At our meeting last week, the school suggested that Occupational Therapy was basically the cure to all of our ills. Of course, that is a service the district does not provide so I needed to take care of it. The school psychologist suggested I contact my insurance company to find out if services were covered, since paying out of pocket for that is cost prohibitive (or as she put it "insanely and dauntingly expensive"). My insurance is stupid and only open until 4:45 so I wasn't able to call last week.
I called today and was transferred around a couple of times. Eventually, I got to someone who told me that, while O.T. is covered, I need a referral from my doctor (no problem, I totally expected that) but that once that referral was made, we would have to visit the O.T., who would then contact the insurance to find out if services were ACTUALLY covered. I know, I totally felt my head explode as she was explaining it to me. So basically, I have to go and hope that the visit is covered or pony up the cost. Of course, I have no idea what that cost might actually amount to.
I called WF's doctor to get the referral process started and the nurse seemed to have no idea what I was talking about. She said the school usually handles O.T. services and she didn't know what they could do. I explained that the services were cut so we were trying to make up that difference ourselves. She said they don't actually offer O.T. services and can't refer us to Carle, who does offer O.T. She at least agreed with me that there was really no need for an office visit, since there was nothing to diagnose. She ended up giving me their fax number and telling me to talk to the school and have them fax over his assessment and their recommendation for treatment and we'll "see if we can figure something out"
So basically, I'm back at square one as far as getting him O.T. services goes. The school can't help, the insurance won't help and the doctor doesn't know how to help.
On a bright note, I did get to check out the new spelling system they are suggesting for him and I could totally make it myself, at home, for under $10! They said I could use the books they have to get him a jump on it, so I don't need to spend $250 per lesson or buy an iPad (since the app they suggested is only available for iPad AND costs $23!), so that was good news. The special ed teacher also recommended a dictation program for him to do his homework with. It isn't perfect, but it is a place to start, so that the words get on the page and he can at least work on editing.
Showing posts with label problems. Show all posts
Showing posts with label problems. Show all posts
Monday, May 16, 2011
Saturday, May 14, 2011
BIT meeting
Earlier this week, I blogged about WF's math, and school in general, issues. We met on Thursday about supports for next year and, although I wasn't thrilled with the idea of the meeting, I came out of it in a better frame of mind. We talked about his focus issues, his spelling issues, his "floppiness", his habit of writing numbers backwards, etc. Today, it occurred to me that I should have asked them about his stutter as well, but I didn't think about it at the time. They agree that most of those issues are real issues and we talked about several things to help him overcome them. Unfortunately, OT has been cut in the district so he hasn't been seeing an OT all year so their first recommendation was to contact my insurance and see if they cover OT services at Carle. Of course, by the time the meeting was over, insurance was closed and then I worked late on Friday and didn't get the call made then either. It is on my calendar for Monday. If they cover it, the school wants me to at least get him evaluated and either do the exercises at home or take him regularly for therapy. For spelling, they want to start him on Barton Spelling. which is a different type of spelling program. Unfortunately, it clocks in at $250 a lesson for 10 lessons, taking you all the way to high school. It isn't going to be something we are going to purchase for him, but I'm assuming that the school has the system, since they said they are going to start him on it. The school psychologist said there is an iPod app that is similar and she is going to email me the details of that so he can start on it over the summer. They said OT would help with the inability to sit up (he is constantly laying over and flopping on other people's desks and being annoying) as would sitting on a therapy ball, since the first time he tries to flop over, he'll fall off the ball! LOL They are also going to get him a math tudor for school. Instead of doing math in class with everyone else, he will sit with this person and learn things at his own pace. They want him to practice math facts at home but he can figure out the math, just not quickly. I think the ability to do it is more important than the ability to do it quickly.
