homework hassels

'Kate wrote in message ...
On Sat, 21 Feb 2004 23:21:50 GMT, "V"

His teacher would tap over and over on their foreheads to get blood to
their
brains. I had a conference with her about his. I did not like my child
repeatedly having someone thug him on the forhead. She made it seems as
though
I overreacted, but with his connective tissue disorder and the fact I
teach
them no one is to touch them, especially painfully and then...well, I am
confused myself, but I did not like it at all. How would you guys have
handled
this situation?
curiously,
V

She is a teacher with odd ideas. Why doesn't she just teach them how to
stand on their heads if the purpose is to get blood up to the brain. Or
tighten their leg muscles. I don't know what she thinks blood has to do
with the process of thinking other than if you're out of blood, it's
impossible to think.

It's best that you exposed her practice. I wouldn't like anyone doing
that to me and being stuck in a classroom, being subjected to a bizarre
"technique" of some sort based on an unproven theory would be awful.

'Kate

Geez, I don't know where you live - but where I live a teacher could be
fired for thumping the kids in the forehead.

"Kim" wrote in message
...


Hmmmmm I probably would have tapped the teacher on the head.... with a
SLEDGE HAMMER...
Ok perhaps not but the thought is there.... I WOULD have wrote a lovely
letter of complaint to the school board, principal, editors of every
paper... I would have contacted other parents to make sure that my child was
not the only one being treated in this manner... and if I found out that
he/she was THEN I would get the sledge hammer.... ummmmm ok so I wouldn't
use the hammer... I would vocalize... Oh yes... I would vocalize LOUDLY and
I would NOT stop until the teacher was reprimanded and retired... Now I'm
assuming this tap-tap-tap was happening infront of the entire class? How
Degrading and demoralizing and how disstructive to ones self confidence and
OMG I could just go on and on.... Anyone want the sledge hammer for me?

Ahhhhhhh curious as to exactly what you DID do?

Sign me,
Upset where's my hammer?
Kim



Like the hammer idea. I went to the school and she said she does this to every
student, in front of everyone. My son has told me she has not done it since. I
called for a conference, went to the principals office, where he told me he
was not needed in this meeting and I told him indeed, he was. He is a wuss,
btw. She is tenured and burntout, obviously. It was tipped to me, by a anon
person, that another set of parents were having a problem. I spoke with them
and they said she stopped what they had a problem with her doing when the dad
mentioned a law suit.
She needs to retire. She interjects religion (skewed mind you) and the odd
ways scares me. With only like two more months of school, to be honest, I do
not know what to do and if I am ready for this type of battle. I had thought
about slapping her forehead, but with my need to not get any assault charges
(won't ever go through the academy here if I have that type of thing on my
record), I remained calm and cool. She was actually nice to me and did not
deny anything, in front of the principal (a.k.a. wussy).
It just better not happen again, or I will tell her Kim is going to show up
with a DARN SLEDGE HAMMER!
hee hee.
V

'Kate wrote in message ...
On Sun, 22 Feb 2004 11:27:59 -0400, "Kim"

"Kim" aplogizing for being upset and forgetting to hit spellcheck sowwy

I must have missed spotting the spelling errors but I sure didn't miss
the content... I agree with you. This needs to be followed up if it has
continued. It is bizarre.

'Kate

It is so nice to see people are agreeing with my thought of it as being
bizarre. We hold teachers to a high standard, like nurses, docs and cops.
V

"Bebe lestrnge" wrote in message
...
snip
Yeah me too ! what I do know from experience with Sara is the more
difficult things are for her the easier she gives up , Her diagnosis
bugs the heck out of me "perceptually impaired" The school psychologist
said it is a broad diagnosis of all learning disabilities , when I asked
what that meant. So they had no real name for exactly what she "has" She
is limited in spelling (still spells phonetically) reading, last test
results has her at a sixth grade level (she is a junior in H.S.) She has
difficulty in Math as well (especially written word math problems) Her
IEP has her main streamed for electives and science , social studies ,
health and phys. ed . spelling reading and Math she has in class
support, which is "special classes" and there are at times many
distractions, because there are behavioral problems as well which I am
told kids with learning difficulties "act out more" they are frustrated.
There is more than one teacher in these classes or there is no more than
10 students in them, to give more individual attention to each student.
I have been in these class rooms and I have witnessed the
behaviors............ my daughters as well , it is rough and I don't
know where they need to draw the line on this but I don't see mixing the
bad behaviors (I mean just bad) with the kids that are trying?? Recently
in her math class, a couple boys decided it was bash all races and
sexualities..... So the teacher decided to use racism as a math lesson
up on the chalk board :
N - cracker = ? My daughter was offended by the activities in the class
that day stuck it out as long as she could (about 20 min left of class)
and just walked out and went to the principal and told him how she felt
offended. The next day she is being given detention for walking out of
class, I ask the principal "and what punishment is the boys that were
using racial and discriminative remarks getting ?" and How about the
inappropriate actions of the Teacher that in my opinion should of
removed the boys and taught Math instead of encouraging the disrespect
to the other students? I get "I'll have to speak to the teacher about
that, and the boys IEP's prevent them from punishing them for their
behaviour!!"
HELLO ?????? somethings wrong????
Time to go to the school ...........AGAIN !
Bev


That is terrible! No child should be punished for leaving an type of situation
like that. That is what I do not like about IEPs Bev, they limit too much. If
my son or daughter did that, he would be in some hot water.
V

"V" wrote in message
...

