Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
General Discussions
The Watercooler
How to handle easy child?
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="Ropefree" data-source="post: 216473" data-attributes="member: 6271"><p>I firmly believe that the system ulimately teaches faillure to some by virtue of the fact that negatives and critism are not helpful for some learners. Punishment, in my view, is risky business at best as the natural consequences cover it, not to mention the social recriminaations. </p><p>In my sons IEP his evidences scores were the basis for his benchmark. I feel that involving the teachers to support the achedemic excellance for students would be their main goal. </p><p>I asked teachers to make the effort to critic drafts, not the turned in paper, so that the completed work could be constructed closer to their exspecatations. Also</p><p>I contact the teachers weekly to determine any assigned work that has not been completed. Completions are the key. Also I did ask that when illegiblity was "the problem" to have the work returned to be redone for legibility.</p><p>Most teachers will say that a student can come in during school lunch and recesses for help. As my son is ADHD these times are when he gets to move around and that is so important for his day that it is a mirical if he sacrifies them.</p><p>THerefor I ask his teachers to specificly invite him. ALso his Special Education teacher so that he has those extra times with teachers where the detail stuff that gets lost while attention wanders, or somehow is not picked up.</p><p>For the learner who is able to learn but has issues with the writing part of work (every graded thing) I persistantly ask if this time befor adulthood aren't the times to support ooour children to complete work that meets the exspectation of the teacher for academic excellance?</p><p>in my family dyslexia is as free flowing as ADHD. IT was an absolute mirical my child had one and not both. For me the complement was as confusing as the alternative. I had letters I wrote in high school that were upsidedown and backward. I could write with my left hand so that you could turn it over and read it in a mirror as easily as the writing that I wrote with my right hand. But when I was complemented by a teacher in fifth grade for my penmenship I could not do it </p><p>to save my life in the same way after,</p><p>In my house having the good grades resulted in privledges. Like computer use and movies. </p><p>It follows the same idea of natural consequences but the highlight supports completions and is not "punishing" for lower achievement levels.</p><p>That way one says "when your grades show that you are completing your work and that you understand what your teacher needs you to do for the top grades, then you earn priviledges."</p><p>Computer time is 100% priviledge. Starting with the priveldge to use a computer to do the homework.</p><p>It seems like it is the same thing but it is not. Instead of harping and nagging as parent one has the pro-active and possitive statement to in act the desired conduct. It is not a carrot, either...and it is not a stick...it is the desired result restated. That becomes what we hear our selves saying and what our chidren have ringing in their ears on those awful loops that they will carry until they go mad at middle age.</p></blockquote><p></p>
[QUOTE="Ropefree, post: 216473, member: 6271"] I firmly believe that the system ulimately teaches faillure to some by virtue of the fact that negatives and critism are not helpful for some learners. Punishment, in my view, is risky business at best as the natural consequences cover it, not to mention the social recriminaations. In my sons IEP his evidences scores were the basis for his benchmark. I feel that involving the teachers to support the achedemic excellance for students would be their main goal. I asked teachers to make the effort to critic drafts, not the turned in paper, so that the completed work could be constructed closer to their exspecatations. Also I contact the teachers weekly to determine any assigned work that has not been completed. Completions are the key. Also I did ask that when illegiblity was "the problem" to have the work returned to be redone for legibility. Most teachers will say that a student can come in during school lunch and recesses for help. As my son is ADHD these times are when he gets to move around and that is so important for his day that it is a mirical if he sacrifies them. THerefor I ask his teachers to specificly invite him. ALso his Special Education teacher so that he has those extra times with teachers where the detail stuff that gets lost while attention wanders, or somehow is not picked up. For the learner who is able to learn but has issues with the writing part of work (every graded thing) I persistantly ask if this time befor adulthood aren't the times to support ooour children to complete work that meets the exspectation of the teacher for academic excellance? in my family dyslexia is as free flowing as ADHD. IT was an absolute mirical my child had one and not both. For me the complement was as confusing as the alternative. I had letters I wrote in high school that were upsidedown and backward. I could write with my left hand so that you could turn it over and read it in a mirror as easily as the writing that I wrote with my right hand. But when I was complemented by a teacher in fifth grade for my penmenship I could not do it to save my life in the same way after, In my house having the good grades resulted in privledges. Like computer use and movies. It follows the same idea of natural consequences but the highlight supports completions and is not "punishing" for lower achievement levels. That way one says "when your grades show that you are completing your work and that you understand what your teacher needs you to do for the top grades, then you earn priviledges." Computer time is 100% priviledge. Starting with the priveldge to use a computer to do the homework. It seems like it is the same thing but it is not. Instead of harping and nagging as parent one has the pro-active and possitive statement to in act the desired conduct. It is not a carrot, either...and it is not a stick...it is the desired result restated. That becomes what we hear our selves saying and what our chidren have ringing in their ears on those awful loops that they will carry until they go mad at middle age. [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
General Discussions
The Watercooler
How to handle easy child?
Top