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<blockquote data-quote="Malika" data-source="post: 606850" data-attributes="member: 11227"><p>I guess, yes, IC... feels rather like I am in freefall without a safety net... exciting and potentially dangerous <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /></p><p>I spoke to the husband of the director of the school this morning, who seems more approachable than she is. I think it's in appearance only, though.</p><p>He didn't skip a beat when I told him I was taking J out of the school and I imagine they are relieved, since they see him only as a problem rather than a pedagogical challenge. He said that J was unable to follow any rules and only wanted to do what he wanted all the time, that he was a very proud child. This is of course an exaggeration. He does follow rules sometimes and also seems to want to do so at times. I tried to explain something about his differences and the causes of them, but they're clearly not interested or able to see things differently from how they see them. This is what an alternative approach is what J needs - has to have, in fact. </p><p>I honestly don't know at this point whether I'm capable of teaching J. I don't think I would do any worse than the young Moroccan woman who is teaching his class and who had such problems with him. I am feeling like the ideal would be to find an open, engaged tutor for him to work on the correspondance programme that we will be receiving, the French national education programme. I can try it initially and see how it goes. One day a week he is going to go to a Moroccan kindergarten, in the class with five and six year olds, to develop his Arabic and just hang out with other kids. There are many possibilities of ways to work and things to do, particularly here in Morocco. I have also heard about a psychomotricien here (kind of psychologist of movement) who is apparently really dedicated to kids and to kids with difficulties. </p><p>Wish me luck, is all I can say...</p></blockquote><p></p>
[QUOTE="Malika, post: 606850, member: 11227"] I guess, yes, IC... feels rather like I am in freefall without a safety net... exciting and potentially dangerous :) I spoke to the husband of the director of the school this morning, who seems more approachable than she is. I think it's in appearance only, though. He didn't skip a beat when I told him I was taking J out of the school and I imagine they are relieved, since they see him only as a problem rather than a pedagogical challenge. He said that J was unable to follow any rules and only wanted to do what he wanted all the time, that he was a very proud child. This is of course an exaggeration. He does follow rules sometimes and also seems to want to do so at times. I tried to explain something about his differences and the causes of them, but they're clearly not interested or able to see things differently from how they see them. This is what an alternative approach is what J needs - has to have, in fact. I honestly don't know at this point whether I'm capable of teaching J. I don't think I would do any worse than the young Moroccan woman who is teaching his class and who had such problems with him. I am feeling like the ideal would be to find an open, engaged tutor for him to work on the correspondance programme that we will be receiving, the French national education programme. I can try it initially and see how it goes. One day a week he is going to go to a Moroccan kindergarten, in the class with five and six year olds, to develop his Arabic and just hang out with other kids. There are many possibilities of ways to work and things to do, particularly here in Morocco. I have also heard about a psychomotricien here (kind of psychologist of movement) who is apparently really dedicated to kids and to kids with difficulties. Wish me luck, is all I can say... [/QUOTE]
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