Tips for talking to teacher about bored student?

[Anonymous]

At the risk of sounding like the parent of a snowflake, my LO is very bored in school, especially in math, where she doesn't feel at all challenged. I know part of the issue is 2.0, but in 3rd grade she's doing work she could have done a couple years ago. Our school doesn't generally do a great job of differentiation, but I want to talk with the teacher about ways to challenge her -- not just extra busy work but actual challenging. I'm not one to often talk with teachers about issues. Any advice on what to say or ask for?

[Anonymous]

Good luck with that. You know on these boards, when parents complain about how their kids are bored...and other parents slam them or don't believe them? That is how MCPS will deal with you for suggesting your kid is bored. The frustration you hear on these boards comes from other parents just like you.

[Anonymous]

Teacher perspective here.

If the school isn't great at differentiating, then I don't know if it is will be beneficial to ask a teacher to do more differentiating.

Good differentiating has to happen in the lesson planning stages so you can build varying depths of concepts as well as connections and extensions into the lesson. If a teacher isn't great at differentiating and doesn't do it in the planning stages it is really overwhelming to try and do it at the lesson stage because at that point it feels like making an individual lesson for each child (or the 10 kids who need something a little extra) and that is overwhelming and pretty much impossible.

Some teachers are great at adaptive teaching and modifying it during the lesson to meet individual needs and others pretty much just teach the content and hand out the work associated with that lesson regardless of individual needs.

So I guess I would say it depends on your perception of the teacher. If s/he seems to be someone who is invested in the kids and their learning, then a conversation can be very beneficial. If s/he is overwhelmed or not really skilled at differentiating or just teaches to the text, then a conversation will probably not be beneficial.

[Anonymous]

Anonymous wrote:Teacher perspective here.

If the school isn't great at differentiating, then I don't know if it is will be beneficial to ask a teacher to do more differentiating.

Good differentiating has to happen in the lesson planning stages so you can build varying depths of concepts as well as connections and extensions into the lesson. If a teacher isn't great at differentiating and doesn't do it in the planning stages it is really overwhelming to try and do it at the lesson stage because at that point it feels like making an individual lesson for each child (or the 10 kids who need something a little extra) and that is overwhelming and pretty much impossible.

Some teachers are great at adaptive teaching and modifying it during the lesson to meet individual needs and others pretty much just teach the content and hand out the work associated with that lesson regardless of individual needs.

So I guess I would say it depends on your perception of the teacher. If s/he seems to be someone who is invested in the kids and their learning, then a conversation can be very beneficial. If s/he is overwhelmed or not really skilled at differentiating or just teaches to the text, then a conversation will probably not be beneficial.

This is the laissez-faire/"oh well, some teachers might not be very good but there's nothing you can do about it" approach to teaching. This is the cross your fingers and hope you get lucky and have a good teacher scenario.

[Anonymous]

Why don't you, the parent, address your child's needs? The teacher can't possibly know your child's interests as well as you do.

[Anonymous]

Anonymous wrote:Why don't you, the parent, address your child's needs? The teacher can't possibly know your child's interests as well as you do.

This might be your best option.

Consider what she is doing in school to be like a review for her. It'll help solidify her knowledge. And add to it at home with what you want her to know.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Teacher perspective here.

If the school isn't great at differentiating, then I don't know if it is will be beneficial to ask a teacher to do more differentiating.

Good differentiating has to happen in the lesson planning stages so you can build varying depths of concepts as well as connections and extensions into the lesson. If a teacher isn't great at differentiating and doesn't do it in the planning stages it is really overwhelming to try and do it at the lesson stage because at that point it feels like making an individual lesson for each child (or the 10 kids who need something a little extra) and that is overwhelming and pretty much impossible.

Some teachers are great at adaptive teaching and modifying it during the lesson to meet individual needs and others pretty much just teach the content and hand out the work associated with that lesson regardless of individual needs.

So I guess I would say it depends on your perception of the teacher. If s/he seems to be someone who is invested in the kids and their learning, then a conversation can be very beneficial. If s/he is overwhelmed or not really skilled at differentiating or just teaches to the text, then a conversation will probably not be beneficial.

This is the laissez-faire/"oh well, some teachers might not be very good but there's nothing you can do about it" approach to teaching. This is the cross your fingers and hope you get lucky and have a good teacher scenario.

No it is the just the realistic "if your kid got a crappy teacher, you are unlikely to turn them into a teacher that meets your expectations by asking them to do better". You will have to augment more at home.

[Anonymous]

Last spring I mentioned boredom, teacher agreed DC is a fast-finisher, and immediately began pouring on more worksheets. DC knew what was up and rebelled.

DC is in now in 4th grade.

We just had our first parent/teacher conference.

This time, the teacher mentioned boredom. I pricked up my ears. She said it when a child is bored, it was due to a lack of creativity, student is not using full span of attention, is turning off part of brain, and is thinking "i'm bored" instead of "oooh, that's interesting..." or "wow, maybe I could take this lesson in this other, more interesting direction..."

In the same meeting, she mentioned how CREATIVE dc is, always drawing, singing, writing lyrics, making jokes, etc.

What does it all mean? Too many differently shaped pegs to fit into one round hole, i'm afraid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher perspective here.

If the school isn't great at differentiating, then I don't know if it is will be beneficial to ask a teacher to do more differentiating.

Good differentiating has to happen in the lesson planning stages so you can build varying depths of concepts as well as connections and extensions into the lesson. If a teacher isn't great at differentiating and doesn't do it in the planning stages it is really overwhelming to try and do it at the lesson stage because at that point it feels like making an individual lesson for each child (or the 10 kids who need something a little extra) and that is overwhelming and pretty much impossible.

