Teachers: Has Distance Learning Changed your View of your School?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

Nope. Like it or not, you and the parents are co-teachers now. And you know what, getting to know your co-teacher is necessary. No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher. Your ability to teach a child directly relates to your ability to create a learning family.

Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin?
Parents think they’re teachers now but they are doing about 1% of what a teacher does.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

Nope. Like it or not, you and the parents are co-teachers now. And you know what, getting to know your co-teacher is necessary. No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher. Your ability to teach a child directly relates to your ability to create a learning family.

Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin?
Parents think they’re teachers now but they are doing about 1% of what a teacher does.

When you don't teach the material, or effectively teach the material, and ask kids to complete work based on said material, then we in fact do have to teach it. When you record a 15 minute unit on subtracting fractions as the day's (or week's) lesson shockingly the kids aren't always understanding it. Which would be ok, if we knew the material, but often times these days, we don't. So we have to research, look for resources, and learn the material before teaching our kids. Also while doing our own jobs. So yes, there is a co teaching relationship happening whether or not you are aware of it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Different teacher, here.

I appreciate the parents who are trying their best, and I understand that they sometimes need help or clarity. I'll give it gladly.

What I am tired of (in general, but especially now) is the parents who don't act like grownups. Stop emailing me at all hours of the day [i][u]so that I can personally tell you something that's available in my previous messages, or on your child's paperwork, or right there for everyone on the school website. Guess what? I'm going to do exactly what YOU should have done, and find it in one of those places. Then I will provide that info to you, even though I am not your teacher or your mama.

Please stop wasting my time. Actually read what has been given to you, and do your part. If there is something that you CAN'T do yourself, I will be glad to assist.

Huh? Of course people email at all hours of the day. That's the whole point of email. I can send it when it's convenient for me, and you can respond when it's convenient for you. I have no idea why a teacher would even be checking email at "all hours of the day" I'm not going to apologize for sending an email at 10:30 at night, but I certainly have no expectation of a response until the enxt day.

And yeah.... I bet the info IS in your previous message OR on my child's paperowrk OR on the school website OR on the google classroom stream OR on the google classroom calendar OR on the zoom email OR in my kid's email. That's the problem.

+1. I will never understand when people complain about when others email them. I have a FT job, a DH who is a front line responder and 3 kids. I’m just a little bit busy. Sorry I emailed you at 1:30 am. It must have been so hard for you to read that message whenever you chose to. I sent it at 1:30 am because I’m getting 4 hours of sleep a night.

Also, I have 3 kids. All of the emails come to my inbox and many aren’t labeled by grade or student name, so apologies if sometimes passwords get lost or confused. It doesn’t help that the school has 5 different platforms for communicating/distance learning and some are different by grade level. Also, I once spent an hour trying to work it out myself and it turned out your email had a typo, so yeah, now I look for 10 minutes and then ask.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What are some examples of mundane nonsense?

1. Telling me your theories about school reopening
2. Trash talking my co-workers
3. Asking me my theories about school in the fall
4. Telling me how hard it is to parent & work right now. Because no one else, including me has kids
5. Telling me your family therapist told you to stop with distance learning- but you don’t take the advice
6. Telling me about your marriage issues.
7. Asking me if I’ll wear a face mask in the fall
8. Demanding to go in the building to get Larlas coat
9. Loosing the zoom link
10. Thinking you are ‘teacher’ because you read a book to your kid

A lot of these are clearly just attempts at small talk, because people sometimes get uncomfortable with purely transactional relationships. My kid’s teacher makes small talk with me and I think it’s a nice attempt to show we’re in this together. You sound really unpleasant, TBH. So some of these might be parents’ attempts to see if you have any empathy at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are some examples of mundane nonsense?

