Last year when DS was in first grade I noticed how disruptive some of the kids were in his classroom. I decided to wait until the teacher parent conference when we could review where he was, how he was doing to assess if the disruptive kids were impacting his learning. What I discovered was he was doing great, even considering the situation. The teacher knows about the disruptions and tries to do the best with what she has. I agree from my observations there is a lot of independent learning going on while the teachers pull asides groups for focused groups. This independent learning is fine for kids that are self motivated, able to stay on task etc, not so good if the kids need extra help and attention. I also see ways that I need to work with my kids at home to ensure they are getting what they need that might not happen in the classroom. A teacher's aid would be wonderful but its not going to happen. I'm happy for the time being to stay in public school and to assist the teacher by working with my child at home.

In terms of how kids end up in the groups they do - they do a lot of early assessements to figure out what reading level, math etc the kids are in. In K the kids moved between the groups as they improved in reading math etc. I saw less of this in first grade - the higher reading, math, spelling groups were together the entire year. Not sure about 2nd grade yet as its just starting.

Anonymous wrote:

Anonymous wrote:Not to be snarky OP, but it seems that the issue that is causing you the most angst is that you perceive that your DC is not yet considered one of the "advanced" kids. If you think she has mastered things and that is not reflected, you should ask the teacher. There may be a perfectly acceptable explanation or there may not be...but it beats speculating and wondering about it.

As far as calling on kids, I have found that teachers called on my kid less when I was in the classroom (either Open House or volunteering). Maybe they are sensitive to being perceived as kowtowing to kids whose parents are observing

OP here. I have no idea if my DD is advanced or not. I'm curious as to how they figure out who is beyond the curriculum so early and how they do it. Plus, in all honesty, I am not comfortable with the large class. The teacher is spending a lot of her time with several children who were pretty much out of control (think running in the classroom, yelling, fighting with each other). I have a quiet child who I can see getting completely lost in that. I see my one big recourse is to pull her out and seek a school with much smaller classes and more individualized attention. Heck, don't we all want that for our children? If I had the means I would simply go ahead and do it. So, in answer to your question, no I'm on here to tout what a wonder my child is. I'm attempting to learn how to navigate the system, exactly what to expect etc..... I do plan on speaking with the teacher so I can have a better understanding of what to expect. Before I do so, I thought I would come here to pull from advice etc... of those who have BTDT. I thought that is what DCUM was for. I forgot that it's also 85% bashing ppl for having the nerve to ask questions.

PP here. Well, if you think that I was "bashing" you, you must be new to DCUM. I was just making an observation after reading your posts in this thread. In fact, I did not even imply that you were touting your kid on here. I just pointed out the issue that you seemed most concerned about. I apologize for my snarkiness, but having had 2 kids come through MoCo public schools, my advice would be different based on what your specific concern is. GL

Anonymous wrote:Not to be snarky OP, but it seems that the issue that is causing you the most angst is that you perceive that your DC is not yet considered one of the "advanced" kids. If you think she has mastered things and that is not reflected, you should ask the teacher. There may be a perfectly acceptable explanation or there may not be...but it beats speculating and wondering about it.

As far as calling on kids, I have found that teachers called on my kid less when I was in the classroom (either Open House or volunteering). Maybe they are sensitive to being perceived as kowtowing to kids whose parents are observing

OP here. I have no idea if my DD is advanced or not. I'm curious as to how they figure out who is beyond the curriculum so early and how they do it. Plus, in all honesty, I am not comfortable with the large class. The teacher is spending a lot of her time with several children who were pretty much out of control (think running in the classroom, yelling, fighting with each other). I have a quiet child who I can see getting completely lost in that. I see my one big recourse is to pull her out and seek a school with much smaller classes and more individualized attention. Heck, don't we all want that for our children? If I had the means I would simply go ahead and do it. So, in answer to your question, no I'm on here to tout what a wonder my child is. I'm attempting to learn how to navigate the system, exactly what to expect etc..... I do plan on speaking with the teacher so I can have a better understanding of what to expect. Before I do so, I thought I would come here to pull from advice etc... of those who have BTDT. I thought that is what DCUM was for. I forgot that it's also 85% bashing ppl for having the nerve to ask questions.