Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

We are at a similar school. It's more common than you think. If you read the OP's post, it's pretty clear how hands off schools are once kids are at "grade level" instead of figuring out what a kid actually can learn and accomplish.

Thats my experience.

Our kids don't really learn anything new in school, so they learn outside of school. Makes me wonder why the heck we are paying the real estate premium for a "good school" when they're effectively being homeschooled.

What grade are your kids in?

I have a 2nd grader and 4th grader in AAP in McLean. Kids have solid peer group. 4th grader is starting algebra. So many bright kids in his AAP class. Vocabulary expanding with Caesar’s English. What more do you want? I’ve been satisfied. He did art club, chess club and science Olympiad.

The teachers are involved and are doing a fine job.

+1 and I'm not in McLean--in a 'run of the mill' AAP center.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

We are at a similar school. It's more common than you think. If you read the OP's post, it's pretty clear how hands off schools are once kids are at "grade level" instead of figuring out what a kid actually can learn and accomplish.

Thats my experience.

Our kids don't really learn anything new in school, so they learn outside of school. Makes me wonder why the heck we are paying the real estate premium for a "good school" when they're effectively being homeschooled.

What grade are your kids in?

I have a 2nd grader and 4th grader in AAP in McLean. Kids have solid peer group. 4th grader is starting algebra. So many bright kids in his AAP class. Vocabulary expanding with Caesar’s English. What more do you want? I’ve been satisfied. He did art club, chess club and science Olympiad.

The teachers are involved and are doing a fine job.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

We are at a similar school. It's more common than you think. If you read the OP's post, it's pretty clear how hands off schools are once kids are at "grade level" instead of figuring out what a kid actually can learn and accomplish.

Thats my experience.

Our kids don't really learn anything new in school, so they learn outside of school. Makes me wonder why the heck we are paying the real estate premium for a "good school" when they're effectively being homeschooled.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

This is me, too. It is exhausting. The education my kids are getting in school is the pits.

Maybe you should homeschool. If nothing else, it might help with your martyr complex.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

We are at a similar school. It's more common than you think. If you read the OP's post, it's pretty clear how hands off schools are once kids are at "grade level" instead of figuring out what a kid actually can learn and accomplish.

Thats my experience.

Our kids don't really learn anything new in school, so they learn outside of school. Makes me wonder why the heck we are paying the real estate premium for a "good school" when they're effectively being homeschooled.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

We are at a similar school. It's more common than you think. If you read the OP's post, it's pretty clear how hands off schools are once kids are at "grade level" instead of figuring out what a kid actually can learn and accomplish.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

Anonymous wrote:I have a moment now in between waiting for kids at different sports, but I wanted to write a post to maybe spur a real discussion.

I taught in FCPS for over 10 years. The first ten I worked in a high poverty, high ESOL school. It was an amazing experience. I learned so much as a teacher. I was constantly challenged and I was constantly pushed to come up with ways to reach our kids. I still remember the day when a kid I taught who spoke no English told me she got into TJ. This is why I love teaching. The school had a high turnover because it was a tough place to teach. They had a lot of people who used it to get into the system and then ran to schools where student performance wasn't an issue.

Well, life happened. I normally worked 12 hour days during the school year and usually spent Sunday afternoons planning for Monday. I had a baby. And another one. And I don't live near our school, so I decided to transfer to a new school closer to where we live. It's one of those affluent schools the SOL pass rates are so high no one even blinks an eye.

And the past few years has been easy. The kids are great (because I love kids and these kids are awesome too). The parents are responsive in a way that blows my mind. I send a note for supplies and am given tons. It's night and day. And I really love the community. These are good people.

But they deserve better. And by that I mean we coast. I will give an example. I had a teacher in my grade mention that her kids were not getting a math issue. I offered ten different ways to teach it beyond the default pacing guide and she shrugged and said she's sending home some worksheets and a note. The parents will either handle it or get the kids tutoring.

It hit me that these people who are spending so much money to live around here, who care so deeply, and who tout our school as amazing. It's not us. It's them. I don't know what to do that. Anyway, sorry for the vent, but if anyone feels this way, it might make me feel less bonkers.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, I think the lack of good teaching programs and a strong curriculum are at the heart of many teaching issues in the US.

This immigrant disagrees.

The problem here is too much money, too little parenting.

This immigrant disagrees with immigrant. Curriculum, I've experienced first hand here, sucks.