"Bebe lestrnge" wrote in message
...
snip
I get "I'll have to speak to the teacher about
that, and the boys IEP's prevent them from punishing them for their
behaviour!!"
HELLO ?????? somethings wrong????
Time to go to the school ...........AGAIN !
Bev


That is terrible! No child should be punished for leaving an type of
situation
like that. That is what I do not like about IEPs Bev, they limit too much.
If
my son or daughter did that, he would be in some hot water.
V


I am thinking that maybe IEP's in Canada and the U.S. are not the same.

IEP here stands for Individual Education Plan, which may be the same as in
the U.S., but there are no special classes and having an IEP does not excuse
any kind of behaviour.

All an IEP does here, is gives the child extra help from both the teacher,
and the supports teachers, (resource/reading, librarian, E.A.'s...)
They are also given more time to complete assignments if need.

It sounds to me that in the U.S. you get stuck in a class with a bunch of
kids who the system doesn't want to deal with.

Betty

On Sat, 21 Feb 2004 23:29:35 GMT, "V" wrote:

Thank you Bev. The groups reaction of moving anything distracting was also
something my sister (who was a child counselor) told me to do as well. She
also said stay close, yet as Joelle said, natural consequences will also play
a part.
This has been ongoing since he was in school. I have not set up an IEP but it
might be needed with Aspberger's Syndrome. He has a mild case, and the
psychiatrist and I decided until it got bad to then do it. Frankly I just do
not know if this is part of the autism or if it is just his nature. And also
it amazes me how a child can memorize everything about the solar system and
get frustrated with timed math problems.

Hi, V.

With Aspberger's, visual prompts often work really well. I teach
students with autism, and something that helps a lot with routines is
to have a list posted, usually with simple pictures as well, that
sequences the things they have to remember. So for homework, it might
be something like:
- get out your pens and pencils
- put your books in a pile on the table
- check homework book
- do math
- do English
- do Socials
- do Health
- get a snack
- watch TV

or whatever. It's not that the children can't read the list, but the
pictures act as memory and organisation supports. And the sequence
makes a bit of a ritual of it, and that feels safer and easier to
manage. Obviously it doesn't matter what order they do their homework
in, but that ritual does help.

The memorising everything on a particular subject and yet finding math
difficult is very classic Aspberger's. We see that all the time here.
Sometimes you can even use that interest as a reward, as in, when the
math homework is finished, you may get the coffee table book on the
moon walk to read.

Removing distractions is a standard technique but it's way, way more
important for children on the autism spectrum because these kids have
much more difficulty screening out distractions than do other kids.
Autism spectrum disorders, as you probably know, include a lot of
sensory integration difficulties.

Anyway, I hope that's a little help. Take care, and good luck. :-)

Cele

On Sun, 22 Feb 2004 14:45:28 GMT, "V" wrote:


Kids usually excel at one area and math isn't his best subject. That he is
autistic explains a lot. I have not read every post here but I assume he
gets special tutoring?

T


No Tiffany, and I have thought seriously about tutoring. He is brilliant. His
memorization is amazing. My other child gets special tutoring because she is
in the "gifted" child programs, but John has not been considered. The thing he
hates is "timed" test. The thing that is upsetting is that he gets the
concept, but is not timely.

It's a no-brainer to accommodate that at school. With an Aspberger's
diagnosis he should be able to have his tests untimed if that's in his
best interests, and that's the kind of thing an IEP will address. You
might want to start that process, because getting that in order
*before* he becomes totally frustrated can prevent a lot of grief down
the line.

How does he do with following class routines? Does he take the cues
from the teacher, and from the other kids, or does he sometimes lose
track of what's going on?

Cele

On Mon, 23 Feb 2004 01:19:21 GMT, "Betty" wrote:


"V" wrote in message
...

"Bebe lestrnge" wrote in message
...
snip
I get "I'll have to speak to the teacher about
that, and the boys IEP's prevent them from punishing them for their
behaviour!!"
HELLO ?????? somethings wrong????
Time to go to the school ...........AGAIN !
Bev


That is terrible! No child should be punished for leaving an type of
situation
like that. That is what I do not like about IEPs Bev, they limit too much.
If
my son or daughter did that, he would be in some hot water.
V


I am thinking that maybe IEP's in Canada and the U.S. are not the same.

IEP here stands for Individual Education Plan, which may be the same as in
the U.S., but there are no special classes and having an IEP does not excuse
any kind of behaviour.

Actually, we do have special classes for some kids in Canada who are
on IEPs. I teach one of them. But an IEP doesn't necessarily or even
usually mean a chid is in a special class, alright. IEPs often address
behaviour if the child has behaviour that is exceptional in some way,
but a well written IEP manages behaviour in a practical way that takes
into account what is possible given the needs of the other children in
the class and in the school as well.