They suggested that he needed to work on hand eye coordination, which isn't surprising. The surprising thing was that they suggested playing Wii Fit for 30 minutes a day to help him get better. They said that 15 minutes of Wii Fit yoga and 15 minutes of balance games each day would help with balance and the floppiness. They also suggested that he play Wii Sports to improve his hand eye coordination. Sending him to the garage and telling him to play tennis or baseball on the Wii fits our schedule a lot better than taking him to the court or the field and hitting balls with him!
Over the summer, everyone is working on school work, everyday. We are starting with Kindergarten sight words and working our way forward for both kids. Both kids will practice K and 1st grade sight words, until they know them like nobody's business. We will also be working on spelling, either just going over the previous spelling words or through the iPod app. We are going to practice handwriting and reading for both kids. Our goal is to get WF caught up and MF starting first grade at least a little ahead. I've already started compiling lesson plans for both of them and working out a timeline to keep us on track. We'll see how our summer of homeschooling goes.
They suggested that he needed to work on hand eye coordination, which isn't surprising. The surprising thing was that they suggested playing Wii Fit for 30 minutes a day to help him get better. They said that 15 minutes of Wii Fit yoga and 15 minutes of balance games each day would help with balance and the floppiness. They also suggested that he play Wii Sports to improve his hand eye coordination. Sending him to the garage and telling him to play tennis or baseball on the Wii fits our schedule a lot better than taking him to the court or the field and hitting balls with him!
Over the summer, everyone is working on school work, everyday. We are starting with Kindergarten sight words and working our way forward for both kids. Both kids will practice K and 1st grade sight words, until they know them like nobody's business. We will also be working on spelling, either just going over the previous spelling words or through the iPod app. We are going to practice handwriting and reading for both kids. Our goal is to get WF caught up and MF starting first grade at least a little ahead. I've already started compiling lesson plans for both of them and working out a timeline to keep us on track. We'll see how our summer of homeschooling goes.
Sunday, May 8, 2011
You do the math
WF is having some issues at school (again, I know, shocker). Up to this year, he has always done well at math and struggled with reading. This year, he has caught up, and stayed, exactly at grade level in reading and has slipped away in math. I completely understand this slide. I was always terrible at math, but I remember 3rd grade being particularly difficult because of multiplication. I learned the times table enough to pass the test (why do we do timed math tests, anyway? Isn't being able to find the answer enough, why does it have to be done in a certain number of seconds?) and then promptly forgot most of them. His teacher is nice but, as I'm sure I've mentioned, doesn't have much control of her classroom. I doubt there is a significant amount of learning going on in there because of that. Her big thing is that everyone must go to college. She even has a note on the wall about the college graduation date of this class. I think it is fine to push students to excel, but I don't think that she is approaching it in the right way. She told WF that if he didn't learn math and go to college, he would never have any kind of job worth having. While that might be partially true, that whole sentiment is a bit too insane for my tastes. I agree that the better educated you are, the better options you have. However, I happen to know personally that you can, in fact, have a job worth having while still not knowing a whole lot of math. RF and I neither one use anything beyond the basics everyday.
In fact, when I started college, I was a secondary ed major. I wanted to teach high school history. Of course, that requires a 4 year degree, with a lot of classes that don't mean much of anything. I took some classes towards that goal and then, after getting a job that paid for classes related to my job, I started taking business classes. Eventually, I left that job and decided to go back to school for the degree of my choice. I ended up picking preschool, partly because I had a preschooler and I enjoyed that age but mostly because it was a degree where I could work with only a 2 year degree. A 2 year degree meant that I only had to take statistics for math instead of Algebra. As I did more research into my options, I found that I didn't have to get an early childhood degree. I could pursue a CDA (which I completed all the class work for, but never actually finished the process), which would make me director qualified, would teach me practical teaching practices and best of all meant I never had to take another math class again. I honestly planned my career and life around a single subject and a few classes in that subject. RF never finished any type of degree. We will never be rich but we are comfortable. We both have stable employment and aren't constantly looking over our shoulder in fear of our job being cut(no job is 100% safe but both of ours are in decent shape, even if budgets are tightening). And really, that is more than a whole lot of people can say in this economy, college educated or not.
