What do you think of nit picky teachers? 6th grade

[Anonymous]

OP, the title of your thread indicates that you are eager to blame your kid's teachers and your attitude signals that the teachers are the bad guys here. Your kid is going to see this, and it is going to do him no favors. Why would you signal to your kid that the people who are trying to teach him skills he is going to need are "nit picky"/petty? Do you want him to view their instructions with contempt?

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP again.

I don't understand the point of grading like this in sixth grade. It's not like these grades "count" for anything.

Why be so harsh?!?

Isn't the point to figure out what the kids are actually learning rather than to look for ways to knock them down?

I get the feeling all these people care of about is whether you can jump through dumb hoops (like putting a stupid border on your poem).

Yes. And the results indicate that your kid is not "actually learning" how to read instructions or follow directions. In sixth grade, this is something that needs to be addressed. This is an important skill, OP, probably more important than translating Spanish greetings into English. And your kid is failing in this aspet. Help him fix it now before he's taking harder classes.

+1


Your kid doesn't know how to follow directions, and does not have a strategy for doing so. Focus on doing that, instead of being upset at the teacher.

[Anonymous]

OP, I am sympathetic. School has a lot of idiocy that isn’t present in real life, where substance matters a lot and form matters only a little. It’s why a lot of people with ADHD do better in the real world than they do in school.

That said, he needs to learn to follow directions. His 504 should have something in it where teachers assist him in this a bit. There are also ways to teach that kind of stufff. An executive function tutor could help.

And I agree that units matter in math. 12 feet or 12 inches is a big difference.

[Anonymous]

Anonymous wrote:OP, I am sympathetic. School has a lot of idiocy that isn’t present in real life, where substance matters a lot and form matters only a little. It’s why a lot of people with ADHD do better in the real world than they do in school.

That said, he needs to learn to follow directions. His 504 should have something in it where teachers assist him in this a bit. There are also ways to teach that kind of stufff. An executive function tutor could help.

And I agree that units matter in math. 12 feet or 12 inches is a big difference.

I hope my doctors don't take this attitude. I hope my lawyer and accountant don't, either.

As another poster noted, though, the world needs ditch diggers, though. SOME careers in "real life" are more form over substance, but I hope my own kid doesn't end up on one of those paths. OP shouldn't handicap her child at this point in the game.

[Anonymous]

I feel ya, OP. This kind of thing is crushing to a kid that age. My son has experienced much of the same. (Did an online translation of sentences and forgot periods. The computer gave him 0%, but he wasn't the only one and the teacher did give the kids partial credit the next day.) I think it helps to explain that this is how school "works" - to me, I'm glad he learned what he was supposed to learn and that's the important thing, but to get the grades, you have to remember the details and double check your work. Also agree with pp that he should talk to the teacher(s) about making up the points. At every job I've ever had, the people who get ahead are the ones who get things done, not the follow rules at all costs/never make a mistake people.

[Anonymous]

If you think this is too harsh now, when do you think he should learn this? And is it your thinking that he should have less stringent requirements and expectations and all of a sudden they ramp up? Best he learns the lessons now when the grades don’t count for anything.

Is he in private?

[Anonymous]

Anonymous wrote:OP, I am sympathetic. School has a lot of idiocy that isn’t present in real life, where substance matters a lot and form matters only a little. It’s why a lot of people with ADHD do better in the real world than they do in school.

That said, he needs to learn to follow directions. His 504 should have something in it where teachers assist him in this a bit. There are also ways to teach that kind of stufff. An executive function tutor could help.

And I agree that units matter in math. 12 feet or 12 inches is a big difference.

That’s what she said. Badoom. I’m here all night.

[Anonymous]

NP. I really don't understand what there is to get so worked up. IF the teacher set out expectations, and the child(ren) fail to meet them, then there are consequences. It's better to learn that now, when grades don't have a huge impact on anything of consequence, rather than in HS or college, where they might.