All an IEP does here, is gives the child extra help from both the teacher,
and the supports teachers, (resource/reading, librarian, E.A.'s...)
They are also given more time to complete assignments if need.

An IEP basically does two things: It documents adaptations and
modifications.

Adaptations are used when the child does the regular curriculum that
everyone else does, but in a slightly different way. Having extra time
on tests is an adaptation. Using a computer instead of handwriting
material is an adaptation.

Modifications are for when the child isn't able to do the regular
curriculum. Modifications are what the child will do instead. So, for
example, if everyone else is working on reading The Chrysalids, and
this child is learning to read and write his name. Or everyone is
studying electricity and ohms and volts, and the child is learning to
keep electrical appliances away from water.

It sounds to me that in the U.S. you get stuck in a class with a bunch of
kids who the system doesn't want to deal with.

What can happen in both countries, is that if a child really can't
function effectively in the regular class, because of learning
disabilities, that child has access in some places to smaller
specialised classes for kids with LD. That would be a good thing,
except that often because of funding, they wait until a child is
frustrated beyond all reason to move them to a more supportive
environment, by which time they've developed all manner of behaviours
due to their having been in an inappropriate setting for way too long.
So then LD classes become behaviour classes because so many of the
kids have so many behaviours, and the odd child who's not acting out
has nowhere else to go.

It's awfully frustrating to work in a system knowing how often such
things happen, believe me.

Cele

"Betty" wrote in message
news:vqTZb.584781$X%5.543025@pd7tw2no...

"Betty" wrote in message
news:EASZb.587720$ts4.26918@pd7tw3no...

'Kate wrote in message
...
On Sat, 21 Feb 2004 19:30:16 GMT, "Betty"

He gets a minimum of 8 hours sleep, Usually 10-11.
Ok, Mom's showing her ignorance here, what is a verbal list? Please
don't
say it's a list of verbs, then I'll know how dumb I am.



LOL! I read this and my immediate thought was, boy, she's gunna smack
herself on the forehead in a moment!!




Ok, disregard this response. Sometimes the level of my stupidity amazes
even me.LOL

LOL

Betty betty betty. I truly admire when we can laugh at ourselves.

"Cele" wrote in message
...
On Mon, 23 Feb 2004 01:19:21 GMT, "Betty" wrote:


"V" wrote in message
...

"Bebe lestrnge" wrote in message
...
snip
I get "I'll have to speak to the teacher about
that, and the boys IEP's prevent them from punishing them for their
behaviour!!"
HELLO ?????? somethings wrong????
Time to go to the school ...........AGAIN !
Bev


That is terrible! No child should be punished for leaving an type of
situation
like that. That is what I do not like about IEPs Bev, they limit too
much.
If
my son or daughter did that, he would be in some hot water.
V


I am thinking that maybe IEP's in Canada and the U.S. are not the same.

IEP here stands for Individual Education Plan, which may be the same as in
the U.S., but there are no special classes and having an IEP does not
excuse
any kind of behaviour.

Actually, we do have special classes for some kids in Canada who are
on IEPs. I teach one of them. But an IEP doesn't necessarily or even
usually mean a chid is in a special class, alright. IEPs often address
behaviour if the child has behaviour that is exceptional in some way,
but a well written IEP manages behaviour in a practical way that takes
into account what is possible given the needs of the other children in
the class and in the school as well.

All an IEP does here, is gives the child extra help from both the teacher,
and the supports teachers, (resource/reading, librarian, E.A.'s...)
They are also given more time to complete assignments if need.

An IEP basically does two things: It documents adaptations and
modifications.

Adaptations are used when the child does the regular curriculum that
everyone else does, but in a slightly different way. Having extra time
on tests is an adaptation. Using a computer instead of handwriting
material is an adaptation.

Modifications are for when the child isn't able to do the regular
curriculum. Modifications are what the child will do instead. So, for
example, if everyone else is working on reading The Chrysalids, and
this child is learning to read and write his name. Or everyone is
studying electricity and ohms and volts, and the child is learning to
keep electrical appliances away from water.

It sounds to me that in the U.S. you get stuck in a class with a bunch of
kids who the system doesn't want to deal with.

What can happen in both countries, is that if a child really can't
function effectively in the regular class, because of learning
disabilities, that child has access in some places to smaller
specialised classes for kids with LD. That would be a good thing,
except that often because of funding, they wait until a child is
frustrated beyond all reason to move them to a more supportive
environment, by which time they've developed all manner of behaviours
due to their having been in an inappropriate setting for way too long.
So then LD classes become behaviour classes because so many of the
kids have so many behaviours, and the odd child who's not acting out
has nowhere else to go.

It's awfully frustrating to work in a system knowing how often such
things happen, believe me.

Cele

Ah, I forgot you are in Canada. .... thank you, your advice and knowledge is
helpful.
Take care cele.
V

--
Law and love are the same - romantic in concept but the actual practice can
give you a yeast infection.