I choose not to do any math in my head. When I go to the grocery store, I have a calculator on my phone and I use it to figure out which item is the better deal. I can estimate and figure out that if I have $10, I can't get all three of the things I want at the grocery store. I know that $4.19 is more than $3.95 and that I'm going to Thorton's to get gas, instead of the place by my house. I know how to count change, although I do it so rarely that I do have to stop and actually do the counting. I can do basic geometry and figure out how much paint I need for the bathroom or how much grass seed I need for the yard (about twice what the bag says it will cover LOL). I don't really need any additional math and that is all stuff that they have learned by 3rd grade.
I facebooked about this, just out of curiosity about how much math other people use in their daily lives. I expected some of my friends to say they used a lot, but in thinking about their jobs, I expected most to be in the same boat I'm in. They know the basics but haven't done anything beyond that since high school or college. I knew I had some science-y people who would tell me that they solve complex equations in their heads before breakfast. The job I was surprised about was the video game developer. In the abstract, I guess I knew that computers=math but I'd never really made the connection until he pointed out that his whole job is basically writing word problems. I was surprised at what I perceived to be somewhat venomous responses. Several people acted like I was trying to give him an excuse to never do math again. I'm not, I simply wanted a balanced perspective to give him about math and school and college.
Do I want him to do well in school? Absolutely! Would I rather he be middle of the road and actually enjoy school? You bet! I waver constantly between wanting to push him until we both drop to be an A/B student and accepting the fact that, although he is crazy smart and creative, he simply doesn't do well at school. For his last few report cards, he has had a solid 75% across the board. That is the middle of the middle and you can't really get more average than that. There seems to be some stigma against being a middle of the road student that I don't get. They wouldn't call it average if everyone where getting As!
I was a good student, effortlessly. I never, ever studied and rarely did homework, except when turning it in was part of a grade. Unless something was actually being graded, I never did home work at home. I would do it during study hall, sometimes or, more likely, in another class. My dad, RF, my brother, none of them were great students. They were solid C students, most of the time, (unless something really interested them) so why should I be surprised that is where WF is? Of course, when they were in school, average was something different. A teacher friend of mine pointed out that, now, those middle of the road students are the most likely to get interventions because they are on the bubble, so to speak, for testing purposes. Passing is passing and failing is failing, it doesn't matter by how much. There is simply no point (as far as standardized testing goes) in wasting resources on kids who are sure to pass or sure to fail. Instead, they devote a ton of resources to those middle kids since they have the best chance of being saved from failure and bring the whole school percentage up. Because so much time and attention is being paid to those middle kids, it seems like everything is a bigger problem than it is. I've pretty well decided he is the student he is going to be. We'll keep working on getting better and progressing but I'm not holding my breath for him to suddenly become an A student.
We have another intervention team meeting on Thursday. Last year, we met about his handwriting (still horrible BTW) and he ended up with a 504 plan that allows him to use a laptop in class, during writing time. We got it for him in December and he has used it ever since. His writing isn't any better. he still isn't getting his ideas onto the page. He is still writing a sentence or two when he should be writing a paragraph. His spelling is still terrible. The theory was that if he didn't have to focus on the mechanics of writing that he would be better able to spell the words probably and the ideas could flow more easily. Not so much. The only benefit I've seen to the 504 plan is that he got to dictate his extended response on his ISATs this year. I'm sure that made a world of difference in his final score but this seemed to be much ado about nothing.
His teacher things he is has some issues with spacial reasoning. I know that spacial is how things relate to each other and how things fit together but I don't know what that has to do with school. He hates puzzles (me too) but he doesn't do them. She claims, vaguely, that spacial issues can be related to poor spelling, poor handwriting and poor math skills. No one seems to be able to tell me how, exactly, they are related or what exactly can be done about it. So I'm going to meeting on Thursday and I'm hoping to nail down some answers then but I'm just not getting too excited about it. On the one hand, having a "label" (besides "bad kid") might help him in the short term, I don't relish the idea of having him labeled forever. Of course, I don't think any label will get him the help that he actually needs so I'm just not terribly enthusiastic about the whole process.
