Chantilly High Team Taught World Civ

[Anonymous]

Anonymous wrote:

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Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

There’s nothing to get because it’s all self taught so far.

Oh, are you sitting in the class?

Yes. I wear an invisibility cloak.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

There’s nothing to get because it’s all self taught so far.

Oh, are you sitting in the class?

You seem very triggered by other people’s kids having a different experience than yours. If you’re not worried about it, why exactly are you here?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

Not really, because this is confirmed by others in the class (I asked the exact same question). You seem to be making a lot of assumptions about a kid you know nothing about.

I have nothing against demanding classes. If an instructor is going to demand a lot of their students, then they should at least hold themselves up to the same high standards. IMO, teaching is the absolute minimum expectation of a teacher, and this instructor is supposed to be one of the best in FCPS.

[Anonymous]

I find it a little troubling that this is a direct attack on a specific teacher in a specific school.

This is an anonymous forum. Have you considered that, perhaps, this would be better addressed with the school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

Not really, because this is confirmed by others in the class (I asked the exact same question). You seem to be making a lot of assumptions about a kid you know nothing about.

I have nothing against demanding classes. If an instructor is going to demand a lot of their students, then they should at least hold themselves up to the same high standards. IMO, teaching is the absolute minimum expectation of a teacher, and this instructor is supposed to be one of the best in FCPS.

+1 DP. This is sort of why we are concerned. A lot of work but not much discussion of the material. Not sure what to expect as far as tests etc. and it has nothing to with the child “getting it” or needing to drop down.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

Not really, because this is confirmed by others in the class (I asked the exact same question). You seem to be making a lot of assumptions about a kid you know nothing about.

I have nothing against demanding classes. If an instructor is going to demand a lot of their students, then they should at least hold themselves up to the same high standards. IMO, teaching is the absolute minimum expectation of a teacher, and this instructor is supposed to be one of the best in FCPS.

Maybe give it a little bit more time? It’s still early.

[Anonymous]

Instead of hiding and posting in an anonymous board, why can't you talk to the teacher if you have some issue? Could it be that your kid is supposed to be one the worst to take this course? Maybe should drop and take something that their brain can handle instead of you pushing them.

[Anonymous]

Anonymous wrote:Instead of hiding and posting in an anonymous board, why can't you talk to the teacher if you have some issue? Could it be that your kid is supposed to be one the worst to take this course? Maybe should drop and take something that their brain can handle instead of you pushing them.

I don’t think your brain can handle a simple discussion. lol.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Instead of hiding and posting in an anonymous board, why can't you talk to the teacher if you have some issue? Could it be that your kid is supposed to be one the worst to take this course? Maybe should drop and take something that their brain can handle instead of you pushing them.

I don’t think your brain can handle a simple discussion. lol.

DP. A simple discussion should not identify the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of hiding and posting in an anonymous board, why can't you talk to the teacher if you have some issue? Could it be that your kid is supposed to be one the worst to take this course? Maybe should drop and take something that their brain can handle instead of you pushing them.

I don’t think your brain can handle a simple discussion. lol.

DP. A simple discussion should not identify the teacher.

But the earlier discussion when they were praised is ok?

[Anonymous]

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Anonymous wrote:We are sort of concerned too. The amount of reading assigned to be due at the next class for history during last week was crazy. It was nearly 40 pages and they had to take notes and were given 2 nights to do it. Other times not much is assigned. They don’t seem to discuss any of the material. I heard the unit test on 1&2 is soon? I’m trying to trust the process but am worried.

Forty pages with notes over two nights isn’t a lot at all, especially in a high school honors course. That should take no more than 90 minutes to 2 hours, which is not much over two nights.

40 pages of a textbook plus notes is a lot when every other class has work due the same day as well. I guess your kid is just superior. Congrats!

Your child will be doing this in a few years with all college classes. It is doable. Your child has 2 days to complete this assignment, not one. This is a college level class so expect college level work. I know kids who have taken this class and loved it. It is advertised as challenging but great and recommended by every student I know who took it. None of them complained that it was too much. Your kid is in the early part of the class, it feels overwhelming because they are learning the skill. They will pick it up and it will be fine.

I did not “complain” - I simply stated I was worried because it seems like a lot. That is my opinion and obviously you disagree (by insulting my child - perhaps this isn’t the right class for my child). I also never said it wasn’t “doable.” Every child is different. For some that may not feel like a lot because maybe they actually had the whole two nights to do the work. I even ended my post with in trying to trust the process. I was not the PP who was complaining the teacher didn’t teach.

Perhaps you can learn to share your opinion in the future without insulting children and assuming there is something wrong with them if they feel 40 pages is a lot.

Suggesting that a class is too much for a student isn't an insult, not every child is ready for every class. I took classes that were gen ed and classes that were honors/AP based on my abilities; I was not embarrassed by that. There should be nothing wrong with saying that the workload in a class is too much and potentially changing classes. If you are insulted by the idea that your child might not be in the right class for them, then that is on you.

Not sure how you can deduce that by one comment/observation a parent made. You don’t know the child or what they’re capable of or who recommended them for this course. But do carry on.

