Problem with all Ps

[Anonymous]

Anonymous wrote:The HGC and MS magnets are well aware of the inconsistent use of ES grades. I heard someone on the HGC committee explains they treat P and ES grades the same.

I have also heard this. I've heard from several teachers that the use of ES varies so much from ES to ES. Some schools give them out more freely than others.

Some teachers I've spoken to find the grading system frustrating because if a student transfers in from another school, it can be very difficult to actually evaluate what 'level' the kid is performing at.

[Anonymous]

Anonymous wrote:

Anonymous wrote:16:59 I take it you the regular obtuse, idiotic poster. Every village needs a town idiot but really, enough is enough.

I'm not 16:59. I am wondering which parts of 16:59's statements you disagree with. Are you

1. Not happy that your child is learning, retaining, learning how to think? (If so, why? Do you want your child to not learn and not learn how to think, or do you think that your child is not learning?)
2. Very interested in the competition with other kids to get into something? (If so, why?)
3. Disbelieving of the idea that if a kid loves to learn and knows how to get information and think critically and analytically, then they can do anything? (If so, why? Do love of learning, etc., reduce a child's ability to do things? Or are love of learning, etc., insufficient for being able to do anything?)

I know that responding to these questions with answers is more difficult than responding with insults, but nonetheless I am hoping for answers instead of more insults.

I am 16:59 and I thank you
As for the poster to whom you are speaking, it's all good, my old school, Pre-2.0 education has taught me that
Haters Gon' Hate

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:16:59 I take it you the regular obtuse, idiotic poster. Every village needs a town idiot but really, enough is enough.

I'm not 16:59. I am wondering which parts of 16:59's statements you disagree with. Are you

1. Not happy that your child is learning, retaining, learning how to think? (If so, why? Do you want your child to not learn and not learn how to think, or do you think that your child is not learning?)
2. Very interested in the competition with other kids to get into something? (If so, why?)
3. Disbelieving of the idea that if a kid loves to learn and knows how to get information and think critically and analytically, then they can do anything? (If so, why? Do love of learning, etc., reduce a child's ability to do things? Or are love of learning, etc., insufficient for being able to do anything?)

I know that responding to these questions with answers is more difficult than responding with insults, but nonetheless I am hoping for answers instead of more insults.

I am 16:59 and I thank you
As for the poster to whom you are speaking, it's all good, my old school, Pre-2.0 education has taught me that
Haters Gon' Hate

NP here - If you child gets a P, do you know how much your child is learning, retaining, learning how to think? Competition for programs aside, the issue is that a P can be everything from an A to a C and I am pretty sure if your child came home with consistent Cs, that would be a signal that your child is having problems learning, retaining or learning how to think. So what does a P tell you?

And if you have a child that doesn't want to sit and do math problems or essays for the love of learning, without some connection between grades and expectations, why would that child make sure he or she actually does a good job and understands the lesson being imparted rather than just finish it up quickly and turn it in so they can focus on something else?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:16:59 I take it you the regular obtuse, idiotic poster. Every village needs a town idiot but really, enough is enough.

I'm not 16:59. I am wondering which parts of 16:59's statements you disagree with. Are you

1. Not happy that your child is learning, retaining, learning how to think? (If so, why? Do you want your child to not learn and not learn how to think, or do you think that your child is not learning?)
2. Very interested in the competition with other kids to get into something? (If so, why?)
3. Disbelieving of the idea that if a kid loves to learn and knows how to get information and think critically and analytically, then they can do anything? (If so, why? Do love of learning, etc., reduce a child's ability to do things? Or are love of learning, etc., insufficient for being able to do anything?)

I know that responding to these questions with answers is more difficult than responding with insults, but nonetheless I am hoping for answers instead of more insults.

