Hi everyone,
New here - so please let me know if I should post somewhere else or if the info is available somewhere else.
The issue I'm having is this:
My 9 yo is (according to the teacher) reading her book (fiction) all the time in class, including during instruction. I was quite taken aback by this since her grades are all straight As including class work and not just tests. She does not like her current class or class mates and I suspect they feel the same.
Her feedback to me when I ask her about this is that she knows the "stuff" being taught in class. I do know that there are repeats of topics and certain subjects, but am not sure why she is so against reviewing them again. The teacher also mentioned that she has her with a student who is not as advanced so she can help him, but she doesn't like that - she says the boy only talks about minecraft and does not do the work even when asked.
The school does not really have any differentiation or gifted classes or at least they haven't made me aware of anything.
She has been doing this since 1st grade (reading in class). But I never thought it was a big deal as both me and her dad suffered through this issue in school. I wanted her to have a happier time but am not sure what to do...
I am hoping someone has been in my situation and can help out.
Thanks!!
My teenager did this until she couldn't take it anymore (grade 5). She repeatedly drops out of school because she can't take the boredom and it actually makes her feel anxious and physically ill.
I know there are plenty of people who used reading as a strategy to get through the school day, and it was fine for them. It isn't for every kid. If I could go back, I would have lobbied harder for her.
My kid loves parts of school and has lots of friends. She cannot tolerate the pace, and that in combination with her acute sensitivity make a school day a miserable experience. If I could go back in time, we should have skipped a grade and asked for additional compacting of curriculum. The schools (we switched a couple of times) would pay lip service but weren't very willing or invested. So I don't really have any concrete advice, other than advocate, advocate, advocate.
Edit: I mentioned the social aspect meaning to highlight that being miserable and reading all day was untenable even when the social side was okay; when it's not and there's no reprieve, I can't imagine spending days like that.
I know...it is tough for her. She has nothing to look forward to in a day.
I agree that after a point compelling will not work. I will have to speak to the principal and the teacher once again.
Thank you for your insight - it is really helpful to hear other people's experiences.
What sort of academic tests has she done? Has the school done any above-level testing? If you can swing it, and this hasn't been done by the school, it could be worth while to have outside academic testing done to show that she's working above the level of the curriculum being presented in class, as a way to ask for academic accommodations to be made. Having hard data to back up your claim that the work is too easy->boring can be useful.
Different schools/districts/teachers have very different attitudes about providing curriculum above the grade norm. Best practices in teaching say that every child should be given "just right" work that challenges them just a little. But best practices are not always followed because they take time and effort to implement. If you're going to ask for academic accommodations, it might be useful to come in with a few suggestions.
Also, fwiw, the tactic of having the kid who's ahead teach the kids who are behind is common but the usefulness is really iffy. Some kids have the right personality for this, and some don't. It sounds like yours doesn't, so as a parent, I would object to having her time used this way. Being advanced academically doesn't mean she needs to wants to be the junior teacher.
Hi, Thanks for your response.
In the beginning of the year there was some academic testing and she tested into the next grade level in math and many grade levels higher in reading. She was on grade level in writing in the beginning and is now considered above grade level.
I haven't had any outside testing done. Do you have any resources on how I can do that? Do you have any experience with that?
I don't really want to have a tussle with the school - so I have been quiet all this time. But the teacher herself brought up this issue - so am having to deal with this now.
Appreciate your help!! TIA.
Before spending hundreds or thousands of dollars on outside testing, I would go in and speak with the teacher about your dd's misbehaviour and disengagement. Don't frame it as being "bored" or "way more advanced." That will be in the subtext, but you'll be listened to far more charitably if you don't state it. The teacher is aware that she is working ahead of the curriculum expectations, and is making some effort to do in-class differentiation, so clearly she's making an effort. It's just not quite hitting the mark, and I think you need to talk about whether some other solutions might be tried. Like testing out of material and then getting permission to do independent project work or to take time to read. Working on challenge material rather than tutoring a reluctant classmate. Offer some ideas and support of your own to work in partnership with the teacher.
I would give that a really solid whirl. The "how can I help you do things that will make dd happier about school and learning?" tactic.
And I would start at least considering whether a grade-skip might be appropriate at some point. And if so, what steps you'd need to go through to accomplish that, and when.
I agree with your point, and I have tried to not directly state that she is "bored". I have circled around it and I know that the teacher is aware of it. Unfortunately this year, its a whole bunch of things hitting together - not being able to make friends with the kids in class combined with the academic issue and having to deal with a partner who is unwilling or unable to work with her is basically tipping the apple cart in my opinion.
