My Hazel has always done well in school. She is incredibly curious, social, and loves to make her teachers and others happy. She loves learning.
In third grade, however, Hazel started to have some difficulty with staying focused in class. Not like, she needs medication or anything, but she's just a distractible child. Hazel lives . . . outside of herself. She's very extroverted and loves feeling and hearing and seeing and just experiencing everything. If she's supposed to be concentrating, someone talking or wiggling or drawing next to her is sort of like . . . "squirrel!" :) This has always been the case, but in 3rd grade it became more apparent. I think, for the first time, she was actually being challenged with information she didn't already know. Her teacher discussed it with us and came up with some pretty good solutions to help her focus better. As time went on it didn't eliminate the challenge, but helped a lot and she made good progress.
As Hazel's parents, we already knew that learning how to focus and stay on task are things that she will be working on for a long time. A challenge as she learns to harness her vast mental and physical energy. We all have different traits that we have to learn how to use properly. She's not going to learn this skill in a couple of months or even a year. It takes time and it's just part of having a human body. I love my Hazel's ability to live completely in a moment - in a feeling, an experience. It's beautiful and unique.
This last school year started off really well. Hazel loved her new 4th grade teacher. His teaching style and organization fit Hazel really well. He was happy, she was happy, I was happy.
At this same time, I got one of those rare, very clear impressions from the Lord. It was time to re-label my homeschooling file folder.
I didn't feel like I needed to do it right then, but I just really felt like I needed to start thinking about it. Uh . . . what?! Okay . . . that's scary.
Then we moved.
I really liked the new school and the girls did great at making new friends, the staff was wonderful, but it was still a big adjustment. We went from having a minimal homework load in Sandpoint with an emphasis on at-home reading, to 8 page homework packets that needed to be completed each week. From reading 4 or more books a month (for fun) to barely reading a short one (for a book report). Also, Hazel and her new teacher seemed to have a difficult time understanding one another. I got good reports from Hazel about how things were going, but then at her first PTC, I felt like all her teacher could see was where she was struggling. Not one positive that didn't end with, "but . . ." She also complained about Hazel not paying attention enough in class. Nothing new there - but when I asked what she would suggest we do, I got, "Well, she just needs to focus more." Great idea! Hazel was doing awesome, she was making progress in math, learning new concepts, loves writing and is very descriptive and engaging, but all I heard from her teacher is that she needed to do better.
As the months passed, my happy and curious girl started saying things like, "I'm just not good at this." "I don't want to go to school." "I'm not good at math." She was often in tears at the end of the day as she plodded her way through, not only the large homework packet, but as many as 4 pages of worksheets that didn't get completed in class that day.
All of a sudden Hazel's evenings were stressful and barely had time for anything but homework.
I finally emailed her teacherbegging for mercy to explain the situation and ask for some help. I asked if it might be possible to eliminate some of the busy-work in the homework packets and wondered what on earth is going on in class that Hazel's not completing her work? Her response:
"I’ll admit, I’ve have been a little frustrated with Hazel. She seems to work at her own pace, slow and steady (but consistent and thorough which I like), so utilizing any and all class work time is crucial. I’m sorry for the frustration you’ve been feeling with the homework. If Hazel can do a better job staying focused, using class time productively, and taking responsibility for her actions, she’s going to be fine. She seems to understand the consequences for not completing work, and doesn’t like it. So I told her that that is up to her, she holds her own fate and responsibility to continue to make good choices every day."
In third grade, however, Hazel started to have some difficulty with staying focused in class. Not like, she needs medication or anything, but she's just a distractible child. Hazel lives . . . outside of herself. She's very extroverted and loves feeling and hearing and seeing and just experiencing everything. If she's supposed to be concentrating, someone talking or wiggling or drawing next to her is sort of like . . . "squirrel!" :) This has always been the case, but in 3rd grade it became more apparent. I think, for the first time, she was actually being challenged with information she didn't already know. Her teacher discussed it with us and came up with some pretty good solutions to help her focus better. As time went on it didn't eliminate the challenge, but helped a lot and she made good progress.
As Hazel's parents, we already knew that learning how to focus and stay on task are things that she will be working on for a long time. A challenge as she learns to harness her vast mental and physical energy. We all have different traits that we have to learn how to use properly. She's not going to learn this skill in a couple of months or even a year. It takes time and it's just part of having a human body. I love my Hazel's ability to live completely in a moment - in a feeling, an experience. It's beautiful and unique.
This last school year started off really well. Hazel loved her new 4th grade teacher. His teaching style and organization fit Hazel really well. He was happy, she was happy, I was happy.
At this same time, I got one of those rare, very clear impressions from the Lord. It was time to re-label my homeschooling file folder.
{Interesting Idea: WILL Do WHEN Inspired (Start Thinking About It)}
I didn't feel like I needed to do it right then, but I just really felt like I needed to start thinking about it. Uh . . . what?! Okay . . . that's scary.
Then we moved.
I really liked the new school and the girls did great at making new friends, the staff was wonderful, but it was still a big adjustment. We went from having a minimal homework load in Sandpoint with an emphasis on at-home reading, to 8 page homework packets that needed to be completed each week. From reading 4 or more books a month (for fun) to barely reading a short one (for a book report). Also, Hazel and her new teacher seemed to have a difficult time understanding one another. I got good reports from Hazel about how things were going, but then at her first PTC, I felt like all her teacher could see was where she was struggling. Not one positive that didn't end with, "but . . ." She also complained about Hazel not paying attention enough in class. Nothing new there - but when I asked what she would suggest we do, I got, "Well, she just needs to focus more." Great idea! Hazel was doing awesome, she was making progress in math, learning new concepts, loves writing and is very descriptive and engaging, but all I heard from her teacher is that she needed to do better.
As the months passed, my happy and curious girl started saying things like, "I'm just not good at this." "I don't want to go to school." "I'm not good at math." She was often in tears at the end of the day as she plodded her way through, not only the large homework packet, but as many as 4 pages of worksheets that didn't get completed in class that day.
All of a sudden Hazel's evenings were stressful and barely had time for anything but homework.
I finally emailed her teacher
"I’ll admit, I’ve have been a little frustrated with Hazel. She seems to work at her own pace, slow and steady (but consistent and thorough which I like), so utilizing any and all class work time is crucial. I’m sorry for the frustration you’ve been feeling with the homework. If Hazel can do a better job staying focused, using class time productively, and taking responsibility for her actions, she’s going to be fine. She seems to understand the consequences for not completing work, and doesn’t like it. So I told her that that is up to her, she holds her own fate and responsibility to continue to make good choices every day."
{sigh} I'm a big supporter of "natural consequences" but from my perspective a good teacher should be working on ways to help her students, not just punish them for the things that they struggle with or shame them in class because they "work at their own pace." I emailed her teacher back asking if she had any solutions and got no reply.
To her defense, this teacher is young with only one very small child. I don't think she has any concept of what it's like to have a busy family life or how stupid it is to just expect that a 10-year-old will magically "do better" and "utilize any and all class time" all on their own by embarrassing them in front of their peers and creating a classroom that is noisy and disorganized.
All in all, we made it through the rest of the year, but neither Hazel nor I have ever been quite so excited for summer break.
All in all, we made it through the rest of the year, but neither Hazel nor I have ever been quite so excited for summer break.




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