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Major meltdown ... I knew this would happen
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<blockquote data-quote="Marguerite" data-source="post: 168826" data-attributes="member: 1991"><p>Terry, you said about your difficult child, "He thinks one sentence is a paragraph. If the teacher says he should write more, he'll ask how many, and she'll say, "Oh, maybe three sentences." So difficult child will write exactly three sentences in ea graph, no more and no less, and will explode if you try to explain to him that it's just a guideline. He just doesn't get it."</p><p></p><p>Yep. Sounds exactly like difficult child 1 in his essay-writing days, and now difficult child 3. </p><p></p><p>Regarding easy child, I would go to a senior teaching staffer who was present at that meeting and ask what you need to do to organise some essay-writing support for easy child, and preferably NOT with the current teacher who made her feelings so plain and who so upset easy child that they wouldn't be able to work together effectively. I might even ask, if you feel the vibes are right, on a second opinion on the quality of easy child's essay, at least to make sure exactly what her shortcomings in essay-writing really are.</p><p></p><p>The ultimate aim of the exercise, for both easy child and the school, is for easy child to do well and to be able to do as well especially if she's already put in a lot of work and tried hard. Her marks should match her ability, knowledge and effort.</p><p></p><p>We've found since difficult child 3 switched to correspondence, just how good teachers should be. When we find a good teacher we tell them. When we find a bad teacher we try to resolve things but if we can't, we walk away and go elsewhere for help.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 168826, member: 1991"] Terry, you said about your difficult child, "He thinks one sentence is a paragraph. If the teacher says he should write more, he'll ask how many, and she'll say, "Oh, maybe three sentences." So difficult child will write exactly three sentences in ea graph, no more and no less, and will explode if you try to explain to him that it's just a guideline. He just doesn't get it." Yep. Sounds exactly like difficult child 1 in his essay-writing days, and now difficult child 3. Regarding easy child, I would go to a senior teaching staffer who was present at that meeting and ask what you need to do to organise some essay-writing support for easy child, and preferably NOT with the current teacher who made her feelings so plain and who so upset easy child that they wouldn't be able to work together effectively. I might even ask, if you feel the vibes are right, on a second opinion on the quality of easy child's essay, at least to make sure exactly what her shortcomings in essay-writing really are. The ultimate aim of the exercise, for both easy child and the school, is for easy child to do well and to be able to do as well especially if she's already put in a lot of work and tried hard. Her marks should match her ability, knowledge and effort. We've found since difficult child 3 switched to correspondence, just how good teachers should be. When we find a good teacher we tell them. When we find a bad teacher we try to resolve things but if we can't, we walk away and go elsewhere for help. Marg [/QUOTE]
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Major meltdown ... I knew this would happen
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