re:.......more of an unschooling approach
[email protected]
>Public schools "say" they accommodate ADD children, but let me tell youit is impossible for them to do so.
The last year that my son was in public school they put off his 504
Accomodation Plan meeting until January. (it should have taken place no later
than October). At the meeting I asked the teacher why she had not made the
accomodations that were outlined in the plan ( I had asked her on an almost
daily basis up to this point), she replied that she didn't have a copy of the
plan. That's when the special ed director realized that this teacher was a
complete idiot, as I had been telling her. (she could've gotten a copy from
me or the special ed director, but never asked) Anything the teacher said
after that point in the meeting was looked upon with suspision and I caught
her in an out-and-out lie and called her on it. (she responded by stating
that she "didn't remember saying that").
Anyway, my point is, even tho the other administrative people were on my
side, they wouldn't take my son out of the class and I couldn't allow my son
to be poisoned for another minute--the next day was his last day of school.
I only wish I would have learned about the many aspects of unschooling and
unparenting long ago. (before immunizing, but that's another sad story)
Nancy S
[Non-text portions of this message have been removed]
Mimi Moorehead
On Thursday, December 27, 2001, at 12:38 PM, nanandter@... wrote:
you felt she lied, then she probably did. But, my question is, HOW COME
THE SPECIAL ED ADMINISTRATORS DIDN'T MAKE SURE SHE WAS GIVEN A COPY OF
THE MODIFICATIONS TO KEEP IN HER FILES IN HER CLASSROOM? I feel that
should be part of that administrators job - to make sure all the
teachers have their mods in their classrooms. If, after a couple of
weeks, they see not all mods have been picked up, then they should
realize that the teacher is probably totally overloaded and hasn't found
the time to make the trip to the special ed office. I think the
administrators should take some of that responsibility.
I remember, at the beginning of every semester the Special Ed
Department at my high school had a "Modifications Party" (Believe me, it
was no party!!) This would take place after school, in the library.
All the teachers would come and crowd around these big fat folders of
modifications for their students and initial a document proving that
they picked them up. These modifications for these hundreds of students
were supposed to be in alphabetical order, but, of course, they
weren't. So, it took a very long time to go through all of these
folders and wait in line for the teachers in front of me to go through
them. It was always a very disorganized process.
Never did I come out of one of these "parties" with more than 50% of
the modifications I needed because not all of them were ever there. I
would then have to make that 10-minute trek to the Special Ed Office and
spend at least 30 minutes there sifting through those big, folders they
kept the modifications in. It usually took about a month and at least 4
or 5 more trips to that office before I finally had all the
modifications for all of my special-ed students. This took up my very
valuable time and I always resented doing this. I could have used this
time to prepare my lessons, grade papers, meet with students, etc. When
I was a teacher, every minute was precious and important to me. I got
lots of work done before and after school and during my conference
period. I didn't feel it was right that it be eaten up by continuous
trips to the Special Ed office, ESPECIALLY WHEN THE ADMINISTRATORS THERE
HAVE SEVERAL SECRETARIES AND STUDENT HELPERS WHO COULD EASILY
HAND-DELIVER THESE VERY IMPORTANT MODIFICATIONS TO THE VERY BUSY
TEACHERS.
I complained several times about my school's policy of distributing the
modifications, but I was never able to change anything.
The administrators should remember that the teachers are very busy
serving their many students. They should be the ones who put those mods
in the teacher's box or deliver them to the classroom. The teachers are
under much more stress and are much busier than those administrators.
Also, was this a new teacher? Was she new to the school? Did she know
how the system worked? I remember my first year at my last high
school. I was totally on my own. I didn't know who anyone was, where
anything was, or what the policies and systems were. All the other
teachers are so incredibly busy, they don't have time to teach and/or
direct you. I didn't have a mentor teacher to help me because I was not
a first-year teacher. It took me almost an entire school-year before I
felt comfortable with how things worked there.
IMO, in your son's case, the administrators should have taken some of
the blame for not having the accommodations or modifications put into
the hands of the teacher. There is the possibility the teacher was
totally overwhelmed and the administrators should have realized that.
Mimi
Mama of Leroy & Paul, born 01/10/94
[Non-text portions of this message have been removed]
>I don't want to sound like I'm defending the teacher here, I'm sure if
>
>> Public schools "say" they accommodate ADD children, but let me tell you
> it is impossible for them to do so.