1. Telling me your theories about school reopening
2. Trash talking my co-workers
3. Asking me my theories about school in the fall
4. Telling me how hard it is to parent & work right now. Because no one else, including me has kids
5. Telling me your family therapist told you to stop with distance learning- but you don’t take the advice
6. Telling me about your marriage issues.
7. Asking me if I’ll wear a face mask in the fall
8. Demanding to go in the building to get Larlas coat
9. Loosing the zoom link
10. Thinking you are ‘teacher’ because you read a book to your kid

A lot of these are clearly just attempts at small talk, because people sometimes get uncomfortable with purely transactional relationships. My kid’s teacher makes small talk with me and I think it’s a nice attempt to show we’re in this together. You sound really unpleasant, TBH. So some of these might be parents’ attempts to see if you have any empathy at all.

Seriously, it's basic politeness and normal human behavior. I'm utterly shocked that that person is a teacher and not a lighthouse keeper.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

Nope. Like it or not, you and the parents are co-teachers now. And you know what, getting to know your co-teacher is necessary. No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher. Your ability to teach a child directly relates to your ability to create a learning family.

Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin?
Parents think they’re teachers now but they are doing about 1% of what a teacher does.

When you don't teach the material, or effectively teach the material, and ask kids to complete work based on said material, then we in fact do have to teach it. When you record a 15 minute unit on subtracting fractions as the day's (or week's) lesson shockingly the kids aren't always understanding it. Which would be ok, if we knew the material, but often times these days, we don't. So we have to research, look for resources, and learn the material before teaching our kids. Also while doing our own jobs. So yes, there is a co teaching relationship happening whether or not you are aware of it.

Maybe you should reach out to your child’s teacher if they don’t understand the material.
Unless you’re creating the curriculum and the videos and interactive worksheets, contacting every parent in the class and making sure not just your child but ALL the students understand, writing IEPs and attending meetings, doing paperwork, and planning for every subject, though, no, you aren’t working as hard as the teacher.
A 15 minute lesson is appropriate. Elementary and middle school students don’t sit through long lectures at school either. We do mini lessons (15 minutes is about average) with introductions, objective setting, and demonstration of the target skill. Then the kids try a quick activity in groups (I usually use pairs). We go over that all together and the kids try the skill independently while I circulate and support. Everyone works on the same skill but on three different levels. You can’t expect that in distance learning young kids will magically become college students who can listen to a two hour lecture while taking notes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

Nope. Like it or not, you and the parents are co-teachers now. And you know what, getting to know your co-teacher is necessary. No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher. Your ability to teach a child directly relates to your ability to create a learning family.

Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin?
Parents think they’re teachers now but they are doing about 1% of what a teacher does.

When you don't teach the material, or effectively teach the material, and ask kids to complete work based on said material, then we in fact do have to teach it. When you record a 15 minute unit on subtracting fractions as the day's (or week's) lesson shockingly the kids aren't always understanding it. Which would be ok, if we knew the material, but often times these days, we don't. So we have to research, look for resources, and learn the material before teaching our kids. Also while doing our own jobs. So yes, there is a co teaching relationship happening whether or not you are aware of it.

Maybe you should reach out to your child’s teacher if they don’t understand the material.
Unless you’re creating the curriculum and the videos and interactive worksheets, contacting every parent in the class and making sure not just your child but ALL the students understand, writing IEPs and attending meetings, doing paperwork, and planning for every subject, though, no, you aren’t working as hard as the teacher.
A 15 minute lesson is appropriate. Elementary and middle school students don’t sit through long lectures at school either. We do mini lessons (15 minutes is about average) with introductions, objective setting, and demonstration of the target skill. Then the kids try a quick activity in groups (I usually use pairs). We go over that all together and the kids try the skill independently while I circulate and support. Everyone works on the same skill but on three different levels. You can’t expect that in distance learning young kids will magically become college students who can listen to a two hour lecture while taking notes.

We were just told NOT to contact the teacher about anything

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Families love the way my school is doing distance learning, however teachers with their own kids are not. Once again, leadership has shown that when you don’t have kids of your own, you have no idea what it’s like for someone who does.

what's your school's schedule? just curious.

i think there will be a lot of issues in the fall if we have to stick with 100% online learning--teachers need childcare to teach (virtually or in-person). parents are going to expect much more robust online presence. it just isn't going to work.

We have class Monday-Thursday and office hours on Friday. They switched to four classes per day so it’s a block scheduling. We still have to do everything else as usual (lesson planning, grading, team meetings, staff meetings, etc.).