[Anonymous]

Anonymous wrote:Instead of hiding and posting in an anonymous board, why can't you talk to the teacher if you have some issue? Could it be that your kid is supposed to be one the worst to take this course? Maybe should drop and take something that their brain can handle instead of you pushing them.

We have had a few bad experiences with teachers becoming retaliatory when they were asked questions that they found unpalatable. The kids can't change their classes at this point, and in a class where grading is subjective, I am unwilling to risk them becoming a target. I am disappointed because the consensus here seemed to be that this is an excellent class, and the child is frustrated because they're essentially teaching themselves in more than one class, at this point.

As for whether my kid is "supposed to be one the worst to take this course", the last time they had something that was not the equivalent of an A in anything, was back in third grade (when they had one of those teachers that retaliated against them for perceived slights).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

Not really, because this is confirmed by others in the class (I asked the exact same question). You seem to be making a lot of assumptions about a kid you know nothing about.

I have nothing against demanding classes. If an instructor is going to demand a lot of their students, then they should at least hold themselves up to the same high standards. IMO, teaching is the absolute minimum expectation of a teacher, and this instructor is supposed to be one of the best in FCPS.

Maybe give it a little bit more time? It’s still early.

Do you really think that in a class where the teaching is behind by 3 weeks, three weeks into the school year, things will improve over time? Especially since kids in the same class last year said that they ended up eight weeks behind by the end of the school year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

Not really, because this is confirmed by others in the class (I asked the exact same question). You seem to be making a lot of assumptions about a kid you know nothing about.

I have nothing against demanding classes. If an instructor is going to demand a lot of their students, then they should at least hold themselves up to the same high standards. IMO, teaching is the absolute minimum expectation of a teacher, and this instructor is supposed to be one of the best in FCPS.

Maybe give it a little bit more time? It’s still early.

Do you really think that in a class where the teaching is behind by 3 weeks, three weeks into the school year, things will improve over time? Especially since kids in the same class last year said that they ended up eight weeks behind by the end of the school year?

I hadn’t heard that they are actually behind.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It's 49 pages. I went back and counted. It coincided with the other AP class assigning 15 problems each of which had 3-5 sub problems, and the other other AP class assigning 6 pages of problems, and the English class having something due, and the science class having a quiz. So yeah, it's a lot to cover in two days.

For those of you saying it's a college level course - it is. If you think back to college though, you weren't in class from 8:10 to 3:00 5 days a week, and then doing ECs after that was over.

Anyway, my child wasn't complaining about the amount of reading and note taking, she wanted to know what the point of it is, when the teacher is not teaching anything, they are not going over the material in any way, and they are already weeks behind in a class where there is a test that covers a certain amount of material that they will likely not get to. If past is prologue, they will end up 8 weeks behind, which is pretty much an entire quarter's worth of material (16-20% of the test, per AP).

This exactly. There is a lot more fee time in college during the day to complete 30-60 pages of reading. And generally you have an entire week to do it and notes weren’t required. Professor would lecture on the material you read at the next class.

I taught at the University level. I assigned reading but I did not lecture only on the reading. Students were expected to do the reading so that they could fully engage with the lecture. I started class asking if there were questions from the reading and covering any points that might have been problematic for students, but my lecture complemented the reading, it did not cover the reading. I flat out told students that they could not get an A in my class without completing the reading and attending class. There would be topics discussed in the reading and in the lecture that were only covered in the reading or the lecture. Tests were drawn from both the reading and lecture, if you are only doing one or the other, you might earn a C. The end goal of the class was to be able to combine the material to develop a fuller understanding of the class material.

Reading notes might be assigned to ensure that students are paying attention to the reading because the teacher is not going to review all that material in class. Your child should ask the teacher about how to use those notes so that they better understand the why.

I have also taught at the university level, and yes, there was reading and lectures were based on the assumption that everyone has done their reading. But, there was a lecture. There is no teaching here, as far as I can tell. The kid is learning by herself, from YouTube videos. Which is of course, additional work on top of whatever is going on in her classes. Doesn't help that this is not the only where she is teaching herself the content.

Has it occurred to you that just maybe your child is not "getting" it? Or, may not be sharing everything going on in the class with you?

Not really, because this is confirmed by others in the class (I asked the exact same question). You seem to be making a lot of assumptions about a kid you know nothing about.

I have nothing against demanding classes. If an instructor is going to demand a lot of their students, then they should at least hold themselves up to the same high standards. IMO, teaching is the absolute minimum expectation of a teacher, and this instructor is supposed to be one of the best in FCPS.

Maybe give it a little bit more time? It’s still early.

Do you really think that in a class where the teaching is behind by 3 weeks, three weeks into the school year, things will improve over time? Especially since kids in the same class last year said that they ended up eight weeks behind by the end of the school year?

I hadn’t heard that they are actually behind.

To add to that, my source over at Oakton says they are on section 1.5 in the same textbook. They do one section as a time and then discuss and have a quiz. They have had lots of quizzes so far.