>
> The last year that my son was in public school they put off his 504
> Accomodation Plan meeting until January. (it should have taken place no
> later
> than October). At the meeting I asked the teacher why she had not made
> the
> accomodations that were outlined in the plan ( I had asked her on an
> almost
> daily basis up to this point), she replied that she didn't have a copy
> of the
> plan. That's when the special ed director realized that this teacher
> was a
> complete idiot, as I had been telling her. (she could've gotten a copy
> from
> me or the special ed director, but never asked) Anything the teacher
> said
> after that point in the meeting was looked upon with suspision and I
> caught
> her in an out-and-out lie and called her on it. (she responded by
> stating
> that she "didn't remember saying that").
you felt she lied, then she probably did. But, my question is, HOW COME
THE SPECIAL ED ADMINISTRATORS DIDN'T MAKE SURE SHE WAS GIVEN A COPY OF
THE MODIFICATIONS TO KEEP IN HER FILES IN HER CLASSROOM? I feel that
should be part of that administrators job - to make sure all the
teachers have their mods in their classrooms. If, after a couple of
weeks, they see not all mods have been picked up, then they should
realize that the teacher is probably totally overloaded and hasn't found
the time to make the trip to the special ed office. I think the
administrators should take some of that responsibility.
I remember, at the beginning of every semester the Special Ed
Department at my high school had a "Modifications Party" (Believe me, it
was no party!!) This would take place after school, in the library.
All the teachers would come and crowd around these big fat folders of
modifications for their students and initial a document proving that
they picked them up. These modifications for these hundreds of students
were supposed to be in alphabetical order, but, of course, they
weren't. So, it took a very long time to go through all of these
folders and wait in line for the teachers in front of me to go through
them. It was always a very disorganized process.
Never did I come out of one of these "parties" with more than 50% of
the modifications I needed because not all of them were ever there. I
would then have to make that 10-minute trek to the Special Ed Office and
spend at least 30 minutes there sifting through those big, folders they
kept the modifications in. It usually took about a month and at least 4
or 5 more trips to that office before I finally had all the
modifications for all of my special-ed students. This took up my very
valuable time and I always resented doing this. I could have used this
time to prepare my lessons, grade papers, meet with students, etc. When
I was a teacher, every minute was precious and important to me. I got
lots of work done before and after school and during my conference
period. I didn't feel it was right that it be eaten up by continuous
trips to the Special Ed office, ESPECIALLY WHEN THE ADMINISTRATORS THERE
HAVE SEVERAL SECRETARIES AND STUDENT HELPERS WHO COULD EASILY
HAND-DELIVER THESE VERY IMPORTANT MODIFICATIONS TO THE VERY BUSY
TEACHERS.
I complained several times about my school's policy of distributing the
modifications, but I was never able to change anything.
The administrators should remember that the teachers are very busy
serving their many students. They should be the ones who put those mods
in the teacher's box or deliver them to the classroom. The teachers are
under much more stress and are much busier than those administrators.
Also, was this a new teacher? Was she new to the school? Did she know
how the system worked? I remember my first year at my last high
school. I was totally on my own. I didn't know who anyone was, where
anything was, or what the policies and systems were. All the other
teachers are so incredibly busy, they don't have time to teach and/or
direct you. I didn't have a mentor teacher to help me because I was not
a first-year teacher. It took me almost an entire school-year before I
felt comfortable with how things worked there.
IMO, in your son's case, the administrators should have taken some of
the blame for not having the accommodations or modifications put into
the hands of the teacher. There is the possibility the teacher was
totally overwhelmed and the administrators should have realized that.
Mimi
>Mimi
>
> [Non-text portions of this message have been removed]
>
>
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>
>
>
Mama of Leroy & Paul, born 01/10/94
[Non-text portions of this message have been removed]
debbie jones
Based on what you have both said, it appears that you are in total agreement! The public school system can't or won't take the time necessary to see that ALL students are given what they need academically. Unfortunately, it is the student who suffers, and the attitudes that are shown by the teachers can many times come out in very negative ways towards the students who are only there to get an education.
At least some of those teachers do leave the system rather than continue to subject the students to that negativity.
Mimi Moorehead <groundhoggirl@...> wrote:
At least some of those teachers do leave the system rather than continue to subject the students to that negativity.
Mimi Moorehead <groundhoggirl@...> wrote:
On Thursday, December 27, 2001, at 12:38 PM, nanandter@... wrote:
>
>
>> Public schools "say" they accommodate ADD children, but let me tell you
> it is impossible for them to do so.
>
> The last year that my son was in public school they put off his 504
> Accomodation Plan meeting until January. (it should have taken place no
> later
> than October). At the meeting I asked the teacher why she had not made
> the
> accomodations that were outlined in the plan ( I had asked her on an
> almost
> daily basis up to this point), she replied that she didn't have a copy
> of the
> plan. That's when the special ed director realized that this teacher
> was a
> complete idiot, as I had been telling her. (she could've gotten a copy
> from
> me or the special ed director, but never asked) Anything the teacher
> said
> after that point in the meeting was looked upon with suspision and I
> caught
> her in an out-and-out lie and called her on it. (she responded by
> stating
> that she "didn't remember saying that").
