out to get student
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t_me ...@msn.com (CustSvc)
What do you do when you have a situation where a non-working student (rarely hands in any work) tells his parents that you are targeting him for zeroes and the parents continue to believe him -- even after you present them with full facts, details, timelines and comparisons?
I have a really bright really lazy student who is earning a C with me (has two Fs in other cl***es). The parents are not worried about the Fs (which are also the result of non-work). They are continuing with the notion that I personally don't like the student and that's why he has zeroes. The mother told me my cl*** was too hard. I explained to her that the only students who are getting a C or below (total of 5) are not handing in work. Otherwise all students have an A or B. If my cl*** was too hard, then students less bright than hers would be getting a C or worse. It appears that nothing I say to this parent will matter. She's convinced I'm evil and targeting her son for zeroes. Again - never mind the more pressing issue of two Fs in her son's core cl***es. Apparently, those are not an issue.
Icing on the cake - I've only ***igned homework Once in the whole 9 week session. What he is not doing and not turning in is Cl***work!
Anything I ought to be doing to cover myself? I'm documenting any/all behavior and work habits of his in cl*** in case she comes back with something else. Otherwise, I'm figuring to forget about it.
Thanks
Martin Rowley kmrow...@swbell.net
Invite the parents to come sit in your cl*** during this student's period. If nothing else it might get the kid to actually do some work that day.
Offer to let the parent talk with a counselor and see about getting the student shifted to another teachers cl***.
Martin
alhuriyehREMOVET ...@yahoo.com (Troll Promoting Political Agendas)
when parents abdicate responsibility & treat third parties as the problem, there's nothing you can do to change it. document like a lawyer & tough it out. but just remember-- this rear-end wiping will have a heavy long term price, because this is the sort of child who is likely be a stone around her neck for life.
jzah ***************************************************** (c) 2002 by J. Z. Al-Huriyeh, All Rights Reserved This text is NOT public domain. Do not reprint or redistribute my writing in any form without written permission from me. Request permission by writing to: alhuriyehREMOVET...@yahoo.com
s ...@pipeline.com (sf)
You're doing the right thing and continue documenting.
These parents are in denial and are scapegoating you. LOL. Don't you understand that their child would do better if you were a more effective teacher?
<smile off> because it's NOT funny.
`````````````````````````````` On 23 Nov 2002 16:16:30 -0800, t_me...@msn.com (CustSvc) wrote:
s ...@pipeline.com (sf)
On Sun, 24 Nov 2002 01:30:43 GMT, Martin Rowley If he does his cl***work, you'll have the parents saying "Well - he worked when we were here, so what's wrong with you?"
Martin Rowley kmrow...@swbell.net
As if such a parent would actually show up in your cl***.
Martin
Alan Lichtenstein alichtenst...@erols.com
There are a number of things which you can and should do. First of all, show the parent the written grading policy endorsed by your supervisor which supports the fact that you are evaluating their child according to appropriate policy. Next, and you need your supervisor to help with this one, you need to establish that your examinations are appropriate to the curriculum and that they properly address the level of difficulty called for by that curriculum. That said, you have then established that the student has not measured up, both by policy and by cirriculum.
Intangibles, which clearly cannot be established in a NG posting, however, may not be with you. We cannot know the tone and nature of your interractions with the student. These personal characteristics create preceptions, and unfortunately, the perception is the reality( even if it is not ). That, you need to examine and make certain the you are not using those personal characteristics and other intangibles to create a negative perception.
Alan
Alan Lichtenstein alichtenst...@erols.com
This is the worst think one can do. Parents, especially those with a chip on their shoulders, untrained in pedagogical evaluation, will come away with exactly what they want to come away with. Especially if the presence of the parents prompts the kid to actually do some work.
Remember, they( the parents ) are there only once, and not every day.
Avoid giving the kid the opportunity to put on a show, and dig you in deeper.
Cl***room observations for this are a definite no-no.
Alan
Martin Rowley kmrow...@swbell.net
Depends on the situation and the parents.
It's worked for me over the years - inviting the parents.
Nine times out of ten the parents don't take the time off work and come in. And the one time that I have had the parent come in, I gave that parent a list of our ***ignments and asked the student to pull up his work on the computer and to get his notebook out to show his mother these ***ignments. Of course the student didn't have much in the way of any work to show. The parent also got to see the other students busy at work on an ***ignment that they had been working on for a couple of weeks - while her son tried to convince her that he had been working on the same ***ignment and just hadn't got as far yet, but she pretty much could tell that he was just starting.
I never had any more problems with this parent afterwards.
Martin
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kle ...@aol.com (Kleyle)
I agree. We should not be afraid to have the parents come in. We should welcome it. The work speaks for itself.
As ever,
"Sumbuny" sumb...@TAKETHISOUTcox.net
My husband did this a few times, for both of our sons. We found a few interesting things, such as the fact that our ADHD teen (who is visual) was having trouble in cl*** with an ADHHHHD teacher who was verbal-and said she doesn't 'suffer' from ADHD, but she does have it. Her attitude was "If I can deal with this without meds and accommodations, so can he." She bounced from topic to topic with little warning or organization, insisting that it was her students responsibility to learn how to organize themselves-6th graders-without help from her (coddling them). Swapping my son to a teacher that was more organized, had better solid routines, and actually *complied* with his 504 was what he needed to go from "F"s to "B"s.
The younger son? My husband's observations in his cl***es were the final nudge we needed to initiate his Functional Behavioral ***essment, which led to the finalization of his ADHD/gifted diagnosis to add aspergers and sensory integration dysfunction....
FWIW, the only teachers that balked at having cl***room observations were the ones who refused to comply with his IEP..."We have always taught that way, and it has been fine for everyone else...*we* won't change, *he* must"....and it wasn't until we were able to finally push for a 1:1 aide that this came out (the non-complaince) in full...and knowing that they were now held accountable caused complaince...and a "miraculous turnaround" in our son....
"Things that make you go 'hmmmmm.......' "
--
Buny
-------" Nobody realizes that some people expend tremendous energy merely to be normal." ~ Albert Camus
frank fr...@clearence.com
Sounds like the teacher has their act together.
Sounds like parents making excuses.
Sounds like students will have trouble all their life expecting someone to run to their aid.
Martin Rowley kmrow...@swbell.net
Don't remember the OP saying that this student had an IEP and that they were either unable or unwilling to follow it.
The particular student I spoke of from my cl***room did not have a IEP or as far as I'm am aware of was not diagnosed with any learning disability that would account for his not doing the work that my cl*** required.
I follow the IEPs that I'm given for my students. I've yet to have a single parent ever complain that I have not done my best to address the modifications that their child needed to be successful in my cl***room.
Not all students who fail do so as a result of having a learning disability.
Martin
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