Because of NCLB, we have no morning or afternoon recess.
We "probe" the daylights out of our kids. I spend more time
testing my kids than teaching. We are also a "Reading
First" school, which means my students must sit 90 minutes
for direct instruction. Grrr! If a child asks a question
that does not pertain to the "Direct Instruction" aka
a "teachable moment" I can not answer it or look up the
information on the Internet to satisfy that child's
curiousity because it will interfere with that hallowed,
sacred 90 minute direct instruction.

Also, I have a Sped child whose attendance is awful. He
either comes to school when reading is over or he doesn't
come to school at all. I am under pressure to make sure
that child performs at the same level as the rest of the
class. How in the ? am I supposed to teach a child who is
never in school? Phone calls to mom and gramma result in
lip service from them...and the child still doesn't come to
school.

Another gripe I have is the push for all kids to succeed.
While I have high expectations for my students, I refuse to
do their work for them, write for them, or test for them so
that they can succeed. What happened to a student's "right
to fail?" Why are we expected to lower our standards so
kids can pass?

On 1/27/09, Dee wrote:
> Oh my God! I am reading with horror about all the pressure
> kindergarten teachers feel! Can someone please wake up-
> these children are 5 years old! NCLB is a political
thing-
> geared for inner city low achieving schools- to help them
> make AYP.
> For the rest of us- we need to stand up for childhood and a
> quality, child friendly education. Let us do what is
right!
> Yes- a skilled teacher is important, early intervention is
> important- BUT- so is developmental education. True
story-
> this year we have a new kindergarten teacher- my old aide
> works in her room- she is a very nice person- she is just
> lousy at classroom management- control, plus her lesson
> content is really lacking, according to my former aide, who
> is very concerned and conscientious. Well,- her DIBELS had
> only 2 intervention kids, all others made benchmark. My
> point- this had NOTHING to do with skill of classroom
> teacher. I want to propose a bet- if kids were allowed to
> explore at a leisurely pace they would fare just as well or
> better than a kid who had been drilled in nonsense word
> fluency. Get a grip!!

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