I don't want to sound like I'm defending the teacher here, I'm sure if
you felt she lied, then she probably did. But, my question is, HOW COME
THE SPECIAL ED ADMINISTRATORS DIDN'T MAKE SURE SHE WAS GIVEN A COPY OF
THE MODIFICATIONS TO KEEP IN HER FILES IN HER CLASSROOM? I feel that
should be part of that administrators job - to make sure all the
teachers have their mods in their classrooms. If, after a couple of
weeks, they see not all mods have been picked up, then they should
realize that the teacher is probably totally overloaded and hasn't found
the time to make the trip to the special ed office. I think the
administrators should take some of that responsibility.
I remember, at the beginning of every semester the Special Ed
Department at my high school had a "Modifications Party" (Believe me, it
was no party!!) This would take place after school, in the library.
All the teachers would come and crowd around these big fat folders of
modifications for their students and initial a document proving that
they picked them up. These modifications for these hundreds of students
were supposed to be in alphabetical order, but, of course, they
weren't. So, it took a very long time to go through all of these
folders and wait in line for the teachers in front of me to go through
them. It was always a very disorganized process.
Never did I come out of one of these "parties" with more than 50% of
the modifications I needed because not all of them were ever there. I
would then have to make that 10-minute trek to the Special Ed Office and
spend at least 30 minutes there sifting through those big, folders they
kept the modifications in. It usually took about a month and at least 4
or 5 more trips to that office before I finally had all the
modifications for all of my special-ed students. This took up my very
valuable time and I always resented doing this. I could have used this
time to prepare my lessons, grade papers, meet with students, etc. When
I was a teacher, every minute was precious and important to me. I got
lots of work done before and after school and during my conference
period. I didn't feel it was right that it be eaten up by continuous
trips to the Special Ed office, ESPECIALLY WHEN THE ADMINISTRATORS THERE
HAVE SEVERAL SECRETARIES AND STUDENT HELPERS WHO COULD EASILY
HAND-DELIVER THESE VERY IMPORTANT MODIFICATIONS TO THE VERY BUSY
TEACHERS.
I complained several times about my school's policy of distributing the
modifications, but I was never able to change anything.
The administrators should remember that the teachers are very busy
serving their many students. They should be the ones who put those mods
in the teacher's box or deliver them to the classroom. The teachers are
under much more stress and are much busier than those administrators.
Also, was this a new teacher? Was she new to the school? Did she know
how the system worked? I remember my first year at my last high
school. I was totally on my own. I didn't know who anyone was, where
anything was, or what the policies and systems were. All the other
teachers are so incredibly busy, they don't have time to teach and/or
direct you. I didn't have a mentor teacher to help me because I was not
a first-year teacher. It took me almost an entire school-year before I
felt comfortable with how things worked there.
IMO, in your son's case, the administrators should have taken some of
the blame for not having the accommodations or modifications put into
the hands of the teacher. There is the possibility the teacher was
totally overwhelmed and the administrators should have realized that.
Mimi
>
>
> [Non-text portions of this message have been removed]
>
>
> Message boards, timely articles, a free newsletter and more!
> Check it all out at: http://www.unschooling.com
>
> To unsubscribe, set preferences, or read archives:
> http://groups.yahoo.com/group/Unschooling-dotcom
>
> Another great list sponsored by Home Education Magazine!
> http://www.home-ed-magazine.com
>
>
>
> Your use of Yahoo! Groups is subject to
> http://docs.yahoo.com/info/terms/
>
>
>
Mimi
Mama of Leroy & Paul, born 01/10/94
[Non-text portions of this message have been removed]
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[Non-text portions of this message have been removed]
Joylyn
>I was one of those teachers to leave the
> At least some of those teachers do leave
> the system rather than continue to subject
> the students to that negativity.
system. I couldn't see how I could ever
change the system, and what little good I was
able to do was negated by all of the
negative. I know I helped some students, I
taught a 3rd grader how to read, others had
told him he'd never learn.
but now, with what I know (and I have learned
so much since my schooling and teaching
days), I wonder if *I* really taught Albert
to read. Maybe he was simply ready and I was
the person, the adult, there who coudl help
him.
I remember how my father told a story about
asking teachers what they taught and the
teachers woudl say "history", "Math",
"English" and my dad would stop them (as a
school counselor) and say "NO, you teach
students!"
I used to think that was very progressive
thinking, and I guess it was, for my dad and
for most of those teachers. but now I
question it.
I don't want to be my children's teacher. I
want to be there as they learn.
Joylyn
[Non-text portions of this message have been removed]