The other day, DD brought home a 50% on a science test. She answered every single question correctly. She lost half the points for lack of capitalization and punctuation, sentence fragments, spelling, etc. She didn't understand why she is being tested on language arts skills on a science test, and we had a little chat about clarity of thought, ability to communicate, writing skills, and how they relate to pretty much everything in life. So now, she writes grammatically correct sentences with proper punctuation and capitalization. Problem solved. She's in fourth grade. I was thankful that her teachers have high standards and expectations of their students.

[Anonymous]

“My child is too special to follow directions, and it makes me mad that he’s expected to.”

If the bulk of the English assignments are arbitrary, or if the Spanish directions are so unclear that reasonable minds could misunderstand, or if your son’s IEP isn’t being met, then by all means bring up those concerns. But in general, yes, your son absolutely should be graded on the assignment as it is assigned, not on what he would rather do instead.

[Anonymous]

Anonymous wrote:OP again.

I don't understand the point of grading like this in sixth grade. It's not like these grades "count" for anything.

Why be so harsh?!?

Isn't the point to figure out what the kids are actually learning rather than to look for ways to knock them down?

I get the feeling all these people care of about is whether you can jump through dumb hoops (like putting a stupid border on your poem).

Seriously?

Would you like your child to succeed later in life?

Of course teachers need something to use to grade your child's work?

The paper, did the rubric ask for a border clearly? On the test can you see that your child did not answer the questions as asked?

If the answer to the above questions are both yes then your son needs to learn to read directions and follow them. If not, then a conversation should happen between your son and his teachers about how he should have answered the questions given the directions were not clear. Or all three of you can have that conversation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP, I am sympathetic. School has a lot of idiocy that isn’t present in real life, where substance matters a lot and form matters only a little. It’s why a lot of people with ADHD do better in the real world than they do in school.

That said, he needs to learn to follow directions. His 504 should have something in it where teachers assist him in this a bit. There are also ways to teach that kind of stufff. An executive function tutor could help.

And I agree that units matter in math. 12 feet or 12 inches is a big difference.

I hope my doctors don't take this attitude. I hope my lawyer and accountant don't, either.

As another poster noted, though, the world needs ditch diggers, though. SOME careers in "real life" are more form over substance, but I hope my own kid doesn't end up on one of those paths. OP shouldn't handicap her child at this point in the game.

Are you really suggesting that the OP's kid is destined to become a ditch digger because he misread the instructions on a Spanish test at the beginning of sixth grade? What is he, like 11 or 12? And you're already predicting that he is doomed?

This website, I swear. It's an abomination.

[Anonymous]

Anonymous wrote:OP here.

Look my point is, he got a D on this test when actually he knows the material very well. He can translate all of the words and spell them correctly, including accent marks.

It's unfair to him that he's practically failing now even though he actually knows the material.

I have a child with ADHD inattentive. I DO NOT agree with you. He needs to learn that not flowibg directions has consequences. You are doing him a great disservice with your attitude. What about following directions when driving, when taking Rx, when doing the SATs. He needs to learn how to follow directions more than learn how to say Hola.

[Anonymous]

Regarding the colored frame on the poetry assignment: was their a rubric that needed to be met? This was a learning curve for my kids in MS vs ES, that each piece of the rubric had to be done to get a good grade.

[Anonymous]

OP here. You are right. I was upset because he came home so disappointed. He studied really hard for this test and the results didn't show his hard work.

Obviously I agree that he does need to learn how to read directions carefully and make sure he checks off each part one by one.

It's been an ongoing issue with him and a work in progress. He says he feels pressured and rushed because of the short amount of time given (though he is supposed to have time and a half).

He does have a 504 that supposedly accommodates these various issues which the teacher failed to take into consideration (help clarifying instructions, extra time, quiet testing location, etc.). She also doesn't have him sitting at the front of the classroom like she is supposed to. It sounds like she hasn't even read his 504 plan. I guess we will have to talk to her.

[Anonymous]

6th grade wasn’t graded on coloring. He was graded on his border which he did not include per the directions.