This is the story of a public school failing to encourage the psychological, social, and psychological development of young females. There’s an argument to be made that the effect on young men is similarly damaging, but, for this guide, I will be focusing on the female aspect.
My first criticism is about a policy which has been initiated by the school principal. He instituted a policy wherein students weren’t allowed to assemble in more than groups of 2, and weren’t permitted to walk and speak on the playground at recess. All children were needed to be actively engaging in a game or recognized action, and were banned from just chatting together.
This policy directly targeted the female population, according to the walking-and-talking behaviour being a mostly female socialization method (with men primarily interacting through shared actions ) If this generally recognized developmental truth isn’t enough proof of this sex-based discriminatory nature of the coverage, my daughter reports that the principal made a statement to the classrooms once the ban has been lifted.
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His announcement threatened the ban could be reinstated if there was “any more woman drama.” There were many witnesses to this announcement. His enforced restriction and subsequent remark were directly restrictive to the organic growth of a young lady. My daughter was forced to choose which one of her many great friends she wanted to associate with for the afternoon, and was also prohibited from engaging in bonding conversation with this kind of friend.
This was cause for her to experience anxiety. My next criticism will entail my daughter’s experiences with her fifth-grade teachers. My daughter’s first fifth grade teacher was reported by my daughter to have an extremely rigorous and intimidating demeanor. As a very sensitive kid – and with high expectations for herself – my daughter could frequently develop a literal tummy pain in the anxiety of being concerned about pleasing him with her performance.
Part of her anxiety came from listening to him single-out other kids in the classroom, to be able to be humiliating public examples of these through pointing out their flaws. In support of my daughter – both academically and emotionally – I conveyed with this instructor through email on a regular basis. I received great reports about my daughter’s performance.
Immediately following the beginning of his extended departure from the classroom because of illness, but the next quarter report card came out. The teacher had listed a D- to my daughter’s social studies grade before he left, and had left a note that she”needs to learn how to ask for help when she needs it.”
This is an insulting insinuation that this instructor knows when, where, and that my daughter ought to be asking for assistance, better than my daughter understands it for herself. There was no sign in his regular emails to me that she had been in need of academic assistance. In actuality, one of his latest mails now was to let me know that my daughter had obtained one of the greatest scores on a mathematics test.
Additionally, I observed a very limited quantity of social studies content in my kid’s homework. The D- tier and relevant comment on the report card came from left field, which isn’t acceptable, taking into consideration the quantity of communication transpiring between the teacher and myself up until there. The strategy employed by the instructor in this respect was a blow to my daughter’s self-esteem, which I needed to work to relieve.
She was dismayed upon seeing the caliber and the remark, as she was receiving feedback that she had been doing well up until that point. This tactic was unkind. My daughter’s current long-term replacement teacher regularly and publicly expresses to pupils his dislike for our nation’s president. As an example, my daughter quotes him as saying, “I’ve lived through (several) presidents, and this one I dislike the most.”
Disrespect for our nation’s leader isn’t appropriate content for a teacher – who’s in a position to influence young minds and viewpoints – to be sharing with 10-year-olds. Regardless of our personal positions, compulsory schooling should not consist of political indoctrination in opposition to the President of america.
My daughter also reports he raises his voice sharply in class, like by shouting “Silence!” When the course gets noisy. She, as a 10-year-old, has commented that he exhibits a”lack of control” from the classroom. She’s wise enough to observe that overt aggression is a indication of internal lack of electricity. Public school teachers and principals are endowed with a place of power in shaping our next generation.
The sort of sexist, non-patriotic, competitive, and self-esteem damaging behaviour listed here isn’t fitting of people in this situation. This attendance policy aspect is the last straw in my distaste for the faculty clinics. I got a letter (several weeks following the post-date, because of my not retrieving my physical mail with regularity in this electronic age) saying that my daughter has too many “excused absences” and that I am required to have a physician’s note for any future absences.
How can there be too many excused absences? I’m not sending my young daughter to college when she isn’t feeling well enough to attend college, either physically, mentally, or emotionally. It’s not in her best interest for me to do so, and it is imposing an unreasonable burden on a parent to be asked to go running to the doctor for a note, particularly when the parent understands full well that no physician’s prescription is required for the ailment. I’ve consulted with a similarly-minded physician about it, and am now gathering community support to deal with this inability of parents to excuse their own kids without getting harassment from the faculty.
Nowhere in these truancy finds is it noted that my daughter goes above and beyond volunteering for school activities, and with my direct support and participation. She’s been a part of this morning valet team for the previous two school years. She acted as a campaign manager during fourth grade student body elections. She voluntarily participated in the school science fair. She signed up to help with conducting a booth for the school carnival. She participates in the optional music program.
She’s been a part of the School Safety Ambassador Club (SSA) for the previous two decades, and frequently consults me ways that she could effectively encourage other pupils in respect to reducing bullying and increasing self-esteem. Is this the sort of behavior related to an at-risk child, in need of truancy intervention? With the widely reported increase in violence and disruptive behavior on college campuses, and with the absence of teeth in the present school behaviour disciplinary policies, I was strongly considering enrolling my daughter in a homeschool schedule at the time she reached the 7th grade. The 5th grade experience, here, has persuaded me to begin that process at the commencement of her next school year. There’ll not be a need for the school district to track her college attendance as of the 2018-2019 school year, as she won’t be attending the school. I’m enrolling her into a schedule that better nurtures her general development to a confident, secure, open-minded, conscientious – and female – member of society.