I am 16:59 and I thank you
As for the poster to whom you are speaking, it's all good, my old school, Pre-2.0 education has taught me that
Haters Gon' Hate

NP here - If you child gets a P, do you know how much your child is learning, retaining, learning how to think? Competition for programs aside, the issue is that a P can be everything from an A to a C and I am pretty sure if your child came home with consistent Cs, that would be a signal that your child is having problems learning, retaining or learning how to think. So what does a P tell you?

And if you have a child that doesn't want to sit and do math problems or essays for the love of learning, without some connection between grades and expectations, why would that child make sure he or she actually does a good job and understands the lesson being imparted rather than just finish it up quickly and turn it in so they can focus on something else?

Sweetheart, Sweetheart, really?

I am not looking for the "P", or " A", or any other grade to give me a FULL picture of how and what my child is learning.
It is but one piece of information. I look at the homework, what my kid is doing right and wrong , HOW my child is doing the homework, is your process correct, does it seem like you are guessing, are you struggling ?
I look at the class work brought home, teacher notes and grades on class work. I look at difference between this week's homework and class work and that from 2 weeks ago, have they introduced a new concept and does my child seem to get it .
I look at the flyer they send home outlining what math concepts they are working on this marking period.
We may do extra workbook work for a math concept you find difficult .
Most importantly, we TALK to our kids, we have conversations in which you can see how your kid thinks , how they process information .
Does my child like getting an ES? Sure does. Do we make that the goal ?
He'll, no!
We teach that the learning is the goal . Show kid how exciting it is to meet a challenge he found difficult, to go out and find info that he wants to know.
Basically, teach a boy to fish. They are kids, and their understanding is growing, and teaching them self motivation is a process as well. But I will be darned if I want my kids to think the best motivation is comparing themselves to others and their accomomishments.
I find it truly sad that there seem to be so many parents who think that grades are the main goal AND indication of your kids' intellectual capacity.
School is just one place for education, life is a classroom and if you think what your kid learns in class is all he/ she needs to know, is all there is and is all CORRECT, I feel sorry for you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:16:59 I take it you the regular obtuse, idiotic poster. Every village needs a town idiot but really, enough is enough.

I'm not 16:59. I am wondering which parts of 16:59's statements you disagree with. Are you

1. Not happy that your child is learning, retaining, learning how to think? (If so, why? Do you want your child to not learn and not learn how to think, or do you think that your child is not learning?)
2. Very interested in the competition with other kids to get into something? (If so, why?)
3. Disbelieving of the idea that if a kid loves to learn and knows how to get information and think critically and analytically, then they can do anything? (If so, why? Do love of learning, etc., reduce a child's ability to do things? Or are love of learning, etc., insufficient for being able to do anything?)

I know that responding to these questions with answers is more difficult than responding with insults, but nonetheless I am hoping for answers instead of more insults.

I am 16:59 and I thank you
As for the poster to whom you are speaking, it's all good, my old school, Pre-2.0 education has taught me that
Haters Gon' Hate

NP here - If you child gets a P, do you know how much your child is learning, retaining, learning how to think? Competition for programs aside, the issue is that a P can be everything from an A to a C and I am pretty sure if your child came home with consistent Cs, that would be a signal that your child is having problems learning, retaining or learning how to think. So what does a P tell you?

And if you have a child that doesn't want to sit and do math problems or essays for the love of learning, without some connection between grades and expectations, why would that child make sure he or she actually does a good job and understands the lesson being imparted rather than just finish it up quickly and turn it in so they can focus on something else?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:16:59 I take it you the regular obtuse, idiotic poster. Every village needs a town idiot but really, enough is enough.

I'm not 16:59. I am wondering which parts of 16:59's statements you disagree with. Are you

1. Not happy that your child is learning, retaining, learning how to think? (If so, why? Do you want your child to not learn and not learn how to think, or do you think that your child is not learning?)
2. Very interested in the competition with other kids to get into something? (If so, why?)
3. Disbelieving of the idea that if a kid loves to learn and knows how to get information and think critically and analytically, then they can do anything? (If so, why? Do love of learning, etc., reduce a child's ability to do things? Or are love of learning, etc., insufficient for being able to do anything?)

