+1. Some really weak responses in this thread. When I was this kid's age we had "silent lunch." It was truly a deterrent for me as a little chatterbox. It worked! |
He had 9 months to improve. The last month is too late, teacher just needs peace. It is a perfectly appropriate consequence. |
If this had happened to me as a child, I sure would not have told my mom! Double trouble. |
yes, we are hiring |
I will never understand a parent who responds like the OP. Never.
OP your first thought should be holy crap this teacher must be so frustrated and it’s a bit embarrassing my kid can’t follow directions this far into the school year. Gee, what could I be doing as a parent to help? |
Its not punishment (and shouldn't have been presented as such). Its a change of placement to facilitate the kid following the rules. Setting her and the class up for success. I have a chqtty kid. I would have no problem. If this was a teachers decision to make her day easier. |
Lol that you think being the Caboose is a “severe” form of punishment. It’s classroom management, and talking in the hall is disruptive for the other classrooms. |
Ummm yeah if a kid is talking in line - I definitely tell them to go to the back of the line. They hate that because they line up with their friends. Its not humiliation - its "helping" them behave better by getting them away from the person they were talking to. |
|
Yes, but only because a smart, experienced teacher would instead permanently place the squirrelly kid up front, next to them. Having them all the way at the back of the line gives them more leeway for more misbehavior. If you’re asking “is it fair for a teacher to punish my precious poopsie just because they’re #allboy?” No. They need to do better and you need to do better. |
Many kids would love this. Most of these kids love an audience and now the whole class can see their antics. |
This. I have no issue with the decision and have a lot of sympathy for the teacher (my kid will monologue for hours if given the opportunity). But if it was presented to the kid and the class as "Larla here won't shut up so I'm punishing her by making her walk at the END OF THE LINE for the rest of the year," I get why Larla freaked out and is now worried that she's been unfairly singled out. Larla needs to learn to be quiet in the hallway but also, Larla is a little kid, okay? The teacher should have just said, "Larla, I know it's hard for you to follow the no talking rule in lines, so I'm going to help you out and put you at the end of the line from here on out. That way you have fewer kids around to tempt you into talking, and maybe being at the end will help you remember that we don't talk in line, ok." I think the actual issue is the way this solution was framed, not the fact that the teacher came up with a totally reasonable solution to this problem. |
This is everything that’s wrong with this country. Your kid should be able to disturb everyone else in the school and not follow directions. There should be no consequences! Listen, this isn’t humiliating, it’s practical. Your DD won’t shut shut up. Other kids need to learn. |
Depends on the kind of talker the kid is. I have a talker and I think front of line would be helpful for keeping her from talking. She's actually pretty shy, plus she's very afraid of getting in trouble as a rule. So being up near the teacher and in front of the class would make her clam up because she'd feel under scrutiny. Meanwhile back of the line would probably just lead to more talking because the further she is from the authority figure, the more comfortable she feels with breaking the rules. She'd just talk to the second to last kid in line. Other kids are class clowns and their talking stems from a love of attention, even the negative attention of getting reprimanded by the teacher. So front of line wouldn't work for them. Whereas back of line might actually get them out of the eyeline of the rest of class and quiet them down. A good teacher will know what is actually causing the child's rule-breaking and craft a solution accordingly. |
|