A Teacher As Parent Problem
I think I have a problem. I am a mom. I am a teacher. I am a teacher mom. Because I am a teacher, and because of my Masters in Early Childhood, Mally has some advanced skills that the majority of kids her age do not have. I have known this for a long time. I guess it really hadn’t been an issue until recently, but it has become a clear problem. A week or two ago, I got a note from her teacher that she “identified initial letter in her name.” I was so furious. Mally has known her letters and how to spell her name for AGES. Like, years. Her class is practicing counting to 11. Mally was doing that at 18 months old. I understand that the teachers have to have a whole group time that teaches “to the middle.” But I don’t have to like it.
So I emailed her teacher. She is going to hate me! My email now means she has to have a conference with us and the preschool director. She also had to deal with an aftercare issue. That is now making me more irritated by the day. My complaint was with snack. It seems to rotate between Cheetos, Cheez-its, and cookies. However, the aftercare worker told the teacher that she can only remember a few occasions that they had these items and that usually they have pretzels or goldfish. The problem with that? One, my child can TALK. She tells me what they had for snack. Secondly, I pick her up in the middle of snack almost every single day. I see the snack. I wait for her to finish while I sign her out and get her things. I know what she is eating. So now I am annoyed that they are acting like that isn’t the case. Whatever.
So, back to academics. What do I tell the teacher that I expect? I never wanted to push her, but when someone recently asked me what Mally had actually learned at school this year, I had to admit that a few songs, some Spanish exposure, and Chapel, were really it for academics. Of course, she has learned a lot of social skills. She also has some to work on. She will. not. respond. During circle time, she just doesn’t answer them. I told Mr. K. it’s because she thinks they are asking her stupid questions. And she doesn’t like sharing so much either.
So. What to tell her? She has started pulling Mally and another child to do some small group work on letters. But Mally doesn’t need work on that per se. The note said something like “Mally recognized all of her letters today, and they weren’t even in order!” Uh. Duh. I tried to tell you this MONTHS ago. This is my frustration. I really do not think they get it. She is ready to read. I am 100% positive that if I were not working, she would be reading by now. No question. I will give you some examples of what she can do, and you will agree. I love these lists. And this is where I remind new readers that I do this more for my benefit than yours. Feel free to skip past it. I just want to know what she can do and this is a good record of it.
Math skills:
Identifies numbers at least to 10. I will have to ask her the others. She could i.d. to 20 in the summer, but that was a lot of thoughtless months ago.
One to one correspondence to at least 12. I know this because she can count out 12 cupcake liners and count the spaces correctly. You see, I do not want the skill and drill approach. Just stick learning in where it is appropriate. That said, I may resort to a workbook to catch her back up this summer.
Counts to 29, but still skips 16 and 17. Drives me nuts. Also bothers me that she could do this in the summer and has not progressed.
Knows all shapes, even hexagons. Knows you have to count the sides to see if it is a hexagon or a pentagon. Sometimes she calls pentagons “rectagons” which I think is cute.
Colors: Knows all colors and is learning to spell them. Spells ‘pink’ and ‘red’ with about 90% accuracy, ‘blue’ with about 50% (right letters mixed up). Mally was pointing to correct colors since before she could talk, so this is not surprising. She just loves colors.
Reading:
Obviously, she knows, and has known for a year and 2 months now, every single upper and lower case letter and sound. She will even tell you things like “Cecilia and City Park start with ‘c’ and so does ‘Claire!’ She can tell you, without their name symbols, the first letter of every classmate. Actually, she can probably just tell you the first letter of any word that you tell her. She loves that game!
Words: She is reading basic sight words now. She learned “play” very quickly since it is on the DVD player! LOL . I pointed out ‘go’ in a book last week and now she is looking for it on all the pages. She is learning ‘the’ and realizes it is in lots of books. I can also tell her things like “I see the word ‘Peter’ in this book. Can you find it?” And she can. She loves to spell. She spells: Mallory, our last name, both of her parents’ first names, wow, no, yes, stop, and some colors (as stated). She has expressed multiple times that she is annoyed that McKennon is too long to spell. Haha!
She can rhyme. She has done that for years. Mally has a set of My Little Pony readers. These are little books that tell the parent the sight words and skill (such as short e) on the first page. She insists we read that page and that I tell her each of the words that she is supposed to learn in the book.
Music: Mally loves to make up songs with new words to a familiar tune or change the initial consonant in words to make the song silly.
I am going to a curriculum meeting for a different school this weekend and will go to Mally’s conference with her teachers next week. I hate these huge decisions. Did I let her waste a year of her life? I love the idea of St. Paul’s. The Reggio Approach is what I wanted for her. I wanted her to love school, and she does, but I overlooked a key factor. Kids LOVE learning. And she just…isn’t.




This pic is from Christmas. She LOVES this dress, but I need to fix the hem because it was a little too long and kept getting stepped on. (OK, it’s a size 4, but she HAD to have it!)
We are looking at houses to buy. We had fallen for a house on 8th St. that is a double, split down the middle, in a great neighborhood. But there is no off-street parking and a little yard, a busy-ish street, and would be hard to seperate. So, we found another house we like better. It’s in the Audubon neighborhood, which has less crime than the other one. It’s a slow street where there are kids riding bikes in the street. The backyard is huge by NOLA standards. It is also a double, but is a top/bottom version that could easily be converted by opening the stairs. There is a basement apartment. We could, in theory, rent the basement and one of the double units, and live mortgage-free for a while. We could use the money to fix up the place, redo the kitchen, pay off bills, etc. Mr. K wants to change it to one big house ASAP, but I am leaning towards leasing for a little bit. It may not matter because we may not get financed for it. Since we leased our D house, it counts against us more than if we were selling it. Doesn’t make sense to me b/c it could sit on the market for years, but whatever. So we need it to appraise at 30% equity, or $210K. It would have a year ago, but the market has dropped. Lindly sold hers for $200 in a matter of weeks, so we are hoping that works in our favor. Don’t know what our options are if it comes in short. We’ll see. It’s a great house. Great school area. Great year, street, and a much better lay-out. It also is 3900 sf…1700, 1600 sf rental, and 600 for the basement rental. There is about 1000 sf left of basement that we could finish out as well. Additionally, the attic is huge, big enough to also finish out. So, it’s better because we could do a lot more with it. Wish us luck!