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<blockquote data-quote="Marguerite" data-source="post: 367451" data-attributes="member: 1991"><p>I remember the same sort of thing, 3Shadows. I was in grade 7 and a visiting poet did a workshop with us kids. We had to collect words, just participles, and put them together in a poem. In other words, "running, jumping, climbing, clumping" and I wrote mine to tell the story of a stream heading to the sea. We read them aloud and the visiting poet commended mine especially. But as we headed out of class, a girl sitting near the front hissed at me, "That wasn't your work. I read that one in a book."</p><p></p><p>It hurt me deeply, because I knew I HAD written it myself. If someone else had written something similar, that was possible. But that girl then spread the story. There was nobody I could talk to, I was the new kid at school and an outsider.</p><p>Years later I realised she was utterly jealous, because my poem had been acclaimed and hers had not. No way would she have read it in a book because it was a teaching form, not something worthy of publication. But it is too easy to accuse, especially when it solves problems.</p><p></p><p>Farmwife, with this English teacher, I have no contact details for her other than her work email. I have already emailed her and copied it to the SpEd. I've since sent a copy, with another covering note, via email to the principal. In my covering note I also mentioned (I think) that the excellent workshop may well have been a factor in the higher than expected standard of work turned in by a number of students. If the other students are also innocent, then their parents will also undoubtedly be complaining. Fur will be flying. </p><p></p><p>As for "who does she think she is?" she actually has enough professional standing to do extra work marking state exams' writing tasks. That was what she pointed out to me - "I know what I'm talking about, I mark these writing tasks on a large scale and I can tell the difference between a student's own work and when they've had help."</p><p>My concern with this statement is - how can she verify her own gut feeling? Does she get to follow through and confirm if a student cheated? Or does she draw her assumption and because it remains unchallenged, assume she is right?</p><p></p><p>For this teacher, the "cold, hard facts" are that in conversations with difficult child 3 and also in reviewing his brief handwritten notes, he has not shown tis level of fluency. But as I've repeatedly told them, because it is so painful for him to hand-write, when he has to do so he weighs up every pen stroke and chooses his responses so carefully to minimise writing and use every letter efficiently. His main focus is on writing as brief and succinct an answer as possible, not on actually answering the question.</p><p></p><p>I'm going to talk to easy child (in her occupational therapist guise) and ask her to put me in touch with someone who can prescribe ring splints for difficult child 3. If he is going to have to produce handwritten notes, then he needs as much help with this as possible.</p><p></p><p>When that teacher said what she did to me, about her "proof" (because she marks a lot of these and knows what she is talking about - yeah, right) she immediately went down in my estimations. Of course, if I had cheated, I would have accepted what she said. But because I know she is wrong in this case, I can see how her own judgement has to be faulty.</p><p></p><p>The difference here is, I KNOW the truth (I didn't cheat) and she only thinks she knows.</p><p></p><p>Unfortunately, I have no alternative but to wait. Apart from sending emails, which will not be responded to during the break, I can do nothing except gather all arguments and evidence together. I'm going to dig out difficult child 3's old writing tasks going back years, so there is a point of comparison. I will also dig out samples of my own work so she can compare.</p><p></p><p>I'm a good writer. I also have far too much else to do, to do this. If I was going to fake difficult child 3's school assessments, I would have done a much better job. </p><p></p><p>The work lacks a proper draft. I could have faked one so easily. I would have. It would have saved us a lot of grief over the assignment getting done, if I had. So logic alone shows I didn't fake anything. It would have been totally pointless. Even now, I could write a fake draft and dictate it to difficult child 3, making him handwrite it laboriously. Simply being able to should make the arguments against us, illogical and pointless. Of course, what it would do to difficult child 3 to push him to comply with such a deception would have long-reaching ramifications for him.</p><p></p><p>She claims to know children's writing well. She could well do. But so do I. And I mean 'normal' kids, gifted writers as well as poor writers. As I type this, I have beside me a bundle of 100 children's narratives to judge for a competition. I do this every year. I did it twice last year. Unpaid, although I have in the past been paid to do this. So if I were going to fake difficult child 3's assessment task overall, I would have been able to do it so it was good, but also slipped below the radar. But the way difficult child 3 did this, shows the gaps in his ability. I just visited one of my BFFs (also his godmother) who read the work and said, "That's difficult child 3. Yes, I have heard him talk like this. And you don't write like this; you would have fixed tis bit, you would have used a different word there." And so on.</p><p></p><p>I need to not only be vindicated, I need this teacher and her colleagues to KNOW she was wrong and to believe it herself. That is going to be a tall order. She has her own (wrong) belief, based on her own unchallenged assumptions. It is the nature of her work that she has not had to challenge those assumptions which she therefore assumes to be true. it self-perpetuates. A scientist can see the logic flaws and she is no scientist. The principal is.