Some teachers are great at adaptive teaching and modifying it during the lesson to meet individual needs and others pretty much just teach the content and hand out the work associated with that lesson regardless of individual needs.

So I guess I would say it depends on your perception of the teacher. If s/he seems to be someone who is invested in the kids and their learning, then a conversation can be very beneficial. If s/he is overwhelmed or not really skilled at differentiating or just teaches to the text, then a conversation will probably not be beneficial.

This is the laissez-faire/"oh well, some teachers might not be very good but there's nothing you can do about it" approach to teaching. This is the cross your fingers and hope you get lucky and have a good teacher scenario.

No it is the just the realistic "if your kid got a crappy teacher, you are unlikely to turn them into a teacher that meets your expectations by asking them to do better". You will have to augment more at home.

Yup. We had mixed teachers in private school. You really can't avoid having some teachers who are unable or unwilling to differentiate. Asking the teacher to change his or her personality is probably not going to work. Changing school districts or going private isn't going to prevent this either. Instead, look into getting DD tested for Johns Hopkins CTY, which is a little overpriced but might give you some options. Or, as others have said, supplement at home.

Bear in mind also, when you supplement, that learning isn't just about doing math or reading faster than everyone else. Not only will she be even further ahead than everybody else, but there's a good chance this is going to start seeming like pressure from you to do her extra math every night. When you supplement, think about adding things that few schools cover well, like geography, or cursive, or Greek mythology. Study the environment. Whatever grabs her imagination.

[Anonymous]

13:55 again. That said, there's no harm in asking. The teacher could be grateful you pointed out this issue.

[Anonymous]

In Mo Co, testing for gifted is in grade 3. Are you in Mo Co?

Having said that, my daughter left private for public. She's in 3rd and could have tested into an HGC. But honestly? I'm only TOO happy to have her spend more time with math.

Doing math HW with her is challenging in some respects, as the process is one that looks at multiple perspectives. So even the most "basic" problems can be demanding when you view them through different lenses.

Kids say they're bored - but it's a rare statement to make when the teaching knows how to engage kids. That's a fact.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher perspective here.

If the school isn't great at differentiating, then I don't know if it is will be beneficial to ask a teacher to do more differentiating.

Good differentiating has to happen in the lesson planning stages so you can build varying depths of concepts as well as connections and extensions into the lesson. If a teacher isn't great at differentiating and doesn't do it in the planning stages it is really overwhelming to try and do it at the lesson stage because at that point it feels like making an individual lesson for each child (or the 10 kids who need something a little extra) and that is overwhelming and pretty much impossible.

Some teachers are great at adaptive teaching and modifying it during the lesson to meet individual needs and others pretty much just teach the content and hand out the work associated with that lesson regardless of individual needs.

So I guess I would say it depends on your perception of the teacher. If s/he seems to be someone who is invested in the kids and their learning, then a conversation can be very beneficial. If s/he is overwhelmed or not really skilled at differentiating or just teaches to the text, then a conversation will probably not be beneficial.

This is the laissez-faire/"oh well, some teachers might not be very good but there's nothing you can do about it" approach to teaching. This is the cross your fingers and hope you get lucky and have a good teacher scenario.

No it is the just the realistic "if your kid got a crappy teacher, you are unlikely to turn them into a teacher that meets your expectations by asking them to do better". You will have to augment more at home.

Yup. We had mixed teachers in private school. You really can't avoid having some teachers who are unable or unwilling to differentiate. Asking the teacher to change his or her personality is probably not going to work. Changing school districts or going private isn't going to prevent this either. Instead, look into getting DD tested for Johns Hopkins CTY, which is a little overpriced but might give you some options. Or, as others have said, supplement at home.

Bear in mind also, when you supplement, that learning isn't just about doing math or reading faster than everyone else. Not only will she be even further ahead than everybody else, but there's a good chance this is going to start seeming like pressure from you to do her extra math every night. When you supplement, think about adding things that few schools cover well, like geography, or cursive, or Greek mythology. Study the environment. Whatever grabs her imagination.

[Anonymous]

My son's 2nd grade teacher has been clear with the class that mom and dad are not supposed to be doing extra work at home, because she will teach them at school. He complains of boredom but then is worried he'll get in trouble if I do things with him that feel educational. I think she means well, but if my son has an interest in something, I think it's my prerogative whether I want to work on it with him. So I try to be careful about working on math-we just work on "fun puzzles". I'm definitely not going to address the issue with the teacher, it would be futile. Also, she has a whole class to worry about and I try to be sensitive to that. At the 4th grade level there is an opportunity for differentiation.

[Anonymous]

Anonymous wrote:My son's 2nd grade teacher has been clear with the class that mom and dad are not supposed to be doing extra work at home, because she will teach them at school.

Also, she has a whole class to worry about and I try to be sensitive to that. At the 4th grade level there is an opportunity for differentiation.

There will come a day when you will be happy for the excuse not to help. Things are taught in such a different manner and frankly, I just forget so many things I used to know. So I love being able to say I'm not allowed to help.

[Anonymous]

Anonymous wrote:

This is the laissez-faire/"oh well, some teachers might not be very good but there's nothing you can do about it" approach to teaching. This is the cross your fingers and hope you get lucky and have a good teacher scenario.

What do you suggest the OP do as an alternative?

[Anonymous]

OP here, thanks for the advice. I know teachers are overwhelmed with everything tugging at them, but I'll ask the teacher about how she includes differentiation in lesson plans. I'd rather not do the HGC because we like this school for other reasons, and we're committed to public schools so private is not in our plans either. And yes, we do try to do puzzles and other fun activities at home to stimulate her interest. It just makes me a bit sad to see a kid go from loving to disliking school.