In fact, when I started college, I was a secondary ed major. I wanted to teach high school history. Of course, that requires a 4 year degree, with a lot of classes that don't mean much of anything. I took some classes towards that goal and then, after getting a job that paid for classes related to my job, I started taking business classes. Eventually, I left that job and decided to go back to school for the degree of my choice. I ended up picking preschool, partly because I had a preschooler and I enjoyed that age but mostly because it was a degree where I could work with only a 2 year degree. A 2 year degree meant that I only had to take statistics for math instead of Algebra. As I did more research into my options, I found that I didn't have to get an early childhood degree. I could pursue a CDA (which I completed all the class work for, but never actually finished the process), which would make me director qualified, would teach me practical teaching practices and best of all meant I never had to take another math class again. I honestly planned my career and life around a single subject and a few classes in that subject. RF never finished any type of degree. We will never be rich but we are comfortable. We both have stable employment and aren't constantly looking over our shoulder in fear of our job being cut(no job is 100% safe but both of ours are in decent shape, even if budgets are tightening). And really, that is more than a whole lot of people can say in this economy, college educated or not.
I choose not to do any math in my head. When I go to the grocery store, I have a calculator on my phone and I use it to figure out which item is the better deal. I can estimate and figure out that if I have $10, I can't get all three of the things I want at the grocery store. I know that $4.19 is more than $3.95 and that I'm going to Thorton's to get gas, instead of the place by my house. I know how to count change, although I do it so rarely that I do have to stop and actually do the counting. I can do basic geometry and figure out how much paint I need for the bathroom or how much grass seed I need for the yard (about twice what the bag says it will cover LOL). I don't really need any additional math and that is all stuff that they have learned by 3rd grade.
I facebooked about this, just out of curiosity about how much math other people use in their daily lives. I expected some of my friends to say they used a lot, but in thinking about their jobs, I expected most to be in the same boat I'm in. They know the basics but haven't done anything beyond that since high school or college. I knew I had some science-y people who would tell me that they solve complex equations in their heads before breakfast. The job I was surprised about was the video game developer. In the abstract, I guess I knew that computers=math but I'd never really made the connection until he pointed out that his whole job is basically writing word problems. I was surprised at what I perceived to be somewhat venomous responses. Several people acted like I was trying to give him an excuse to never do math again. I'm not, I simply wanted a balanced perspective to give him about math and school and college.
Do I want him to do well in school? Absolutely! Would I rather he be middle of the road and actually enjoy school? You bet! I waver constantly between wanting to push him until we both drop to be an A/B student and accepting the fact that, although he is crazy smart and creative, he simply doesn't do well at school. For his last few report cards, he has had a solid 75% across the board. That is the middle of the middle and you can't really get more average than that. There seems to be some stigma against being a middle of the road student that I don't get. They wouldn't call it average if everyone where getting As!
I was a good student, effortlessly. I never, ever studied and rarely did homework, except when turning it in was part of a grade. Unless something was actually being graded, I never did home work at home. I would do it during study hall, sometimes or, more likely, in another class. My dad, RF, my brother, none of them were great students. They were solid C students, most of the time, (unless something really interested them) so why should I be surprised that is where WF is? Of course, when they were in school, average was something different. A teacher friend of mine pointed out that, now, those middle of the road students are the most likely to get interventions because they are on the bubble, so to speak, for testing purposes. Passing is passing and failing is failing, it doesn't matter by how much. There is simply no point (as far as standardized testing goes) in wasting resources on kids who are sure to pass or sure to fail. Instead, they devote a ton of resources to those middle kids since they have the best chance of being saved from failure and bring the whole school percentage up. Because so much time and attention is being paid to those middle kids, it seems like everything is a bigger problem than it is. I've pretty well decided he is the student he is going to be. We'll keep working on getting better and progressing but I'm not holding my breath for him to suddenly become an A student.