I know that responding to these questions with answers is more difficult than responding with insults, but nonetheless I am hoping for answers instead of more insults.

I am 16:59 and I thank you
As for the poster to whom you are speaking, it's all good, my old school, Pre-2.0 education has taught me that
Haters Gon' Hate

NP here - If you child gets a P, do you know how much your child is learning, retaining, learning how to think? Competition for programs aside, the issue is that a P can be everything from an A to a C and I am pretty sure if your child came home with consistent Cs, that would be a signal that your child is having problems learning, retaining or learning how to think. So what does a P tell you?

And if you have a child that doesn't want to sit and do math problems or essays for the love of learning, without some connection between grades and expectations, why would that child make sure he or she actually does a good job and understands the lesson being imparted rather than just finish it up quickly and turn it in so they can focus on something else?

Sweetheart, Sweetheart, really?

I am not looking for the "P", or " A", or any other grade to give me a FULL picture of how and what my child is learning.
It is but one piece of information. I look at the homework, what my kid is doing right and wrong , HOW my child is doing the homework, is your process correct, does it seem like you are guessing, are you struggling ?
I look at the class work brought home, teacher notes and grades on class work. I look at difference between this week's homework and class work and that from 2 weeks ago, have they introduced a new concept and does my child seem to get it .
I look at the flyer they send home outlining what math concepts they are working on this marking period.
We may do extra workbook work for a math concept you find difficult .
Most importantly, we TALK to our kids, we have conversations in which you can see how your kid thinks , how they process information .
Does my child like getting an ES? Sure does. Do we make that the goal ?
He'll, no!
We teach that the learning is the goal . Show kid how exciting it is to meet a challenge he found difficult, to go out and find info that he wants to know.
Basically, teach a boy to fish. They are kids, and their understanding is growing, and teaching them self motivation is a process as well. But I will be darned if I want my kids to think the best motivation is comparing themselves to others and their accomomishments.
I find it truly sad that there seem to be so many parents who think that grades are the main goal AND indication of your kids' intellectual capacity.
School is just one place for education, life is a classroom and if you think what your kid learns in class is all he/ she needs to know, is all there is and is all CORRECT, I feel sorry for you.

Forgot to add that teaching kids to focus is also a process. In our house you are REQUIRED to focus until finished.
The motivation is the parental requirement !!!
At some point, it will sink on that doing your best pays off, but the baseline is because in this house ecxecellent effort is REQUIRED!
Process, it is all a process. Plus, you get tired of me calling you back 15 times, if you had just finished and done it right the first time.
Same goes with chores, just old school parenting .

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:16:59 I take it you the regular obtuse, idiotic poster. Every village needs a town idiot but really, enough is enough.

I'm not 16:59. I am wondering which parts of 16:59's statements you disagree with. Are you

1. Not happy that your child is learning, retaining, learning how to think? (If so, why? Do you want your child to not learn and not learn how to think, or do you think that your child is not learning?)
2. Very interested in the competition with other kids to get into something? (If so, why?)
3. Disbelieving of the idea that if a kid loves to learn and knows how to get information and think critically and analytically, then they can do anything? (If so, why? Do love of learning, etc., reduce a child's ability to do things? Or are love of learning, etc., insufficient for being able to do anything?)

I know that responding to these questions with answers is more difficult than responding with insults, but nonetheless I am hoping for answers instead of more insults.

I am 16:59 and I thank you
As for the poster to whom you are speaking, it's all good, my old school, Pre-2.0 education has taught me that
Haters Gon' Hate

NP here - If you child gets a P, do you know how much your child is learning, retaining, learning how to think? Competition for programs aside, the issue is that a P can be everything from an A to a C and I am pretty sure if your child came home with consistent Cs, that would be a signal that your child is having problems learning, retaining or learning how to think. So what does a P tell you?

