Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher literally may not know what extension they will do with your child. Give that some time so they can assess everyone and make a plan for everyone and check in again in a few more weeks.

I’d be pissed about naming another kid and something they aren’t good at.

But we're 10 weeks into school. In a few weeks will be Thanksgiving, and historically not much happens between Thanksgiving and Christmas. And then the year is half over.

But has the teacher planned out the next unit yet? When I taught, I planned the next unit before but not way too far before and that’s when I’d plan for extension.

That's a fair point, thanks.

Don’t get me wrong, I think the response was a bit weird. I would have said “I haven’t planned that unit yet and the extension activities but I will, it’ll just happen closer to the next unit”. I also never would have said #2. I just don’t think #1 is that bad.

I'd talk to the principal about what the school can do for high ability learners. Given that this is DCPS, the answer may well be nothing, but I've heard that some schools do better than others.

Make sure your child has just right books to read at home, and try to get the principal to make sure she's allowed to read them at school, too.

Start planning for private school. DCPS only gets worse, not better, when it comes to teaching above grade level.

Doesn't exactly inspire confidence, no.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher literally may not know what extension they will do with your child. Give that some time so they can assess everyone and make a plan for everyone and check in again in a few more weeks.

I’d be pissed about naming another kid and something they aren’t good at.

But we're 10 weeks into school. In a few weeks will be Thanksgiving, and historically not much happens between Thanksgiving and Christmas. And then the year is half over.

But has the teacher planned out the next unit yet? When I taught, I planned the next unit before but not way too far before and that’s when I’d plan for extension.

That's a fair point, thanks.

Anonymous wrote:Have you stopped in to observe class/volunteer so you that you can see what your child is actually learning?

I've volunteered in the classroom once, when they were working on a subject that is more difficult for my child. The room was pretty loud and chaotic and DS had trouble focusing. She seemed to engage well with individual kids.

Have you stopped in to observe class/volunteer so you that you can see what your child is actually learning?

Anonymous wrote:

Anonymous wrote:Teacher literally may not know what extension they will do with your child. Give that some time so they can assess everyone and make a plan for everyone and check in again in a few more weeks.

I’d be pissed about naming another kid and something they aren’t good at.

But we're 10 weeks into school. In a few weeks will be Thanksgiving, and historically not much happens between Thanksgiving and Christmas. And then the year is half over.

But has the teacher planned out the next unit yet? When I taught, I planned the next unit before but not way too far before and that’s when I’d plan for extension.

Anonymous wrote:Teacher literally may not know what extension they will do with your child. Give that some time so they can assess everyone and make a plan for everyone and check in again in a few more weeks.

I’d be pissed about naming another kid and something they aren’t good at.

But we're 10 weeks into school. In a few weeks will be Thanksgiving, and historically not much happens between Thanksgiving and Christmas. And then the year is half over.

Teacher literally may not know what extension they will do with your child. Give that some time so they can assess everyone and make a plan for everyone and check in again in a few more weeks.

I’d be pissed about naming another kid and something they aren’t good at.

Yikes. The last few posts confuse me, as each of your points are enough to lose confidence in the teacher's ability to challenge your child and be organized in doing so. Agree that she sort of lacks a filter.

Can you ask other parents in the class how their conferences went? Perhaps you can request a meeting with the teacher in a few months as a follow-up when she's had more of a chance to get stuff in line, and you've had a chance to see how your kids is thriving/not thriving and what your specific requests might be?

I think you need to relax.

Why does it concern?

How does it impact your child long term?

What do you think you should do next?

It seems like the teacher is lacking a good filter for what she says, like she's telling you what she actually thinks rather than the appropriate and professional response. That is not great, but it doesn't mean she isn't a good teacher.

The first one is probably true, but someone more skilled with parents would think of a better answer and just tell you the next developmental step for most kids.

The second one is 100% inappropriate. She should never tell another student's name, and it doesn't matter if he isn't the worst in the class. That answer is what makes me think she has no filter.

The third one is also evidence of too much honesty. It is possible that she administered the test wrong or made a coding error. Tests for little kids are very short and one wrong data point can really throw it off. It's nice that she's willing to admit the possibility of a mistake, but it seems like her answer did not adequately address your concern.

If she's an experienced teacher, I'd let it ride. I think you can chalk a lot of that up to differences in understanding.

Like, the first one can be interpreted as she's really getting a good individual plan for each child and working to really understand them-- that's a good thing.

The second one isn't great, but these are kids learning to read and write, not medical records.

The third one is likely due to summer slump- happens to lots of kids.

What would you do if you had the following exchanges in your parent-teacher conference in mid-elementary?

1) Teacher comments that your child is good in one particular subject and already knows the subject matter that is the focus of the next unit. You ask what the teacher is going to do to keep child challenged and learning. Teacher says, "I don't know. I'm still figuring out what each child needs."

2) You express concern with child's performance in a different subject and ask if teacher is concerned. Teacher says no because "[Name of particular student] is even worse."

3) Child has dropped many reading levels from end of previous year to beginning of this year. You express surprise. Teacher says that maybe she administered the test wrong.

Teacher has a good reputation, but after this conference, I'm worried.