We have another intervention team meeting on Thursday. Last year, we met about his handwriting (still horrible BTW) and he ended up with a 504 plan that allows him to use a laptop in class, during writing time. We got it for him in December and he has used it ever since. His writing isn't any better. he still isn't getting his ideas onto the page. He is still writing a sentence or two when he should be writing a paragraph. His spelling is still terrible. The theory was that if he didn't have to focus on the mechanics of writing that he would be better able to spell the words probably and the ideas could flow more easily. Not so much. The only benefit I've seen to the 504 plan is that he got to dictate his extended response on his ISATs this year. I'm sure that made a world of difference in his final score but this seemed to be much ado about nothing.
His teacher things he is has some issues with spacial reasoning. I know that spacial is how things relate to each other and how things fit together but I don't know what that has to do with school. He hates puzzles (me too) but he doesn't do them. She claims, vaguely, that spacial issues can be related to poor spelling, poor handwriting and poor math skills. No one seems to be able to tell me how, exactly, they are related or what exactly can be done about it. So I'm going to meeting on Thursday and I'm hoping to nail down some answers then but I'm just not getting too excited about it. On the one hand, having a "label" (besides "bad kid") might help him in the short term, I don't relish the idea of having him labeled forever. Of course, I don't think any label will get him the help that he actually needs so I'm just not terribly enthusiastic about the whole process.
Saturday, November 27, 2010
School
I've blogged in the past Meeting with the teacher, Smiley face charts, Reading problem about issues we have had at school. First grade was a nightmare but last year was the best ever! This year, we didn't get the teacher we requested but I was ok with the teacher that we got. She is kind of quite and very gentle, which would be great, if she had control of her classroom. She really doesn't. Her discipline style is to say "ok, guys, now settle down, shh, quite now" quietly and repeatedly throughout the day.
WF is about where he should be academically, but is just barely holding on to grade level. He has also had an issue with a bully at school, who has gathered several other kids to gang up on him. They have been cornering him out of sight of the teacher and taking turns pinching him repeatedly, until he falls down on the ground crying. I talked to the assistant principle about it and he said he would "observe the situation", which he did for a few days. I also went to school for a week or so at recess to keep an eye on it. Nothing happened while I was there but the AP called the kids in and talked to them about it so they knew they were being watched and likely didn't pull anything. He also complains about not having any friends. He says that no one wants to play with him and he spends recess alone.
Besides all this, he has started getting in trouble at school. A few weeks ago, there was an incident in class where a kid was talking to him and he spit while talking. WF turned to the kid and said "don't spit on me" and apparently spit while he was saying it. The kid then spit on him on purpose and they both ended up in the principal's office. They spent the whole afternoon there, not getting any of their work done. Then a week later, there was a problem on the playground. He was apparently playing basketball and lost control of the ball and it bounced into another kid. The kid thought he did it on purpose so he threw the ball back and hit him in the chest. WF stumbled backwards into another kid, who thought he did it on purpose and shoved him forward into the first kid. Eventually, they all ended up on the ground rolling around, possibly throwing punches and elbows (no one was clear on the story at that point). Because the details were "murky" WF earned an in school suspension for his part in it. He served that on Friday of last week.
Then on Monday, he was playing with the girls who have been picking on him. We have pointed out to him a million times that they are not the right people to play with, no matter how popular they are. They aren't nice people, aside from being bullies and he should just avoid them. They were playing tag and when he joined in, they changed it from regular tag to having to hold the person on the ground for 15 seconds. Can you see how this is a HORRIBLE idea in the making? Well, once he held the girl down for 15 seconds, they decided to keep him it that the rule was actually 17 seconds. After he did that, they again changed the rule to 20 seconds. While he was holding her for 20 seconds, he was holding her by her neck and accidentally choking her. The girls were yelling at him to let her up but he didn't realize he was hurting him. Once he let her up, she ran off crying and the other girls ran to the principal to say that he was hurting them.
