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[quote=Anonymous][quote=Anonymous][quote=Anonymous]- I’m guessing the weight is based more on tests and things done in class because we check behind to make sure all assignments are completed/ reviewed/turned in on time. However, even with checking the planner sometimes the teacher will tell me she is missing assignments and her request doesn’t correlate with anything listed in the planner. The planner is to be reviewed and signed by teachers.

-Her errors tend to be inconsistent. For example she’s multiplying decimals just fine and then she starts the next problem. Simple errors, like 2 x3= 9 vs 6. Rushes through the directions. Sometimes she knows the answer and we can’t figure out why she wrote the answer she did.

- We had concerns. Navigating this 504 process is new. We had made some changes and the check-in was also a pulse check. It was how are things, any changes, anything we should be concerned about. While waiting we continued waiting we kept observing and trying new things. We hoped that no news was good news. However our observations were concerning—- we started working with the ADHD coach. We felt there would be value to know what’s happening day to day inside the classroom. Children tend to behave somewhat differently in different environments.

- There is something up. My focus is that she learns. The non-tangible items won’t be areas of focus. However, parents know their children. DD never complains. Never. She has had strict teachers. She has never complained. Not once. The first time she shared I told her people have different styles and the benefits. Teacher seemed very structured and we discussed how that would help DD. However DD’s comments weren’t tied to the teachers rules.

- Her feedback was specific to how she was being treated. She has always been articulate and an empath. She said she makes me feel like I don’t belong. This started the second week of school. She has refused to answer DD questions and when she does it’s in a demeaning to make it clear to not ask questions again. So now she isn’t grasping concepts and won’t ask questions.

- Within the first 7 days DD picked up that there was an issue and since then it’s just been downhill.

- A child who wants to learn doesn’t deserve this.[/quote]

OP, I believe you and your DD that the teacher seems to either not like your DD in particular or not like kids in general.  Some teachers are like that and I think they can be quite damaging for young children (I think the idea that young kids need to learn how to deal with difficult teachers is bs).  It's the end of the first semester - do you think your DD should continue with this teacher and a tutor and just make it through the end of the year?  Does your DD have friends in the class, is she overall understanding and learning the material (her standardized test scores seem to show this)?  Or do you think you need to ask to have her moved to a different math class?  [/quote]

Thanks for the solidarity. It can be damaging. You get it!!! If she were older, maybe I wouldn’t be as concerned. We don’t expect DD to Like every teacher. We also told her unfortunately not every teacher will like you. It’s okay to not like or be liked. She needs to understand sometimes she won’t. In the beginning we encouraged her adapt to the way her teacher wants things done.

We also don’t focus on her grades. Her only job is to do her best and her best is good enough. We only care that she is learning, because we have proof she is capable. She receives a lot of support at home and so identifying what’s happening in school could be the missing piece.

She has friends in all of the classes. She is a very kind and thoughtful child. She always makes sure no one eats alone and has a friend. We are more than content with moving her and she is too. We have requested it. I have also given consideration to just using the tutor. [/quote]

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