Thoughts on Inspired Teaching School?

[Anonymous]

Anonymous wrote:One of my questions for parents at IT, are you at all concerned about teacher burnout? It seems they have so much responsibility (no breaks during the day) and such high expectations, that I wonder how long they can keep it up... I'm speaking as an avid admirer from afar, keeping my eye on what I see as a very exciting school.

As parents at IT, we are also very concerned. It is true that the teachers do not get any breaks, and they seem to have long days since they have meetings after the kids go home. Yes parents are supposed to cover breaks, but it's been 3 months, and I still haven't seen much movement with this. It's amazing to me that the teachers are able to maintain their energy, enthusiasm and creativity day after day, especially when they are with the kids all the time, and when some of them, as a PP mentioned, have to then go home and take care of their own children. We truly hope that the situation improves because we would hate to have any turnover at the end of the year. They have a special bunch over there, and we try and express our gratitude for their work whenever we can.

With regards to the lack of PTA, I am not personally involved in the planning of anything, but the school has held a number of parent assisted functions which have seemed to work extremely well. They have 'Winterfest' coming up, and that seems to have heavy parent involvement, so whatever the set up is, it seems to be working for the school.

[Anonymous]

Anonymous wrote:PP, do you understand the process of language acquisition? Any child learning a second language will understand first before speaking, that takes more than two years. This is no different than a baby/toddler learning a primary language. Children understand first then speak- this process develops over 4 yrs from infancy to preschool. From one word to two-word sentences to five words, etc. Essentially a preschooler learning a 2nd language is starting over.

Whether I understand the process or not is not your concern. You should be concerned in 2 years if your kid can speak Chinese or not (by your own calculation) as majority of the YY kids in upper grades can't really form sentences, i.e. to speak the language. When they do speak, it's mostly broken, "pigeon Chinese" if there's such a thang. BTW, is this your child's 2nd year at YY? Is your child speaking one word or two-word sentences yet? If so, are these sentences correct in terms of grammar, pronunciations and tones? Do you know the answers to these questions?

[Anonymous]

Can we have ONE freaking thread on this forum that isn't about Yu Ying?

[Anonymous]

Exactly!

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP, do you understand the process of language acquisition? Any child learning a second language will understand first before speaking, that takes more than two years. This is no different than a baby/toddler learning a primary language. Children understand first then speak- this process develops over 4 yrs from infancy to preschool. From one word to two-word sentences to five words, etc. Essentially a preschooler learning a 2nd language is starting over.

Whether I understand the process or not is not your concern. You should be concerned in 2 years if your kid can speak Chinese or not (by your own calculation) as majority of the YY kids in upper grades can't really form sentences, i.e. to speak the language. When they do speak, it's mostly broken, "pigeon Chinese" if there's such a thang. BTW, is this your child's 2nd year at YY? Is your child speaking one word or two-word sentences yet? If so, are these sentences correct in terms of grammar, pronunciations and tones? Do you know the answers to these questions?

The correct term is pidgin: "Denoting a simplified form of a language, esp. as used by a nonnative speaker."

And wasn't this a thread about IT? Why, oh why, do YY parents think every post is their forum?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP, do you understand the process of language acquisition? Any child learning a second language will understand first before speaking, that takes more than two years. This is no different than a baby/toddler learning a primary language. Children understand first then speak- this process develops over 4 yrs from infancy to preschool. From one word to two-word sentences to five words, etc. Essentially a preschooler learning a 2nd language is starting over.

Whether I understand the process or not is not your concern. You should be concerned in 2 years if your kid can speak Chinese or not (by your own calculation) as majority of the YY kids in upper grades can't really form sentences, i.e. to speak the language. When they do speak, it's mostly broken, "pigeon Chinese" if there's such a thang. BTW, is this your child's 2nd year at YY? Is your child speaking one word or two-word sentences yet? If so, are these sentences correct in terms of grammar, pronunciations and tones? Do you know the answers to these questions?