And if you have a child that doesn't want to sit and do math problems or essays for the love of learning, without some connection between grades and expectations, why would that child make sure he or she actually does a good job and understands the lesson being imparted rather than just finish it up quickly and turn it in so they can focus on something else?

Sweetheart, Sweetheart, really?

I am not looking for the "P", or " A", or any other grade to give me a FULL picture of how and what my child is learning.
It is but one piece of information. I look at the homework, what my kid is doing right and wrong , HOW my child is doing the homework, is your process correct, does it seem like you are guessing, are you struggling ?
I look at the class work brought home, teacher notes and grades on class work. I look at difference between this week's homework and class work and that from 2 weeks ago, have they introduced a new concept and does my child seem to get it .
I look at the flyer they send home outlining what math concepts they are working on this marking period.
We may do extra workbook work for a math concept you find difficult .
Most importantly, we TALK to our kids, we have conversations in which you can see how your kid thinks , how they process information .
Does my child like getting an ES? Sure does. Do we make that the goal ?
He'll, no!
We teach that the learning is the goal . Show kid how exciting it is to meet a challenge he found difficult, to go out and find info that he wants to know.
Basically, teach a boy to fish. They are kids, and their understanding is growing, and teaching them self motivation is a process as well. But I will be darned if I want my kids to think the best motivation is comparing themselves to others and their accomomishments.
I find it truly sad that there seem to be so many parents who think that grades are the main goal AND indication of your kids' intellectual capacity.
School is just one place for education, life is a classroom and if you think what your kid learns in class is all he/ she needs to know, is all there is and is all CORRECT, I feel sorry for you.

Forgot to add that teaching kids to focus is also a process. In our house you are REQUIRED to focus until finished.
The motivation is the parental requirement !!!
At some point, it will sink on that doing your best pays off, but the baseline is because in this house ecxecellent effort is REQUIRED!
Process, it is all a process. Plus, you get tired of me calling you back 15 times, if you had just finished and done it right the first time.
Same goes with chores, just old school parenting .

You must go to a different school. My kids have practically no homework. 20 minutes of reading (and I know the level they read - we read a lot together so they finish the 20 minutes just through their enjoyment reading) and maybe one math problem. We do a lot of supplementation so I know what they can do at home. I would like to know more about how they are doing in school so I know what I should supplement, what we should talk about, and what they aren't grasping without me having to review the entire curriculum and test at home. The nonexistent homework doesn't tell me. They don't bring work home (no more data notebooks) so that doesn't help. How do you compare work from two weeks ago if you don't get anything? There are no teacher notes. There are no grades on classwork (if if they all say "P" how does that help?).

I talk to my children and they can say "I don't like writing" which usually means they are not good at it, or "math is easy" but not really letting me know what concepts they are ready for. My DS is supposed to be learning how to type and only after I saw him type something with his two index fingers did I realize that he is typing that way for his typing program at school (because he is faster and then he "wins" the game) so I am teaching him at home.

You seem to assume that just because we want better feedback from school that we are not looking at the work, not talking to our kids, and not involved and pushing the love of learning. You specifically point to the feedback you are getting from school (notes, grades, etc.) to help you get a full picture of where your child is. Not everyone gets that. I can do my best based on what we do at home but I am not an educator - I don't know how my child's writing should look like at this age. I can't tell if he is struggling, he seems to write quickly. You seem to have kids with homework that takes them a while and you can teach them to focus until finished. My kids come home with nothing and if they don't finish work in class, it doesn't come home and there doesn't seem to be any push to finish it or do it well.

I am just asking for something more than a letter on a report card that doesn't tell me anything. Schools encourage parent involvement and there are tons of studies that show that kids who do well have support at home. So why not communicate to the parent who is trying to provide support at home?

[Anonymous]

Anonymous wrote:
Forgot to add that teaching kids to focus is also a process. In our house you are REQUIRED to focus until finished.
The motivation is the parental requirement !!!
At some point, it will sink on that doing your best pays off, but the baseline is because in this house ecxecellent effort is REQUIRED!
Process, it is all a process. Plus, you get tired of me calling you back 15 times, if you had just finished and done it right the first time.
Same goes with chores, just old school parenting .