So because he has a pattern of bad behavior, he got in trouble. No one bothered to take into account that he isn't a bad kid and wasn't doing it maliciously. No one bothered to pay attention to the fact that he was playing by the rules the girls set out for him and had no idea he was hurting someone. Nope, he was automatically the bad guy and got suspended on Tuesday for it. Not only was he suspended, Tuesday was the night of the Third Grade musical. The only performance opportunity he will have in that school since he was in first grade and the last one until he is in 5th grade, because the music department in that school sucks.
So now he is a bad kid, with a reputation. I feel like the school is failing (and has been failing) him academically, socially and emotionally. I feel like he has a label now and anytime anything happens, he will automatically get in trouble. My real concern is that if someone is bullying him (which we know has happened as recently as a few weeks ago), he has to simply take it. If he fights back in anyway, he will be accused of fighting and will get another suspension. I asked the school to assign him and aide to accompany him throughout the day. He is struggling with direction in the classroom (he has always had issues with being overwhelmed with too many choices and his teacher doesn't seem willing to say to him "you need to do this, then this" so she lets him flounder until he gets in trouble for not making good choices) and obviously has issues at recess. I told the AP that he needs someone to sit on top of him and derail those bad choices that are leading to bad behavior, before they get started. I was told aides are only available for kids with IEPs that the law dictates must have aides. I was told that during recess he could "check in" with the recess supervisor, who would then help him get involved in whatever organized activity was taking place that day (usually either soccer or basketball) so that he "stays out of trouble"! Seriously, not the answer to the problem but all the school is going to give him.
I'm seriously considering pulling him out for the rest of the year and homeschooling him. I feel like he is immature both socially and academically. I feel like he needs time to get ahead on school work and mature a little bit. Ideally, I would like to pt him back in at the beginning of 4th grade and let him finish out school there before going to middle school. We are having the same impulse control conversations with him I have with my preschoolers. No, it isn't ok to hug your friend until you fall on the ground or grab someone's arm during a game of tag and swing them into the tree. He just doesn't get it, despite having heard those same kinds of things since he was 2. RF is pretty against the idea of pulling him but I really feel like he needs the extra time and attention. I need to call the district and get the details on a temporary leave but I really think that starting second semester, we will be doing school at home.
WF is about where he should be academically, but is just barely holding on to grade level. He has also had an issue with a bully at school, who has gathered several other kids to gang up on him. They have been cornering him out of sight of the teacher and taking turns pinching him repeatedly, until he falls down on the ground crying. I talked to the assistant principle about it and he said he would "observe the situation", which he did for a few days. I also went to school for a week or so at recess to keep an eye on it. Nothing happened while I was there but the AP called the kids in and talked to them about it so they knew they were being watched and likely didn't pull anything. He also complains about not having any friends. He says that no one wants to play with him and he spends recess alone.
Besides all this, he has started getting in trouble at school. A few weeks ago, there was an incident in class where a kid was talking to him and he spit while talking. WF turned to the kid and said "don't spit on me" and apparently spit while he was saying it. The kid then spit on him on purpose and they both ended up in the principal's office. They spent the whole afternoon there, not getting any of their work done. Then a week later, there was a problem on the playground. He was apparently playing basketball and lost control of the ball and it bounced into another kid. The kid thought he did it on purpose so he threw the ball back and hit him in the chest. WF stumbled backwards into another kid, who thought he did it on purpose and shoved him forward into the first kid. Eventually, they all ended up on the ground rolling around, possibly throwing punches and elbows (no one was clear on the story at that point). Because the details were "murky" WF earned an in school suspension for his part in it. He served that on Friday of last week.