</p><p></p><p>So now I have no choice but to wait. But have no fear; this won't be swept under the carpet.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 367451, member: 1991"] I remember the same sort of thing, 3Shadows. I was in grade 7 and a visiting poet did a workshop with us kids. We had to collect words, just participles, and put them together in a poem. In other words, "running, jumping, climbing, clumping" and I wrote mine to tell the story of a stream heading to the sea. We read them aloud and the visiting poet commended mine especially. But as we headed out of class, a girl sitting near the front hissed at me, "That wasn't your work. I read that one in a book." It hurt me deeply, because I knew I HAD written it myself. If someone else had written something similar, that was possible. But that girl then spread the story. There was nobody I could talk to, I was the new kid at school and an outsider. Years later I realised she was utterly jealous, because my poem had been acclaimed and hers had not. No way would she have read it in a book because it was a teaching form, not something worthy of publication. But it is too easy to accuse, especially when it solves problems. Farmwife, with this English teacher, I have no contact details for her other than her work email. I have already emailed her and copied it to the SpEd. I've since sent a copy, with another covering note, via email to the principal. In my covering note I also mentioned (I think) that the excellent workshop may well have been a factor in the higher than expected standard of work turned in by a number of students. If the other students are also innocent, then their parents will also undoubtedly be complaining. Fur will be flying. As for "who does she think she is?" she actually has enough professional standing to do extra work marking state exams' writing tasks. That was what she pointed out to me - "I know what I'm talking about, I mark these writing tasks on a large scale and I can tell the difference between a student's own work and when they've had help." My concern with this statement is - how can she verify her own gut feeling? Does she get to follow through and confirm if a student cheated? Or does she draw her assumption and because it remains unchallenged, assume she is right? For this teacher, the "cold, hard facts" are that in conversations with difficult child 3 and also in reviewing his brief handwritten notes, he has not shown tis level of fluency. But as I've repeatedly told them, because it is so painful for him to hand-write, when he has to do so he weighs up every pen stroke and chooses his responses so carefully to minimise writing and use every letter efficiently. His main focus is on writing as brief and succinct an answer as possible, not on actually answering the question. I'm going to talk to easy child (in her occupational therapist guise) and ask her to put me in touch with someone who can prescribe ring splints for difficult child 3. If he is going to have to produce handwritten notes, then he needs as much help with this as possible. When that teacher said what she did to me, about her "proof" (because she marks a lot of these and knows what she is talking about - yeah, right) she immediately went down in my estimations. Of course, if I had cheated, I would have accepted what she said. But because I know she is wrong in this case, I can see how her own judgement has to be faulty. The difference here is, I KNOW the truth (I didn't cheat) and she only thinks she knows. Unfortunately, I have no alternative but to wait. Apart from sending emails, which will not be responded to during the break, I can do nothing except gather all arguments and evidence together. I'm going to dig out difficult child 3's old writing tasks going back years, so there is a point of comparison. I will also dig out samples of my own work so she can compare. I'm a good writer. I also have far too much else to do, to do this. If I was going to fake difficult child 3's school assessments, I would have done a much better job. The work lacks a proper draft. I could have faked one so easily. I would have. It would have saved us a lot of grief over the assignment getting done, if I had. So logic alone shows I didn't fake anything. It would have been totally pointless. Even now, I could write a fake draft and dictate it to difficult child 3, making him handwrite it laboriously. Simply being able to should make the arguments against us, illogical and pointless. Of course, what it would do to difficult child 3 to push him to comply with such a deception would have long-reaching ramifications for him. She claims to know children's writing well. She could well do. But so do I. And I mean 'normal' kids, gifted writers as well as poor writers. As I type this, I have beside me a bundle of 100 children's narratives to judge for a competition. I do this every year. I did it twice last year. Unpaid, although I have in the past been paid to do this. So if I were going to fake difficult child 3's assessment task overall, I would have been able to do it so it was good, but also slipped below the radar. But the way difficult child 3 did this, shows the gaps in his ability. I just visited one of my BFFs (also his godmother) who read the work and said, "That's difficult child 3. Yes, I have heard him talk like this. And you don't write like this; you would have fixed tis bit, you would have used a different word there." And so on. I need to not only be vindicated, I need this teacher and her colleagues to KNOW she was wrong and to believe it herself. That is going to be a tall order. She has her own (wrong) belief, based on her own unchallenged assumptions. It is the nature of her work that she has not had to challenge those assumptions which she therefore assumes to be true. it self-perpetuates. A scientist can see the logic flaws and she is no scientist. The principal is. So now I have no choice but to wait. But have no fear; this won't be swept under the carpet. Marg [/QUOTE]
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