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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

If your HS aged kid can’t meet with their teacher and ask for help then they are in no way ready for the real world. 
[/quote]

Isn't that the point? My high school kid needs to learn to be ready for the real world, and without feedback it is tough. Do we just doom all those students who do not have the maturity, interest, or self-advocacy skills to specifically request feedback by withholding it until the student asks?

I understand the challenges that the teachers have, but of course many high school students are not ready for the real world![/quote]

How far are you going to take this?

What about when I put tons of feedback on a paper and it gets tossed in the trash before they leave the room?  Are they "doomed" because they don't have the "maturity, interest, or self advocacy" to hold onto papers and ask clarifying questions?

Or what about when I put in an e-hall pass on behalf of a student requesting they come for help, talk to the student about their need to come, and the kid doesn't show?  Are they "doomed" because they don't have the "maturity, interest, or self advocacy" to show up?  Am I supposed to leave the other 24 kids in my homeroom to go track down that child and hold their hand back to my class?

At some point, the teacher's role is to provide an opportunity to get feedback in some form (written, in person, verbally, whole class, individual, whatever) and the student's role is to take advantage of it.[/quote]

I'm the one who wrote that comment -- which I tried (but failed) to indicate wasn't aimed at the teachers. Or really even the feedback issue. It was at the previous poster's comment that "if your HS aged kid can't meet with their teacher and ask for help then they are in no way ready for the real world." I read comments along those lines frequently here. "If the kid can't manage X, Y, or Z in high school [which could be 9th grade!], how will they survive in college?" My point was just that they are still just students, and learning. They are not in the real world yet. They are not in college yet. They are students and not all are mature enough to do real world or college things as 14 year olds. [/quote]

I am sorry. I teach 6th and the majority of my kids know how to reach out for help and feedback. High schoolers should 100 percent be able to if many 11 and 12 year olds can. [/quote]

As a parent of a student with IEP goals aimed at self-advocacy (among other things), I can assume you that 100% of high school students do not have this skill. [/quote]

I am PP. I am talking about the majority of students. [b]Clearly there are students with executive functioning needs[/b]. But the OP made it seem like their kid did not have any IEP or special needs. We start teaching executive functioning and self advocacy in Upper ES, so by the time they get to secondary they know the expectations.[/quote]
And so what are kids with EF need who get zero feedback supposed to do?[/quote]

They have IEPs and case managers who check in with them frequently.

If your HS kid truly cannot approach a teacher for help then I suggest you get them tested for additional supports.[/quote]

I'd love to have a case manager who checked in with my student frequently, and where supports in the IEP are actually provided. Not all are created equal, I guess. [/quote]

You can thank the compensatory services for that. They are putting way too much on SPED teacher's plates.[/quote]

yup [/quote]

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