Since teachers are people, there is always a “personality factor” when it comes to teachers for children. After processing parents ‘requests (at the end of the previous year or over the summer) and recommendations from previous teachers, the administrators (basic level) take the “personality factor” into account when assigning children to the teachers’ classrooms. The “personality factor” interactions can include:
Child and teacher,
Child and other children in the class,
Interaction dynamics of the teacher and the whole class,
Disrespect of the child towards adults and / or gender,
Manipulation of parents by the child, citing teacher questions (children lie about what happens in school),
Leadership styles and teaching strengths of the teacher,
· Parent perception of the teacher.
Talking to the teacher
Suppose you think the teacher is not doing his job. First of all, don’t assume that the teacher is not doing his or her job. This creates a hostile relationship. Teachers do their job. There are many restrictions on what they can and cannot do, what to teach, and sometimes even when to teach certain content / processes. States mandate all of this through standards (posted on each state’s website) so that parents know what is being taught. Teachers devote more to their work than the school day; As a rule, teachers work an average of 3-4 hours a day longer than their class day. It may seem like he’s not doing the job, but there are many aspects of the job that parents never see or know.
Conversations with administrators
When parents complain to the headmaster, they must be logical and show that they have tried to work with the teacher on the issue they are complaining about; Typically, e-mail records and telephone conversation logs are sufficient. This documentation helps to support these complaints. Parents need to understand that the teacher may also keep documentation logs. Complaints should be factual, not emotional reactions or statements from children (these are very unreliable in many cases when children are partially / all responsible for difficulties).
The child does not learn
If parents complain that their child is not learning from the teacher, it may or may not be true. The administrator can talk to the teacher. Often the problem is that the child does not have the necessary skills (from the content / processes of previous classes) for what the teacher needs to cover; The teacher is aware that the child is not learning. The teacher is guaranteed to be concerned and has likely already discussed this issue with the previous teacher and / or administrator.
Talk to the child about school
When discussing their experiences with their child, parents should ask questions about where they are in the class (proximity to the blackboard and / or class area), what they are learning, what their homework is, etc. They must also ask about other children in the class, who they are sitting next to, who supports or hinders attention and task fulfillment, who their friends are and why they are their friends, who (does not) get into trouble and what it was about.
Parents can help
Parents can fill the learning gap. Parents need to know what skills the child lacks in order to do the current job. Typically, children have difficulty paying attention or focusing on class and / or their work. You may need to eliminate the possibility of learning problems with the child; Peer review for special education and / or complementary services will address this concern. You can find a lot more information on this topic on our website (homepage, how we can help, assessments and parenting modules).
Options from other schools
When parents consider relocating classrooms or schools, they must keep in mind that they cannot make this decision on their own. You can request another teacher (preferably before assigning assignments), but this request cannot be met for many reasons. Administrators need to consider class size, social interactions with other students, personality issues, and so on. When trying to move to a different school, various problems (such as bus traffic or the availability of special or additional services) can influence the result. If the parent attempts to relocate their child to another school district without physically moving into their service district, it becomes a funding issue and district-level decisions need to be made to move between districts.