Then on Monday, he was playing with the girls who have been picking on him. We have pointed out to him a million times that they are not the right people to play with, no matter how popular they are. They aren't nice people, aside from being bullies and he should just avoid them. They were playing tag and when he joined in, they changed it from regular tag to having to hold the person on the ground for 15 seconds. Can you see how this is a HORRIBLE idea in the making? Well, once he held the girl down for 15 seconds, they decided to keep him it that the rule was actually 17 seconds. After he did that, they again changed the rule to 20 seconds. While he was holding her for 20 seconds, he was holding her by her neck and accidentally choking her. The girls were yelling at him to let her up but he didn't realize he was hurting him. Once he let her up, she ran off crying and the other girls ran to the principal to say that he was hurting them.
So because he has a pattern of bad behavior, he got in trouble. No one bothered to take into account that he isn't a bad kid and wasn't doing it maliciously. No one bothered to pay attention to the fact that he was playing by the rules the girls set out for him and had no idea he was hurting someone. Nope, he was automatically the bad guy and got suspended on Tuesday for it. Not only was he suspended, Tuesday was the night of the Third Grade musical. The only performance opportunity he will have in that school since he was in first grade and the last one until he is in 5th grade, because the music department in that school sucks.
So now he is a bad kid, with a reputation. I feel like the school is failing (and has been failing) him academically, socially and emotionally. I feel like he has a label now and anytime anything happens, he will automatically get in trouble. My real concern is that if someone is bullying him (which we know has happened as recently as a few weeks ago), he has to simply take it. If he fights back in anyway, he will be accused of fighting and will get another suspension. I asked the school to assign him and aide to accompany him throughout the day. He is struggling with direction in the classroom (he has always had issues with being overwhelmed with too many choices and his teacher doesn't seem willing to say to him "you need to do this, then this" so she lets him flounder until he gets in trouble for not making good choices) and obviously has issues at recess. I told the AP that he needs someone to sit on top of him and derail those bad choices that are leading to bad behavior, before they get started. I was told aides are only available for kids with IEPs that the law dictates must have aides. I was told that during recess he could "check in" with the recess supervisor, who would then help him get involved in whatever organized activity was taking place that day (usually either soccer or basketball) so that he "stays out of trouble"! Seriously, not the answer to the problem but all the school is going to give him.
I'm seriously considering pulling him out for the rest of the year and homeschooling him. I feel like he is immature both socially and academically. I feel like he needs time to get ahead on school work and mature a little bit. Ideally, I would like to pt him back in at the beginning of 4th grade and let him finish out school there before going to middle school. We are having the same impulse control conversations with him I have with my preschoolers. No, it isn't ok to hug your friend until you fall on the ground or grab someone's arm during a game of tag and swing them into the tree. He just doesn't get it, despite having heard those same kinds of things since he was 2. RF is pretty against the idea of pulling him but I really feel like he needs the extra time and attention. I need to call the district and get the details on a temporary leave but I really think that starting second semester, we will be doing school at home.
Sunday, September 14, 2008
What is wrong with that boy?
I've started reading the book The Trouble with Boys and it is highly interesting. I'm only in the 3rd chapter where they are still talking numbers but so far it is a very scary number game.
I remember being in elementary school when some news program (20/20, etc) did a story about how boys were called on twice as often in class as girls. From that day forward, I would test my teachers on random days to see if they were guilty of descrimination (none of them ever were) because by God, I deserved to answers as many questions as any 'stupid' boy. I was a staunch feminist. I was a big believer in "anything you can do, I can do better" I'm the girl in second grade who forced my teacher to make the boys were shirts at our spring picnic because I was hot too "and if they get to take off their shirts, then I will too" I distinctly remember the strides girls and women made in the fields of math and science during the early 90s. I remember some arguement about Barbie not having enough "smart" jobs and how they brought out scientist Barbie, vet Barbie, etc to serve as positive role models for girls. I remember all that so why, suddenly, am I concerned about the achievement of boys? After all, boys are tradtionally higher preforming so why is this an issue.
