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3rd week of 3rd grade after 3 days off
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<blockquote data-quote="Babbs" data-source="post: 72603" data-attributes="member: 3820"><p>Happy to hear that you had 2 weeks of good reports! Yeah! :dance:</p><p></p><p>3rd week though is hard - most schools review the prior year's work the first few weeks, so you may be seeing more of difficult child's frustration with academics. </p><p></p><p></p><p>Personally I really dislike when teachers write "had trouble focusing today." Honestly that gives parents, psychiatrists, and other special education people NO quantifiable information with which to work with. It's like saying, oh he had a really purple day again today. :confused:</p><p></p><p>This might be a great time to write to the teacher and let her know you appreciated the feedback. Next time he has "trouble focusing" could she make a note or two of what was going on in the classroom when it was happening? For example, was he off task during transition time? or distracted when copying work from the board? etc. That type of information, in my opinion, is what a communication book should really be about - not a "had trouble with &lt;generalized behavior&gt; today." Cause then you can keep track of when/or what is happening that is affecting his ability to focus. Obviously he CAN focus - he's been doing it for 2 weeks!! :bravo: Now the next step is why isn't he focusing at certain times and what the teacher (or you or the school) can do to accommodate or modify what's happening to help support his ability to focus.</p><p></p><p>WRT to the communication book not coming home, I finally solved this problem (temporarily I'm sure) by doing two things - difficult child chose what the notebook was (he chose a hot pink with fairy pictures on it) and he gets half of his tokens for the school day based on whether or not he brought the book home. In other words, he gets MASSIVE positive reinforcement to bring it home and give it to me without me having to ask for it. For him, it's the equivalent of 20 minutes of TV time...</p></blockquote><p></p>
[QUOTE="Babbs, post: 72603, member: 3820"] Happy to hear that you had 2 weeks of good reports! Yeah! [img]:dance:[/img] 3rd week though is hard - most schools review the prior year's work the first few weeks, so you may be seeing more of difficult child's frustration with academics. Personally I really dislike when teachers write "had trouble focusing today." Honestly that gives parents, psychiatrists, and other special education people NO quantifiable information with which to work with. It's like saying, oh he had a really purple day again today. [img]:confused:[/img] This might be a great time to write to the teacher and let her know you appreciated the feedback. Next time he has "trouble focusing" could she make a note or two of what was going on in the classroom when it was happening? For example, was he off task during transition time? or distracted when copying work from the board? etc. That type of information, in my opinion, is what a communication book should really be about - not a "had trouble with <generalized behavior> today." Cause then you can keep track of when/or what is happening that is affecting his ability to focus. Obviously he CAN focus - he's been doing it for 2 weeks!! [img]:bravo:[/img] Now the next step is why isn't he focusing at certain times and what the teacher (or you or the school) can do to accommodate or modify what's happening to help support his ability to focus. WRT to the communication book not coming home, I finally solved this problem (temporarily I'm sure) by doing two things - difficult child chose what the notebook was (he chose a hot pink with fairy pictures on it) and he gets half of his tokens for the school day based on whether or not he brought the book home. In other words, he gets MASSIVE positive reinforcement to bring it home and give it to me without me having to ask for it. For him, it's the equivalent of 20 minutes of TV time... [/QUOTE]
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3rd week of 3rd grade after 3 days off
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