Re: Secondary school - how to get along with teachers--PAM

[Guest guest]

I have just a couple of further questions, if you have time. I'd be very

grateful!

>

> I was often advised

> to give lots of positive feedback about whatever was done that

> was right as it occured as a way to emphasis what I wanted.

> I tried to do this carefully not to send the message

> that everything is OK.

Can you give a detailed example--I'm really bad at this. For example, I'm

thrilled that my son's math teacher is sending me e-mails almost every day with

what his homework is since his agenda is not working out (He'll say he already

has it done and it is at school, etc.). But he needs to keep working on being

independent in this area too. Is this what you are thinking about? What

exactly would you say--feel free to give a different example. I always answer

her e-mails with a " Thanks! " even though that is certainly not required. Is

that good enough--or am I missing out on " lots " of positive feedback?

> My message is " No criticize, reduce tasks or assist to have her keep up, keep

her connected 1:1(not in groups) and facilitate all written work " .

How exactly do you have it in the IEP to " assist to have her keep up " . This

collaborative style of teaching is something our school doesn't like, and I'm

not sure how to approach it. I'm going to try to get our neuropsych to talk to

them (at the IEP, not now), because this really helps our son.

What exactly are you doing to " keep her connected 1:1 (not in groups). Our son

actually prefers group learning to 1:1, but he needs the 1:1 sometimes when he

runs into glitches in this thinking. Anyway, what exactly do you mean by this?

What is in her IEP?

I know your daughter is a lot younger than my son, but I'm curious what you have

under " facilitate all written work " . In his 504, my son has chunking of

assignments with explicit due dates for the parts, teacher checking assignments

being written down, writing checklists for long, written assignments,

directions/assignments written down in bulleted lists (he doesn't have great

visual processing), class notes given to him, or with fill in the blank to help

get him started taking notes. None of these things are being followed, by the

way--this particular set of things are probably the main reason I'm having to

take them to task right now and why he is being referred to SPED. But

anyway--is this what you meant by this? Do you have anything different?

Sorry for all the questions--inquiring minds want to know!

Ruth

[Guest guest]

Here is one of the processes my daughter's counselor suggested (and this counselor has a son with AS and has used this herself with great success)

1. On a daily basis, the teacher checks the child's assignment planner (if the child is old enough to start keeping one himself) OR provides the child with a written list of assignments and goes over it with him at the end of the day, then initials each assignment to show that she talked to the child about it.

2. At home, the parent looks for the list or planner. When the child does the work and shows the parent, the parent initials the list.

3. That way, when the child goes back to school, the teacher knows to look for the list-- if the child has forgotten to turn something in, the parent's initials tell the teacher that the child actually did the work -- but the situation will get caught right away if the teacher and parent are using the list as a form of daily back/forth communication.

Diane

[Guest guest]

>

> Here is one of the processes my daughter's counselor suggested (and this

counselor has a son with AS and has used this herself with great success)

>

> 1. On a daily basis, the teacher checks the child's assignment planner (if

the child is old enough to start keeping one himself) OR provides the child with

a written list of assignments and goes over it with him at the end of the day,

then initials each assignment to show that she talked to the child about it.

>

> 2. At home, the parent looks for the list or planner. When the child does

the work and shows the parent, the parent initials the list.

>

> 3. That way, when the child goes back to school, the teacher knows to look

for the list-- if the child has forgotten to turn something in, the parent's

initials tell the teacher that the child actually did the work -- but the

situation will get caught right away if the teacher and parent are using the

list as a form of daily back/forth communication.

Yes, this is pretty standard in elementary school, somewhat in jr high. The

problem comes when the student has many long-term assignments and many

assignments that can be worked on both in class and at home and may be finished

at school or at home. The teacher may expect the students to hand in the

assignments without prompting when they are finished. Then it isn't so simple

and the teacher and parents would need to communicate a lot more to keep things

hanging together. And the teachers start balking, wanting the student to " take

responsibility " , saying they don't have time, or not understanding why you and

your child are having so much trouble. Then, you start needing something more

sophisticated.

Ruth

[Guest guest]

FABULOUS ADVICE! I will be stealing this

and using with my son for second grade next year since I don’t know if

his teacher will be as wonderful as the one he has now! J

From: [mailto: ] On Behalf Of Diane Perin Hock

Sent: Friday, March 27, 2009 10:31

AM

Subject: ( ) Re:

Secondary school - how to get along with teachers--PAM

Here is one of the processes my daughter's counselor

suggested (and this counselor has a son with AS and has used this herself with

great success)

1. On a daily basis, the teacher checks the child's

assignment planner (if the child is old enough to start keeping one himself) OR

provides the child with a written list of assignments and goes over it with him

at the end of the day, then initials each assignment to show that she talked to

the child about it.

2. At home, the parent looks for the list or

planner. When the child does the work and shows the parent, the parent

initials the list.

3. That way, when the child goes back to school, the

teacher knows to look for the list-- if the child has forgotten to turn

something in, the parent's initials tell the teacher that the child actually

did the work -- but the situation will get caught right away if the teacher and

parent are using the list as a form of daily back/forth communication.

Diane