It sounds like you are way more evolved than us cretins. I am just so happy that you are out there to show us the way. One day I hope that it will "sink on" and I too can become "ecxecellent" at teaching my child to focus on effort.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Forgot to add that teaching kids to focus is also a process. In our house you are REQUIRED to focus until finished.
The motivation is the parental requirement !!!
At some point, it will sink on that doing your best pays off, but the baseline is because in this house ecxecellent effort is REQUIRED!
Process, it is all a process. Plus, you get tired of me calling you back 15 times, if you had just finished and done it right the first time.
Same goes with chores, just old school parenting .

It sounds like you are way more evolved than us cretins. I am just so happy that you are out there to show us the way. One day I hope that it will "sink on" and I too can become "ecxecellent" at teaching my child to focus on effort.

You are welcome.

[Anonymous]

9:50
I never said that wanting more feedback was wrong.
I was saying that in my opinion any grade is not a full indicator of how your child is learning or what they are learning. If you get no feedback, then it sounds line you have a teacher problem. Plus, hinehowtil and its benefits is a hotly contested issue in education. Lots if valid theories that homework in ES is not necessarily beneficial .
As for so called studying the curriculum , they send home a sheet that says we are working in decomposing etc. this report period .

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Forgot to add that teaching kids to focus is also a process. In our house you are REQUIRED to focus until finished.
The motivation is the parental requirement !!!
At some point, it will sink on that doing your best pays off, but the baseline is because in this house ecxecellent effort is REQUIRED!
Process, it is all a process. Plus, you get tired of me calling you back 15 times, if you had just finished and done it right the first time.
Same goes with chores, just old school parenting .

It sounds like you are way more evolved than us cretins. I am just so happy that you are out there to show us the way. One day I hope that it will "sink on" and I too can become "ecxecellent" at teaching my child to focus on effort.

Someone asked and I answered as to what I do. Why you are getting prissy about it I annot answer. If you don't want an answer don't ask.

[Anonymous]

Why is it people ask how/ why some folks don't mi d the report card and then act all offended when someone explains?
You don't have to like it and I do not have to not like it.

[Anonymous]

Anonymous wrote:Why is it people ask how/ why some folks don't mi d the report card and then act all offended when someone explains?
You don't have to like it and I do not have to not like it.

It's the condescending nature of the answers that's bothersome. This person's initial post had curse words in it and each one is an effort to prove how much more evolved they are than anyone who actually wants and appreciates feedback in the form of grades on a report card.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why is it people ask how/ why some folks don't mi d the report card and then act all offended when someone explains?
You don't have to like it and I do not have to not like it.

It's the condescending nature of the answers that's bothersome. This person's initial post had curse words in it and each one is an effort to prove how much more evolved they are than anyone who actually wants and appreciates feedback in the form of grades on a report card.

That was me you are answering and the one you are talking about.
I never ever said anything about not understanding wanting feedback.
Matter if fact, I said getting feedback was o evidence the ways I got an understanding of what was going on with my kids.
Ok there were some curse words. Nothing new to DCUM.
I was answering the question of how do you know how your kid is doing with the grading system.
That was my answer.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why is it people ask how/ why some folks don't mi d the report card and then act all offended when someone explains?
You don't have to like it and I do not have to not like it.

It's the condescending nature of the answers that's bothersome. This person's initial post had curse words in it and each one is an effort to prove how much more evolved they are than anyone who actually wants and appreciates feedback in the form of grades on a report card.

That was me you are answering and the one you are talking about.
I never ever said anything about not understanding wanting feedback.
Matter if fact, I said getting feedback was o evidence the ways I got an understanding of what was going on with my kids.
Ok there were some curse words. Nothing new to DCUM.
I was answering the question of how do you know how your kid is doing with the grading system.
That was my answer.