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Feedback needed on email sent to difficult child's teacher
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<blockquote data-quote="TiredSoul" data-source="post: 77928" data-attributes="member: 3930"><p>I would love some feedback on an email I sent to difficult child's teacher and her response back. (I will post her reply next)</p><p></p><p>Hello Mrs. X,</p><p></p><p>I just wanted to remind you to please send me the information regarding the meeting about difficult child scheduled for October.</p><p></p><p>Also, difficult child mentioned to me yesterday that last Friday (picture day) he was not able to go to the library with the rest of the class because he had to go take a test. He said it was with other people who work at the school and it took place in the office. Is that correct? I have given my consent in writing for difficult child to be evaluated for special services. However, I would like to know when and what testing is taking place. Perhaps it could also take place before/after school or during a regular lesson in your class so he does not have to miss out on special things (like library day/time).</p><p></p><p>Do the children have the opportunity to be helpers in the classroom (i.e. calendar helper, weather helper, hand out papers, line leader, door helper, etc.)? If so, how does that work? I know difficult child thrives by being able to do jobs like that. </p><p></p><p>I would also really like to collaborate with you on ideas to help minimize difficult childs frustration in the classroom. We know he likes the block center and he gets frustrated when he either cannot go to that center or has to leave that center. How is center time structured? Do all the children visit each center or just one or two centers? Is it timed and then the children rotate? What are some things that may help with his frustration in this area? He has also mentioned his interest in a sand center that is not open right now. Are there things you need for this center?</p><p></p><p>Are there other specific things that seem to set him off? When I asked difficult child about him licking the garbage can (as you told me on 9/13), he told me he wanted a drink from the drinking fountain and he said you would not let him and then he got in trouble and then he licked the garbage can. Is that correct? (Im not certain I get the completely correct story from him.) If this is so, I am wondering about the possible sensory issue we talked about and maybe he got it fixated in his head that he wanted a drink so badly that he needed to have that or some other sensation on his tongue? I dont know just a thought.</p><p></p><p>I think it really helps to know what specifically triggers his frustration or unacceptable behavior. If you could please keep your eye out for those things and let me know, I would really appreciate it.</p><p></p><p>Sorry to hear we will miss you on curriculum night. I appreciate you working with us and look forward to hearing back from you on these issues.</p><p></p><p>Thank you,</p><p>X</p></blockquote><p></p>
[QUOTE="TiredSoul, post: 77928, member: 3930"] I would love some feedback on an email I sent to difficult child's teacher and her response back. (I will post her reply next) Hello Mrs. X, I just wanted to remind you to please send me the information regarding the meeting about difficult child scheduled for October. Also, difficult child mentioned to me yesterday that last Friday (picture day) he was not able to go to the library with the rest of the class because he had to go take a test. He said it was with other people who work at the school and it took place in the office. Is that correct? I have given my consent in writing for difficult child to be evaluated for special services. However, I would like to know when and what testing is taking place. Perhaps it could also take place before/after school or during a regular lesson in your class so he does not have to miss out on special things (like library day/time). Do the children have the opportunity to be helpers in the classroom (i.e. calendar helper, weather helper, hand out papers, line leader, door helper, etc.)? If so, how does that work? I know difficult child thrives by being able to do jobs like that. I would also really like to collaborate with you on ideas to help minimize difficult childs frustration in the classroom. We know he likes the block center and he gets frustrated when he either cannot go to that center or has to leave that center. How is center time structured? Do all the children visit each center or just one or two centers? Is it timed and then the children rotate? What are some things that may help with his frustration in this area? He has also mentioned his interest in a sand center that is not open right now. Are there things you need for this center? Are there other specific things that seem to set him off? When I asked difficult child about him licking the garbage can (as you told me on 9/13), he told me he wanted a drink from the drinking fountain and he said you would not let him and then he got in trouble and then he licked the garbage can. Is that correct? (Im not certain I get the completely correct story from him.) If this is so, I am wondering about the possible sensory issue we talked about and maybe he got it fixated in his head that he wanted a drink so badly that he needed to have that or some other sensation on his tongue? I dont know just a thought. I think it really helps to know what specifically triggers his frustration or unacceptable behavior. If you could please keep your eye out for those things and let me know, I would really appreciate it. Sorry to hear we will miss you on curriculum night. I appreciate you working with us and look forward to hearing back from you on these issues. Thank you, X [/QUOTE]
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