I know that the teacher is doing what is best for the whole class, she is a good teacher by all counts and I would have left everything as it is, despite my DD's complaints; had it not been for the teacher bringing up this issue. I honestly dont see it as misbehavior - her reading her book does not disrupt the class and does not impact her learning - so who does it hurt? And what is the best solution other than just telling her - put the book away and listen to something that you are already proficient in. I don't know....
I already volunteer in the class and also mentioned that I am willing to help out more if that is needed.
Thank you for your comments, appreciate your help in this matter!!
I agree that reading during instructional time is very minimally intrusive and a perfectly understandable coping strategy. I should have put misbehaviour in quotes. It's consistent with the spirit of classroom learning; it's simply at odds with the letter of the law, which is to "pay attention when the teacher is talking." The main problem is that not calling a student out on this when permission has not been given to do something else sets a precedent for other students. There may be other children who think they understand the material too, or just aren't interested in it, who also want to do other things during instructional time. If your dd's "not paying attention" is implicitly condoned, it may very well contribute to other students behaving similarly. And in their case, their learning may suffer, and classroom management may become very challenging.
To my mind a simple solution is to offer the option of testing out of a unit of study. Then the teacher can say "Those who wrote the pretest and got more than 17 out of 20 on it, I think that's two of you, if you would like you can choose a quiet activity for the next 20 minutes." That way there are clear and consistent reasons behind differentiated expectations.
Alternatively there could be an unofficial alternate learning plan or curriculum for your dd that the teacher could refer to. "I'm going to work with the class on their math, so you should pull out your math and get to work on it. If you finish early you're welcome to read."
I really love your suggestions and comments. Now I see what the issue is with her reading in class....it is very true that it does set a precedent and puts the teacher in a tough spot.
I also like the idea of pre-testing out or getting some pull out material...
Thank you so much for your perspective-I feel like I now "get" where the teacher is coming from....appreciate it!!
Since your school already did testing then I wouldn't go out and do more testing unless you just can't make any headway. In our case, I did have outside testing done, but only because our school had avoided doing any sort above-level testing at all.
Since you have test results to rely on and the teacher does seem to know she's working ahead, I would also suggest going in to talk to the teacher first to see what her ideas are.
Does your district have a gifted coordinator or specialist of any kind? Even if your school doesn't have a program, they might have someone in this role who you might contact to find out what the suggestions are for students who test ahead, and if they offer any services on an individual basis.
FWIW DD got basically no academic accommodation for the first 3 years in our old district and it was really hard for her. If I could go back in time, the #1 thing I would do would be to advocate much more strongly for her much sooner! There are few things more demotivating and depressing than spending hours and hours every day being bored out of your mind.
I got through elementary school reading and drawing in class. It was a very quietly extended special privelidge and I was specifically told I had to try to hide it from the rest of the class. It's not the greatest solution, although it's better than what I did in high school (slept).
Some problems are:
- other kids are going to notice the special treatment, that's not going to help her make friends
- other kids may get in trouble following her lead
- there's only so much reading you can do without wanting to do other things. She still may feel trapped
If her school system does not have services to offer her, it's really up to the teachers. In high school, my freshman English teacher gave me both 9th and 10th grade English at the same time. If your child can get her instructional content from reading, it's not that much burden on the teacher to do extra explaining. During some other English class, I also took Shakespeare. If there is an easy blueprint of what is required for the higher level work, and your daughter or you and your daughter can follow the blueprint, then you really need the teacher mainly just to grade it when it's done. Maybe the teacher would be receptive? Another teacher could be involved?
I know there are misspellings above, but I don't have my glasses on and can't see well enough to correct them.
I hated working in groups and with partners before high school, when classes were stratified. It's an annoying burden to have to bring classmates up to speed or do an unfair share of work. I know it's not PC to say, but lots of times I was much happier and productive than when "collaborating" with kids less-skilled in school.
First time here!! I am experiencing the same issues. I am by no means book smart but have birthed 2 children that are beyond their years wise.
My son 9 does this. We do have the GT program that he did qualify and participate in. However he tends to skip pages of an assignment to return to his book. His teacher really works with him and me to address the issue.
However I know I have to work through these issues because that's not the "real" world. For now, I just make sure there are NO distractions and put away the books until his assignment is complete.
My son did this in first and second grade. In second grade he was in an advanced program. He used to hide in different places and read during circle time. I went in his classroom to help look for a missing library book and found forty+ paperbacks shoved in there. He's in high school now, so I can look back at it and laugh now, but at the time I was a little worried (and I was hyperlexic as a kid). In third grade he had a very engaging teacher, and it stopped.
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