The correct term is pidgin: "Denoting a simplified form of a language, esp. as used by a nonnative speaker."

And wasn't this a thread about IT? Why, oh why, do YY parents think every post is their forum?

This. Unbelievable.

[Anonymous]

How are the leading edge classes doing at IT? Isn't this always the hardest part of new charters?

[Anonymous]

Context clues people-there is no evidence that the above people are Yu Ying parents. People that want to talk about the school-yes.

Education experiments bring all sorts out of the woodwork.

I am personally interested in applying to IT because it is an educational experiment as well. I like the focus on teaching, and if nothing else feel comfortable applying for the early years.

[Anonymous]

Anonymous wrote:How are the leading edge classes doing at IT? Isn't this always the hardest part of new charters?

As mentioned upthread, the 3rd grade class has already had a new teacher. . . . hopefully teacher turnover and promotion of assistant teachers to lead teacher roles won't become the norm for this leading edge group.

[Anonymous]

So the assistant teacher was promoted to lead for 3rd? How much test prep for DC CAS goes on?

[Anonymous]

Anonymous wrote:PP, do you understand the process of language acquisition? Any child learning a second language will understand first before speaking, that takes more than two years. This is no different than a baby/toddler learning a primary language. Children understand first then speak- this process develops over 4 yrs from infancy to preschool. From one word to two-word sentences to five words, etc. Essentially a preschooler learning a 2nd language is starting over.

Why yet another slam at Yu Ying on a post that's supposed to be about IT?? I wonder if one of the PPs was the parent who got booted from YY for cheating on residency and is now at IT...sort of an interesting coincidence, huh??

[Anonymous]

Anonymous wrote:So the assistant teacher was promoted to lead for 3rd? How much test prep for DC CAS goes on?

IT parent here. There will not be months and months of test prep. It's not that type of school. If you want to know more about the school and the teaching methods used I urge you to attend an open house.

[Anonymous]

10:17, how would you have this information unless you were an administrator at YY? Odd...

[Anonymous]

Anonymous wrote:So the assistant teacher was promoted to lead for 3rd? How much test prep for DC CAS goes on?

You misunderstood. I am a 3rd grade parent and the assistant teacher was not promoted. They hired a teacher who last taught in Montgomery county schools and who--I believe--did training at the Center for Inspired Teaching (so she understands the school philosophy and approach). The assistant teachers are paid students (many, career changers and older students) who are working to complete their certification. I suspect that some may have an opportunity to lead a class in the future, and at present I would feel comfortable with that because they are that good. I am very impressed with the assistant teacher in the 3rd grade class. He has provided consistency during the change in lead teachers and since the class leans heavily male, his presence has been a blessing. The lead class is pretty small (maybe 16 or 17 students). There are (as always) one or two that have behavioral/emotional issues, but the school seems to be handling them and issues that have come up well. The school's approach to students with issues is different but, IT's approach to a number of things is different and I have learned to just give them some room and flow with it to see how things work out. On several occasions, I have been pleasantly surprised.

The majority of the class--according to my DC-- is pretty tight knit, particularly the girls. According to the new teacher, the students are comprised of more than a few "chiefs" (mine-- for better or worse-- can be listed in this group ). There are a number of really bright kids in that class, and since the class size is small, I suspect they have a good chance of bringing those in need of extra help, up to speed. All I can tell you is that my DC is still very happy. If I ask how was the day at school-- invariably the reply is, "Good"--even though they appear to be settling into the day-to-day grind of mastering 3rd grade material and beyond which tends to dampen enthusiasm.

I too would hate to see teacher turnover at the end of the year. The atmosphere that these teachers--leads and assistants-- have managed to create is truly something special.

I believe if the lead class sticks together through next year, IT will have achieved what many DCUM posters said was impossible.

[Anonymous]

Anonymous wrote:10:17, how would you have this information unless you were an administrator at YY? Odd...

Not an administrator, but one of a group of ten parents who turned this parent in.......