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Ok, I just have to ask your opinion on this strategy
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<blockquote data-quote="emotionallybankrupt" data-source="post: 322071" data-attributes="member: 8226"><p>It's such a struggle to have to "revise" those dreams we had for our children. I've had to work on this in very different ways with both my children, in their very different challenges. Anniversary reactions can also pack a punch for me, and I wonder if that's part of what you're dealing with. IEP meetings can be very intimidating, and that is a fact that took me quite by surprise. I am a seasoned teacher, but when on the other side of the table as a parent (regarding my younger child), I was taken aback to realize the emotional response I was having in some of those meetings. It is SO RIGHT for you to have what you believe to be appropriate expectations for your child. You know your child best and should not allow anybody to sell him short! YES, he is way too young for anybody to assume limits on his potential!</p><p> </p><p>Now, to put on my "teacher" hat, I can say that as a teacher, I've circled around different methods and strategies with children, and just because something didn't work early on doesn't necessarily mean it won't work later. Sometimes a child just isn't developmentally ready for a specific method. Searching for new methods is great, but tossing aside methods already tried, never trying them again, isn't necessarily good.</p><p> </p><p>As for the incident you described in your first post, I'd look at the overall relationship between your child and the teacher. Were his feelings hurt? If so, the teacher needs to know that and have the chance to address it. It's sure happened to me over the years, that I've unintentionally hurt a child's feelings. When I've known about it, though, I've usually been able to make amends and end up with the child and me both having a better understanding of each other, and a better working relationship with each other.</p><p> </p><p>One specific I noticed in your description of the exchange between the teacher and difficult child, is that difficult child LAUGHED. I think this could be an important teachable opportunity. Often, people laugh when the unexpected happens. I'm sure people who don't know your difficult child will at times laugh at his noises. The exchange he had with his teacher could help him understand that they did not necessarily intend to hurt his feelings, but that they were surprised. This is a very common dynamic in classrooms in general. Very kind students can be surprised by a situation and laugh out loud in a classroom, never intending to hurt anybody's feelings, but nevertheless, that is the result.</p><p> </p><p>I hope things get better soon and that you and the teachers can have a teamwork relationship you can feel good about.</p></blockquote><p></p>
[QUOTE="emotionallybankrupt, post: 322071, member: 8226"] It's such a struggle to have to "revise" those dreams we had for our children. I've had to work on this in very different ways with both my children, in their very different challenges. Anniversary reactions can also pack a punch for me, and I wonder if that's part of what you're dealing with. IEP meetings can be very intimidating, and that is a fact that took me quite by surprise. I am a seasoned teacher, but when on the other side of the table as a parent (regarding my younger child), I was taken aback to realize the emotional response I was having in some of those meetings. It is SO RIGHT for you to have what you believe to be appropriate expectations for your child. You know your child best and should not allow anybody to sell him short! YES, he is way too young for anybody to assume limits on his potential! Now, to put on my "teacher" hat, I can say that as a teacher, I've circled around different methods and strategies with children, and just because something didn't work early on doesn't necessarily mean it won't work later. Sometimes a child just isn't developmentally ready for a specific method. Searching for new methods is great, but tossing aside methods already tried, never trying them again, isn't necessarily good. As for the incident you described in your first post, I'd look at the overall relationship between your child and the teacher. Were his feelings hurt? If so, the teacher needs to know that and have the chance to address it. It's sure happened to me over the years, that I've unintentionally hurt a child's feelings. When I've known about it, though, I've usually been able to make amends and end up with the child and me both having a better understanding of each other, and a better working relationship with each other. One specific I noticed in your description of the exchange between the teacher and difficult child, is that difficult child LAUGHED. I think this could be an important teachable opportunity. Often, people laugh when the unexpected happens. I'm sure people who don't know your difficult child will at times laugh at his noises. The exchange he had with his teacher could help him understand that they did not necessarily intend to hurt his feelings, but that they were surprised. This is a very common dynamic in classrooms in general. Very kind students can be surprised by a situation and laugh out loud in a classroom, never intending to hurt anybody's feelings, but nevertheless, that is the result. I hope things get better soon and that you and the teachers can have a teamwork relationship you can feel good about. [/QUOTE]
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