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[quote=pettifogger][quote=Anonymous][quote=Anonymous][quote=Anonymous]DC is a Sophomore at TJ. It's just not a right fit and DC is miserable. Wants to finish this year and transfer in the summer to BS.

Not sure if we let DC push it through this year in a toxic environment (mostly bad teachers) or pull DC out now.

Grades are ok - A's and B's

Will moving to the base school reflect badly on DC college applications?

Please be kind. This is a stressful situation for us[/quote]
OP, can you clarify what do you mean by "toxic environment (mostly bad teachers)" Toxic environment mainly created by teachers seems like a strong claim and I'm curious as to how teachers would create that. Others on this thread are mentioning that some classes and teachers are significantly more challenging than others with respect to workload, but I would certainly not think of this as toxic to kids. Unless the teachers hate their kids and don't want them to succeed, I have a hard time imagining how are teachers toxic? Maybe some are not as good at teaching the material than others? Still, that's normal at any school; always a few amazing teachers, a few duds, and most in between.[/quote]

OP here - it's not about the hard work. Even if my DC will move to a BS, the classes will still need the hours of study and may actually end up taking more than the current 3 APs.

So many teachers brag about how many students failed their classes in the past. If they failed - in my opinion - YOU failed as well. It was YOUR JOB to teach them, and you didn't.

Making tests needlessly difficult and testing outside the scope. What is the point of providing the scope if you don't intend to use it?

So much negativity and demotivating kids that they are letting go of their own positivity. I am seeing that happen with my own DC, who was so upbeat and positive about things.
[/quote]
I don't know.. I'm highly skeptical that teachers are 'bragging' about kids having failed in the past. It's much more likely they actually care about their students and are trying to let them know [i]early on in the course[/i] that they will need to put hours of effort and study each week to do well.

In the past, whenever I've retaught math classes containing difficult material, I have always given kids a summary of the data from prior iterations of the course at the beginning of the year. I explained to them in a frank way that the material is more difficult than it seems, that they will need to put significant effort to be able to get an A (i.e completing all their homework, asking lots questions, doing all the assigned reading, and stopping by for help when stuck, doing extra practice problems if they don't feel comfortable with the material, etc), and that if they skip over these things, they could fail as was the case in the past. Is this toxic? I am sad when kids fail because overwhelmingly it is because they did not want (or have the time/priority, etc) to put the effort needed to master the material. Frankly, the only other alternative is to just water down the course and exams, but I think that would be a disservice to the students. I believe that they are capable of doing very well, but they have been exposed to very little rigor in the typical FCPS school and really need to learn how to learn. At some point they need to pick up this skill, and the earlier it happens the better it will be for them, especially in college and beyond.[/quote]

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