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[quote=NChajet][quote=Anonymous]Parents be cautioned! The school touts itself on fostering creativity, independence and uniqueness yet they will quickly stifle and subdue any child displaying such traits. Our daughter was happy, calm and without issues when she started this year. Since her enrollment, we have noticed a decline in her behavior and the school has even brought in a psychologist to examine her. The physiologist found no issues with my daughter, yet the teachers still label her as "not normal" and are constantly separating/excluding her from other activities. In talking with other parents from the same classroom, we have learned that other parents have been told the same thing about their children and have been referred to the same psychologist. Our stories are similar and we parents feel that the teachers are ill prepared/not fully trained to work with and understand young children. The difficult part of dealing with such an ineffective teacher is the staff and principle will not find fault with the teacher, but have labeled all of our children as the source of the problems. Hard to believe that almost every child in a small class of 12 is the problem, and that it's not the teacher. [/quote]

I am a teacher in the two year old class at TRSNS, and the mother of three children; two were students at TRSNS many years ago.

We are a group of committed, professional educators, striving to be better and do better for your children.  Our director pushes us to be our best, not allowing us to rest on our past accomplishments, but to continue to grow and develop according to the best practices in early education.

But first, before we were teachers, we were moms.  We understand the angst you feel when leaving your precious baby in our hands; we understand the trust you put in us to keep your child safe, to help him make friends, and to assist him discovering the world outside of your loving arms.

We also understand how difficult it is to hear that your child might need additional assistance to be successful in a school setting.

It would be much easier as a teacher to just overlook some "issues".  It is easier to give a child a "time out" instead of a "time in."  Some schools identify a child as a "behavior problem"; we believe that all behavior has a cause, and we do our best to uncover that cause.  We acknowledge when we need help in understanding some behaviors, and ask for and receive help from our specialists to ensure a positive experience for all children.

We don't want "cookie cutter" students, all behaving in a certain way on a certain timeline.  That should be apparent to anyone visiting our school because we're not "cookie cutter" teachers.  We are given a curriculum as a base, and are expected to bring our own identity, passions and creativity to our classrooms - - we encourage the same in the children.

We are committed to continuous communication between school and home (as evidenced by our Weekly Wrap-Up including photos, parent/teacher conferences in person and on the phone, and prompt response to e-mail communications).  Parents are encouraged to visit, call or e-mail the teachers and director.  But problems can arise.  It's how we deal with the problem that says a lot about who we are.  As we tell the children, "We have a problem.  How are we going to solve it?"  Most issues can be resolved with a walk into Fran's office!

Nancy Chajet
Mom of three - - two TRSNS graduates
Teacher at TRSNS for eight years

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