ago. It's pointless. The system is so broken there. Parents have no idea, and the county likes it that way. If you read through these forums you'll see many many teachers posting the same things I have been saying. It's not a secret. But it's so bureaucratic that nothing can be changed. The whole top-down structure where all the decisions are made by people who are basically politicians and haven't been in a classroom in 30 years, and teachers are powerless.

Not sure why you are targeting RC though - it's just one of a million programs that gets adopted for a while and then replaced with something new a few years later. It's one of the better programs FCPS has, actually.

I'm targeting RC because it's a trendy program that simply doesn't work. Kids with behavioral issues continue to disrupt the class because they know there are no consequences. Kids who really want to learn continue being ignored while the teacher deals with the troublemakers. Rinse and repeat. RC does no one any favors. Troublemakers should be immediately dealt with, with real consequences (missing recess, actually getting yelled at by the principal, parents called, etc.). Babying them along and trying to relate to them emotionally is a waste of time for everyone. Teachers shouldn't be expected to devote their time to soothing the troublemakers back into good behavior (which does not work) at the expense of the other kids who simply want to learn.

Parent of a rule following child who loves to learn here - my kid doesn't want you yelling at her peers, even if they're being a pain in the butt. She had a teacher like that and was terrified of her. It was her worst year at school ever. And my kid is the good kid. No one was yelling at her and being mean to her, but she couldn't handle the teeny tiny remote possibility of her teacher going off on her like she did other kids. Consider the stress you are causing other children when you yell at their peers.

Let's just hope PP isn't a teacher, since they think that trying to relate to children emotionally is a "waste of time."

I don’t care if she relates to my kids emotionally. That’s not her job.

Wow...it is actually but this statement says a lot.

It’s interesting that you think that is a teacher’s job. I want my DD’s teacher to be kind and fair, but I don’t expect her to be a therapist.

+1
Especially with 25-30 other students who need attention. A teacher does not have time to sit down and have a heart to heart with one kid, while ignoring all the others. Especially if that one kid is chronically misbehaving and disrupting class. That kid needs to be removed.

Ok, removed to where? The same crazy posters on DCUM are parents and threaten to sue for denying access to an education.

When ironically, it's their chronically misbehaving kid(s) who are denying all the other kids access to an education.