I'm concerned about boy achievement because now I have a boy who isn't achiving. He is consistantly behind in reading. He isn't interested in learning to read. He is interested in science and math. Specifically Chemistry. If things blow up or catch on fire he is all over it but he loves all types of science. Guess which subject they barely teach at school? They have a short science unit each quarter but it is late in the day and passed over if anything else runs long or if there is a half day. It also isn't interesting science. It is "seeds and plants" and "sun moon and stars". At least it is something but it could be so much better. Instead, kindergarten and first graders are being beaten over the head with sight words and take home books and all manner of other age inappropriate activities. His lack of reading achievement seems to be a pretty standard complaint of boy parent's. They mention the achievement gaps in reading and how it grows from 3rd and 4th grade through high school, where girls vastly outperform boys, repeatedly so obviously, this something other parents are dealing with.
I have many questions about this book. For example, it mentions that boys are more likely to be expelled from preschool than girls. Is this because boys aren't able to function is highly academic environments at that young of an age? Is it because (as anticdotal evidence suggests) that there are more boys enrolled in preschool? Hopefully, these questions, and others, will be addressed. I'm sure I'll have more to say about this book as I get further in it but so far I highly recommend it for parent's of boys. Even if your boys aren't in school yet, it is never a bad thing to know what you might expect when they get there.
While you wait for this book here is an article from the author on the problems of boys in school.
I remember being in elementary school when some news program (20/20, etc) did a story about how boys were called on twice as often in class as girls. From that day forward, I would test my teachers on random days to see if they were guilty of descrimination (none of them ever were) because by God, I deserved to answers as many questions as any 'stupid' boy. I was a staunch feminist. I was a big believer in "anything you can do, I can do better" I'm the girl in second grade who forced my teacher to make the boys were shirts at our spring picnic because I was hot too "and if they get to take off their shirts, then I will too" I distinctly remember the strides girls and women made in the fields of math and science during the early 90s. I remember some arguement about Barbie not having enough "smart" jobs and how they brought out scientist Barbie, vet Barbie, etc to serve as positive role models for girls. I remember all that so why, suddenly, am I concerned about the achievement of boys? After all, boys are tradtionally higher preforming so why is this an issue.
I'm concerned about boy achievement because now I have a boy who isn't achiving. He is consistantly behind in reading. He isn't interested in learning to read. He is interested in science and math. Specifically Chemistry. If things blow up or catch on fire he is all over it but he loves all types of science. Guess which subject they barely teach at school? They have a short science unit each quarter but it is late in the day and passed over if anything else runs long or if there is a half day. It also isn't interesting science. It is "seeds and plants" and "sun moon and stars". At least it is something but it could be so much better. Instead, kindergarten and first graders are being beaten over the head with sight words and take home books and all manner of other age inappropriate activities. His lack of reading achievement seems to be a pretty standard complaint of boy parent's. They mention the achievement gaps in reading and how it grows from 3rd and 4th grade through high school, where girls vastly outperform boys, repeatedly so obviously, this something other parents are dealing with.
I have many questions about this book. For example, it mentions that boys are more likely to be expelled from preschool than girls. Is this because boys aren't able to function is highly academic environments at that young of an age? Is it because (as anticdotal evidence suggests) that there are more boys enrolled in preschool? Hopefully, these questions, and others, will be addressed. I'm sure I'll have more to say about this book as I get further in it but so far I highly recommend it for parent's of boys. Even if your boys aren't in school yet, it is never a bad thing to know what you might expect when they get there.
While you wait for this book here is an article from the author on the problems of boys in school.
Saturday, August 2, 2008
Sitemeter problems
Those of you that have sitemeter, you might want to take it down for a few days. Apparently, they are re do their code and it is messing up blogs all over the place. I took mine down and was actually able to see my page today.
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