Children’s potential? They’re swinging from the tree-tops!

Parents, questioning your child’s potential, in the face of school/teacher’s complaints?

Watch extra-curricular play, observe control, confidence, and the seamless transference of skills. Children problem-solve, soar on to new heights, to greater challenges, to higher rungs on Jungle Jim. There’s a rhythm to children’s intrinsic drive—onward, upward. It’s at the classroom door mainstreamed children choke.

Conversing with Mom and Dad, in the comfort of home, is generally stressless. Communication within the school-house walls is a challenge.  A 6 year-old confessing to a teacher? “I don’t understand what we’re reading. You need to review.”  “You’re going too fast, Teacher.”  Rare.  Children are sensitive, unwilling to admit frailties, or invite peer ridicule.  Teachers are well aware of each student’s achievement level—evident in weekly tests. Assistance if needed?  Not in the failing classrooms.

Few adults tolerate an instructor “moving on” if the lesson were unclear—certainly not when tuition is involved.  Adults will raise hands and voices for clarification. The younger will self-blame.

To add to the students’ misery, the classroom teaching pace generally follows those who learn with ease, who have parents protecting them/their futures. Parents, standing outside the door with pitchforks!  Teachers understand this in-your-face accountability.

“Don’t worry, your child will catch up,” the teacher assures the parent.” Without serious intervention, this is a fantasy.  Your child’s teacher is being paid to keep all pupils at grade-level knowledge; the excelling teachers do.

Eventually, when enough degrading failure becomes enough, these marginalized students drop out. Why not?  

Next: Deliberate distractions.  “Students, please face me when I’m teaching.” Sorry, Mrs. M, no can do. Our regular teacher seats us looking away from the speaker.”