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How should a parent approach this?

by Cadam

Dec 6, 2010

My daughter is advanced in math. She stomped her little foot and demanded her own math book at the age of four. She took off from there and still loves it.

She started public school last Fall. It is a wonderful little school. The principal supports her teachers and the teachers actually seem happy to work there.

Dd has always been well beyond the school's math program. The program they have is dismal and rather controversial but last year she had a veteran teacher who used the pieces of the program that worked for him and otherwise did his own thing. She didn't learn anything new, but he didn't undermine what she was learning at home and she didn't complain so I left it alone.

This year I volunteered to teach a math pull out for the accelerated kids. Once a week I will teach a handful of kids during their math time-slot. the rest of the week they are stuck doing work they already know. Not only are they bored, but they are not working to their potential (w...See MoreMy daughter is advanced in math. She stomped her little foot and demanded her own math book at the age of four. She took off from there and still loves it.

She started public school last Fall. It is a wonderful little school. The principal supports her teachers and the teachers actually seem happy to work there.

Dd has always been well beyond the school's math program. The program they have is dismal and rather controversial but last year she had a veteran teacher who used the pieces of the program that worked for him and otherwise did his own thing. She didn't learn anything new, but he didn't undermine what she was learning at home and she didn't complain so I left it alone.

This year I volunteered to teach a math pull out for the accelerated kids. Once a week I will teach a handful of kids during their math time-slot. the rest of the week they are stuck doing work they already know. Not only are they bored, but they are not working to their potential (what a waste!) and they are learning that school isn't challenging. They don't get that satisfaction and self-esteem boost from working hard at something and conquering it.

I am working on these bad habits once a week when I have them but they would make so much more progress if they got to work at their own level everyday. I don't want to make more work for the classroom teachers, they have their hands full. What I would like to do is give the accelerated kids packets of work to do on the days that I am not there so they stay busy and learning (and quit dominating math time in their regular classes!).

As a parent, what is the best way to present this idea so that the teachers see it as a positive and helpful thing, not stepping on their toes? These are all really great teachers and I don't want to accidentally offend someone.

Other stuff as slowed down in my life. I have time to go in and work with the kids a couple times a week even. I can make them up packets of work, train other parent volunteers to work with them..... anything that would be helpful really. I just don't know how to offer that without seeming pushy.

I don't want to create more work for them but I do want to see these kids challenged. I don't want them to end up like so many gifted kids who don't know how to work hard and wilt or give up when things finally get tough down the road.

Thanks for the advice!

view previous comments

Oldtimer On 12/06/10, Cadam wrote: > My daughter is advanced in math. She stomped her little > foot and demanded her own math book at the age of four. She > took off from there and still loves it. > > She started public school last Fall. It is a wonderful > little school. The principal supports her teachers and the > teachers actually s...See MoreOn 12/06/10, Cadam wrote: > My daughter is advanced in math. She stomped her little > foot and demanded her own math book at the age of four. She > took off from there and still loves it. > > She started public school last Fall. It is a wonderful > little school. The principal supports her teachers and the > teachers actually seem happy to work there. > > Dd has always been well beyond the school's math program. > The program they have is dismal and rather controversial > but last year she had a veteran teacher who used the pieces > of the program that worked for him and otherwise did his > own thing. She didn't learn anything new, but he didn't > undermine what she was learning at home and she didn't > complain so I left it alone. > > This year I volunteered to teach a math pull out for the > accelerated kids. Once a week I will teach a handful of > kids during their math time-slot. the rest of the week they > are stuck doing work they already know. Not only are they > bored, but they are not working to their potential (what a > waste!) and they are learning that school isn't > challenging. They don't get that satisfaction and > self-esteem boost from working hard at something and > conquering it. > > I am working on these bad habits once a week when I have > them but they would make so much more progress if they got > to work at their own level everyday. I don't want to make > more work for the classroom teachers, they have their hands > full. What I would like to do is give the accelerated kids > packets of work to do on the days that I am not there so > they stay busy and learning (and quit dominating math time > in their regular classes!). > > As a parent, what is the best way to present this idea so > that the teachers see it as a positive and helpful thing, > not stepping on their toes? These are all really great > teachers and I don't want to accidentally offend someone. > > Other stuff as slowed down in my life. I have time to go in > and work with the kids a couple times a week even. I can > make them up packets of work, train other parent volunteers > to work with them..... anything that would be helpful > really. I just don't know how to offer that without seeming > pushy. > > I don't want to create more work for them but I do want to > see these kids challenged. I don't want them to end up like > so many gifted kids who don't know how to work hard and > wilt or give up when things finally get tough down the > road. > > Thanks for the advice!

Cadam, You are off to a great start advocating for your daughter. I wish you all the very best in getting your program in place . With patience and persistance it can be done this coming from a person who has btdt. Be forewarned there will be hoops and hurdles you will have to pass therefore you will need these two strengths.

You have been given some great advice here by more good luck and by FroggyBee. If you haven't done so already go ahead and have a background check done. That would illiminate one hurdle.

The principal has a hugh responsibility here when it comes to whole school. You can make his/her job just a little bit easier by having that in place.

You go, girl!

Dec 11, 2010

Cadam On 12/10/10, Froggybee wrote: > I applaud your efforts to help out the classroom > teachers - we have a lot on > our plates! In reference to speaking with the > principal: I (as a teacher) would be in deep doo doo if > I had a parent working with kids, even in a supervised > situation, if the parent were not background checked >...See More

Dec 15, 2010

My idea? Cadam, I understand where you're coming from. Now you know why many parents of children who learn differently from the norm -- including special-needs children, LD children, and gifted children -- finally get sick of the entrenchedness of a system that, for whatever reason, does not work for their child and decide to homeschool.

This scho...See More

Dec 25, 2010

Madam On 12/25/10, My idea? wrote: > Cadam, I understand where you're coming from. Now you know why > many parents of children who learn differently from the norm -- > including special-needs children, LD children, and gifted > children -- finally get sick of the entrenchedness of a system > that, for whatever reason, does not work for the...See More

Dec 28, 2010

Heidi Williams Schools need to change how we approach talent! Giftedness in its traditional approach is from the "fixed mindset" that IQ is static. As a STRETCh - Striving To Reach Every Talented Child - Instructor, I have seen the data and test scores that prove that the "growth mindset" by Carol Dweck is REAL! Our brains are an organ that grows and develops ove...See More

Jan 31, 2011

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