DCI?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

Nope. Like it or not, you and the parents are co-teachers now. And you know what, getting to know your co-teacher is necessary. No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher. Your ability to teach a child directly relates to your ability to create a learning family.

Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin?
Parents think they’re teachers now but they are doing about 1% of what a teacher does.

When you don't teach the material, or effectively teach the material, and ask kids to complete work based on said material, then we in fact do have to teach it. When you record a 15 minute unit on subtracting fractions as the day's (or week's) lesson shockingly the kids aren't always understanding it. Which would be ok, if we knew the material, but often times these days, we don't. So we have to research, look for resources, and learn the material before teaching our kids. Also while doing our own jobs. So yes, there is a co teaching relationship happening whether or not you are aware of it.

Maybe you should reach out to your child’s teacher if they don’t understand the material.
Unless you’re creating the curriculum and the videos and interactive worksheets, contacting every parent in the class and making sure not just your child but ALL the students understand, writing IEPs and attending meetings, doing paperwork, and planning for every subject, though, no, you aren’t working as hard as the teacher.
A 15 minute lesson is appropriate. Elementary and middle school students don’t sit through long lectures at school either. We do mini lessons (15 minutes is about average) with introductions, objective setting, and demonstration of the target skill. Then the kids try a quick activity in groups (I usually use pairs). We go over that all together and the kids try the skill independently while I circulate and support. Everyone works on the same skill but on three different levels. You can’t expect that in distance learning young kids will magically become college students who can listen to a two hour lecture while taking notes.

We were just told NOT to contact the teacher about anything

You are being hyperbolic. Teachers, like parents (and even teacher who ARE parents), sometimes need to vent about the frustrations that happen during the day. I know this is surprising because many people think teachers are robots who live in school buildings.
Not one teacher complained about parents reaching out because their child attempted the work and had difficulty with it. I would love to get an email like that! But I haven’t gotten a single one of those. If I did, I would be happy to set up a 1:1 video session with their child to help out. THAT is my job.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher, here.

I appreciate the parents who are trying their best, and I understand that they sometimes need help or clarity. I'll give it gladly.

What I am tired of (in general, but especially now) is the parents who don't act like grownups. Stop emailing me at all hours of the day [i][u]so that I can personally tell you something that's available in my previous messages, or on your child's paperwork, or right there for everyone on the school website. Guess what? I'm going to do exactly what YOU should have done, and find it in one of those places. Then I will provide that info to you, even though I am not your teacher or your mama.

Please stop wasting my time. Actually read what has been given to you, and do your part. If there is something that you CAN'T do yourself, I will be glad to assist.

Huh? Of course people email at all hours of the day. That's the whole point of email. I can send it when it's convenient for me, and you can respond when it's convenient for you. I have no idea why a teacher would even be checking email at "all hours of the day" I'm not going to apologize for sending an email at 10:30 at night, but I certainly have no expectation of a response until the enxt day.

And yeah.... I bet the info IS in your previous message OR on my child's paperowrk OR on the school website OR on the google classroom stream OR on the google classroom calendar OR on the zoom email OR in my kid's email. That's the problem.

+1. I will never understand when people complain about when others email them. I have a FT job, a DH who is a front line responder and 3 kids. I’m just a little bit busy. Sorry I emailed you at 1:30 am. It must have been so hard for you to read that message whenever you chose to. I sent it at 1:30 am because I’m getting 4 hours of sleep a night.

Also, I have 3 kids. All of the emails come to my inbox and many aren’t labeled by grade or student name, so apologies if sometimes passwords get lost or confused. It doesn’t help that the school has 5 different platforms for communicating/distance learning and some are different by grade level. Also, I once spent an hour trying to work it out myself and it turned out your email had a typo, so yeah, now I look for 10 minutes and then ask.

It is hard to describe how confusing and hard it is to follow the various passwords for all the kids and all the classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

Nope. Like it or not, you and the parents are co-teachers now. And you know what, getting to know your co-teacher is necessary. No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher. Your ability to teach a child directly relates to your ability to create a learning family.

Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin?
Parents think they’re teachers now but they are doing about 1% of what a teacher does.

When you don't teach the material, or effectively teach the material, and ask kids to complete work based on said material, then we in fact do have to teach it. When you record a 15 minute unit on subtracting fractions as the day's (or week's) lesson shockingly the kids aren't always understanding it. Which would be ok, if we knew the material, but often times these days, we don't. So we have to research, look for resources, and learn the material before teaching our kids. Also while doing our own jobs. So yes, there is a co teaching relationship happening whether or not you are aware of it.

Maybe you should reach out to your child’s teacher if they don’t understand the material.
Unless you’re creating the curriculum and the videos and interactive worksheets, contacting every parent in the class and making sure not just your child but ALL the students understand, writing IEPs and attending meetings, doing paperwork, and planning for every subject, though, no, you aren’t working as hard as the teacher.
A 15 minute lesson is appropriate. Elementary and middle school students don’t sit through long lectures at school either. We do mini lessons (15 minutes is about average) with introductions, objective setting, and demonstration of the target skill. Then the kids try a quick activity in groups (I usually use pairs). We go over that all together and the kids try the skill independently while I circulate and support. Everyone works on the same skill but on three different levels. You can’t expect that in distance learning young kids will magically become college students who can listen to a two hour lecture while taking notes.

We were just told NOT to contact the teacher about anything

You are being hyperbolic. Teachers, like parents (and even teacher who ARE parents), sometimes need to vent about the frustrations that happen during the day. I know this is surprising because many people think teachers are robots who live in school buildings.
Not one teacher complained about parents reaching out because their child attempted the work and had difficulty with it. I would love to get an email like that! But I haven’t gotten a single one of those. If I did, I would be happy to set up a 1:1 video session with their child to help out. THAT is my job.

yes I was being hyperbolic, but that previous person was extremely misanthropic

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are some examples of mundane nonsense?

1. Telling me your theories about school reopening
2. Trash talking my co-workers
3. Asking me my theories about school in the fall
4. Telling me how hard it is to parent & work right now. Because no one else, including me has kids
5. Telling me your family therapist told you to stop with distance learning- but you don’t take the advice
6. Telling me about your marriage issues.
7. Asking me if I’ll wear a face mask in the fall
8. Demanding to go in the building to get Larlas coat
9. Loosing the zoom link
10. Thinking you are ‘teacher’ because you read a book to your kid

New poster, but here are some more.

11. Requesting a zoom meeting with a teacher when you can just send an email.
12. Asking for me to send you your own email with everything your kid needs to do, even though it’s all in the google classroom.
13. CC’ing the principal unnecessarily on an initial email asking about why your kid got a certain grade.
14. Sending a novel of an email talking about your concerns.
15. Joining your child’s zoom lessons and wanting to talk when I have a lesson to do.

16. Emailing me requesting that I grade all of the assignments you’ve completed (oh sorry I mean your elementary school aged child)-at 1 am
17. Emailing me asking how you can be sure that I know “as soon as” you complete an assignment (there are no due dates)
18. Writing announcements every single day stating that your child is present instead of commenting on the thread specifically designated for that purpose because your child is SPECIAL
19. Posting your child’s completed assignments as announcements for everyone to see instead of just clicking submit
20. Showing up at the very end of a scheduled live lesson and then asking if I can teach it again
21. Showing up in the middle of a lesson and interrupting when all the other students are muted

From a fellow teacher - please work on establishing and enforcing boundaries. A lot of these things are avoidable,

Which of these things are avoidable and how would you avoid them?

First of all. The more public education falls, the more complaints and emails you will get from parents. Be glad they are emailing you. They are invested. Worry about the ones who don’t email you.

Some of these items are ridiculous and some are completely understandable.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are some examples of mundane nonsense?

1. Telling me your theories about school reopening
2. Trash talking my co-workers
3. Asking me my theories about school in the fall
4. Telling me how hard it is to parent & work right now. Because no one else, including me has kids
5. Telling me your family therapist told you to stop with distance learning- but you don’t take the advice
6. Telling me about your marriage issues.
7. Asking me if I’ll wear a face mask in the fall
8. Demanding to go in the building to get Larlas coat
9. Loosing the zoom link
10. Thinking you are ‘teacher’ because you read a book to your kid

New poster, but here are some more.

