El primer boletín informativo de evaluación continua

boletín informativoI don’t know anything about passive aggressive behavior, but if I did, I might post complaints about my child’s classroom experience on a blog that lots of people could read—except his teacher. But only after first sharing my complaints with other Americans and a few Spanish people.

I know that I need to a) request a check-in with the teacher for a Monday at 4pm, when teachers are supposed to be available for meetings, as I’ve been told by Spanish parents, and 2) accept that much of what I would like to change won’t.

What will I say at the 4pm meeting? I will ask what we can do to support a child who got an “outstanding—9/10” for math on his report card, especially since I suspect the work he’s doing is a review of what he learned last year. I will ask what we can do to support a child who, when he finishes his work, is often told to wait (with nothing to do) until the teacher is ready to move on. Because reading and writing, including handwriting, were not graded—even though they are listed as distinct categories on the report card and reading and handwriting seem to be a major emphasis this year—I will ask if the teacher could assign the child tasks as homework or during the time when he is waiting for the class to change activities, because if the teacher says it must be done, it will be done, and I can see that more practice would lead to improvement. I will also ask the teacher if there’s anything she’d like us to know or anything she’d like us to do at home, since the only “observations” noted on the report card were “Happy Holidays!”

And in case you were wondering, the grade marked for English was “outstanding—9/10.” What a relief.

N.B. I should add that in sharp contrast to our St. Paul school teachers, who kept us asea in completed worksheets and writing and art projects sent home with a weekly newsletter, Lou has brought home one piece of completed work since September, a 3-D paper house he colored under strict instruction from the teacher. On less than a dozen occasions he has brought home his math or reading workbook, and a couple of times last fall he had social studies worksheets he needed to finish at home. As far as we know, there haven’t been any tests.

Lou is reluctant to give specifics about school, although when asked recently he told someone that he is learning about the Spanish political system.

2 thoughts on “El primer boletín informativo de evaluación continua

  1. Pingback: Os pongo al día sobre el cole | More Than One Casa

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