Anyone else worried to ask teacher questions about your child for fear it may alter GBRS?

[Anonymous]

This is frustrating. I think my child can handle AAP. She has the scores to get in pool, but I don't know what her GBRS will be or what the screening committee will think. That said, as a parent, there are times when I see things I'd like to talk with her teacher about but I don't feel like I can approach her teacher with any thing that will call attention to any deficiency in my child. I fear it will affect the teacher's GBRS rating. This is so twisted, but it's my truth.

My daughter is in 2nd and answering questions like "Why is a dollar bill a rectangular prism and not a rectangle" with an answer like "because it has thickness and while it looks flat, it is not. It's 3D. Not 2D." She does this all the time. I want to talk to the teacher about the fact that she starts all her answers with "because" and doesn't identify the object or pronoun she is speaking about and uses a lot of "it" or "he," if it's a person as opposed to the name. I wonder what I can do to help her other than keep correcting her. I also wonder if this is normal or if she's behind. An ideal response would have been, "A dollar bill is a rectangular prism and not a rectangle because a dollar bill has thickness. A dollar bill may look flat but it is not. It has a 3D shape. It is not 2 dimensional." This is just an example. My point in this post was just to say it sucks that I'm so worried about GBRS that I don't even want to talk to the teacher about concerns I have for my child. I know it's sad. Am I the only one?

[Anonymous]

You need to get a grip.

[Anonymous]

Talk to the teacher about AAP. If she is not in pool, let the teacher know you are referring. They will tell you what they think. (In my DD's case, my DD was not in pool, and the AART strongly encouraged us to parental refer, which we did).

[Anonymous]

Anonymous wrote:You need to get a grip.

+1

[Anonymous]

Starting an answer with "Because" is very typical for that age (and for all ages, lots of adults do it). Further, even if it wasn't so typical, it's simply a bad habit, not some aspect of intellectual deficiency you need to worry about. It would never have occurred to me that someone would feel the need to go to the teacher with this.

[Anonymous]

Anonymous wrote:Talk to the teacher about AAP. If she is not in pool, let the teacher know you are referring. They will tell you what they think. (In my DD's case, my DD was not in pool, and the AART strongly encouraged us to parental refer, which we did).

^ right. Then appeal. And get a WISC. And don't take no for an answer.

[Anonymous]

Holy crap OP!! Are you serious!? You think a child starting a sentence with "because" is a huge concern? Wow.

[Anonymous]

Anonymous wrote:This is frustrating. I think my child can handle AAP. She has the scores to get in pool, but I don't know what her GBRS will be or what the screening committee will think. That said, as a parent, there are times when I see things I'd like to talk with her teacher about but I don't feel like I can approach her teacher with any thing that will call attention to any deficiency in my child. I fear it will affect the teacher's GBRS rating. This is so twisted, but it's my truth.

My daughter is in 2nd and answering questions like "Why is a dollar bill a rectangular prism and not a rectangle" with an answer like "because it has thickness and while it looks flat, it is not. It's 3D. Not 2D." She does this all the time. I want to talk to the teacher about the fact that she starts all her answers with "because" and doesn't identify the object or pronoun she is speaking about and uses a lot of "it" or "he," if it's a person as opposed to the name. I wonder what I can do to help her other than keep correcting her. I also wonder if this is normal or if she's behind. An ideal response would have been, "A dollar bill is a rectangular prism and not a rectangle because a dollar bill has thickness. A dollar bill may look flat but it is not. It has a 3D shape. It is not 2 dimensional." This is just an example. My point in this post was just to say it sucks that I'm so worried about GBRS that I don't even want to talk to the teacher about concerns I have for my child. I know it's sad. Am I the only one?

I think you can look up ways to help her with her writing. For perspective, my 5th grader struggles with periods and commas, and writing in general. Really. He is also in AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:You need to get a grip.

+1

+1,000 I would talk to the teacher immediately. She is behind and struggling. It sounds like you want the teacher to hear "your child" saying these things to move her towards examples for the GBRS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You need to get a grip.

+1

+1,000 I would talk to the teacher immediately. She is behind and struggling. It sounds like you want the teacher to hear "your child" saying these things to move her towards examples for the GBRS.

Sorry OP, it's actually a valid question. The focus of your concern is a little superfluous and many folks here will never be able to get beyond it. I don't think the example you give is anything that urgently needs to be discussed with the teacher, so why not just wait. My third grade center kid is lagging in grammar as well.

[Anonymous]

Who is asking your child questions like, "Why is a dollar bill a rectangular prism and not a rectangle?"

[Anonymous]

I have/have had three kids in AAP.

You are out of your mind.

[Anonymous]

Anonymous wrote:Who is asking your child questions like, "Why is a dollar bill a rectangular prism and not a rectangle?"

The question and answer are not difficult whatsoever as long as the child has been taught what the difference between the two are. My child learned about monocles from a book we read. Would he appear to be an expert in eye ware or just someone who learned something that maybe others didn't? (FWIW, learning about rectangular prisms is completely age appropriate in second grade.) You would only raise this to try to make a point to the teacher, otherwise asking the teacher how to correct a child from answering a question without restating part of the question in the answer is akin to asking a teacher how to stop your child from saying, "like" all the time or how to get your child to say, "please" more. Has zero to do with the teacher, AND YOU KNOW IT.

[Anonymous]

The real problem is that this whole process is very anxiety producing for everyone involved. I think that OP is too concerned about minute details. I think her question is over the top. However, I can't blame her because I have been there before. It's so hard to know when to loosen your grip and when you should step in. There is no real guideline for parents. It's compounded by the talk in the neighborhood and you start to feel like you aren't doing enough. It's just so stressful. We all want to do best by our children.

-parent and teacher

[Anonymous]

Anonymous wrote:

Anonymous wrote:Who is asking your child questions like, "Why is a dollar bill a rectangular prism and not a rectangle?"

The question and answer are not difficult whatsoever as long as the child has been taught what the difference between the two are. My child learned about monocles from a book we read. Would he appear to be an expert in eye ware or just someone who learned something that maybe others didn't? (FWIW, learning about rectangular prisms is completely age appropriate in second grade.) You would only raise this to try to make a point to the teacher, otherwise asking the teacher how to correct a child from answering a question without restating part of the question in the answer is akin to asking a teacher how to stop your child from saying, "like" all the time or how to get your child to say, "please" more. Has zero to do with the teacher, AND YOU KNOW IT.

I don't understand the part in bold? The OP said she didn't want to raise it, so why are you saying he/she would raise it to make some point? What point would that be?? This makes no sense.

OP. Take a breath. You can't control GBRS and I doubt asking any questions of the teacher would change a teacher's GBRS. If you have a question or concern ask. It's elementary school, not college. Now is the time to correct/grasp any concerns you have. What your child does is normal for 2nd grade - starting with "because" and I'm sure the teacher would tell you this. I don't agree that people on here should tell you what is and is not a teacher Q., let the teacher do that. My gut says, she would tell you this is normal. But if you're not sure, ask, GBRS be damned.