11. Requesting a zoom meeting with a teacher when you can just send an email.
12. Asking for me to send you your own email with everything your kid needs to do, even though it’s all in the google classroom.
13. CC’ing the principal unnecessarily on an initial email asking about why your kid got a certain grade.
14. Sending a novel of an email talking about your concerns.
15. Joining your child’s zoom lessons and wanting to talk when I have a lesson to do.

16. Emailing me requesting that I grade all of the assignments you’ve completed (oh sorry I mean your elementary school aged child)-at 1 am
17. Emailing me asking how you can be sure that I know “as soon as” you complete an assignment (there are no due dates)
18. Writing announcements every single day stating that your child is present instead of commenting on the thread specifically designated for that purpose because your child is SPECIAL
19. Posting your child’s completed assignments as announcements for everyone to see instead of just clicking submit
20. Showing up at the very end of a scheduled live lesson and then asking if I can teach it again
21. Showing up in the middle of a lesson and interrupting when all the other students are muted

From a fellow teacher - please work on establishing and enforcing boundaries. A lot of these things are avoidable,

Which of these things are avoidable and how would you avoid them?

First of all. The more public education falls, the more complaints and emails you will get from parents. Be glad they are emailing you. They are invested. Worry about the ones who don’t email you.

Some of these items are ridiculous and some are completely understandable.

And this is why setting boundaries is important.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher, here.

I appreciate the parents who are trying their best, and I understand that they sometimes need help or clarity. I'll give it gladly.

What I am tired of (in general, but especially now) is the parents who don't act like grownups. Stop emailing me at all hours of the day [i][u]so that I can personally tell you something that's available in my previous messages, or on your child's paperwork, or right there for everyone on the school website. Guess what? I'm going to do exactly what YOU should have done, and find it in one of those places. Then I will provide that info to you, even though I am not your teacher or your mama.

Please stop wasting my time. Actually read what has been given to you, and do your part. If there is something that you CAN'T do yourself, I will be glad to assist.

Huh? Of course people email at all hours of the day. That's the whole point of email. I can send it when it's convenient for me, and you can respond when it's convenient for you. I have no idea why a teacher would even be checking email at "all hours of the day" I'm not going to apologize for sending an email at 10:30 at night, but I certainly have no expectation of a response until the enxt day.

And yeah.... I bet the info IS in your previous message OR on my child's paperowrk OR on the school website OR on the google classroom stream OR on the google classroom calendar OR on the zoom email OR in my kid's email. That's the problem.

+1. I will never understand when people complain about when others email them. I have a FT job, a DH who is a front line responder and 3 kids. I’m just a little bit busy. Sorry I emailed you at 1:30 am. It must have been so hard for you to read that message whenever you chose to. I sent it at 1:30 am because I’m getting 4 hours of sleep a night.

Also, I have 3 kids. All of the emails come to my inbox and many aren’t labeled by grade or student name, so apologies if sometimes passwords get lost or confused. It doesn’t help that the school has 5 different platforms for communicating/distance learning and some are different by grade level. Also, I once spent an hour trying to work it out myself and it turned out your email had a typo, so yeah, now I look for 10 minutes and then ask.

Yes, I do understand how email works. I'm a parent and I email my kids' teachers too (after I try to figure things out myself). I'm talking about the parents who message me after hours wanting a quick reply, often about things that they could (and should) hunt for just as easily as I could. The kind of parents who think "My kid's teacher" equals "My personal assistant."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are a few bitter sounding teachers on this thread. Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning.

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general.

I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn.

SO glad you’re not my kid’s teacher.

I’ve been terrified to even talk to them because of all the hatred for parents on this thread. Well guess what I tried it anyway and they were more than welcoming and no I don’t think it was fake.

Some people are just nicer people. I’m not sure how much you expect to draw a boundary like is it an ocean or a nice creek? Because I sure hope I never have some of you for my kids. I thought teachers liked parents who actually care and are invested in the classroom.