In response to Sheryl's comment:
Wow, I didn't realize I could really fight this. I'm afraid to anger anyone. It's not the classroom teacher; it's the special services teacher, and I already get the impression that she's not a big fan of me. I talked to her about it by explaining that this student gets frustrated when he is always behind in art. Things have gotten better, but she still sends him late quite often. She claims that during art is the only time she can take him because of library. I understand she is helping him catch up in all the other subjects, but he misses needed instruction. Also, he has less time to work on his projects; he already works very slowly. Also, many teachers often send their students to me late because they are finishing up work. These students are not late enough to be neglected from their 50 minutes a week, but it is a huge inconvenience to have them miss instruction. The teachers don't even tell me they have students coming in late. I would rather have them leave a little early if it's needed. Do you have any suggestions on how I can advocate for my instructional time without angering the other teachers? Thanks for the help!
Wow, I didn't realize I could really fight this. I'm afraid to anger anyone. It's not the classroom teacher; it's the special services teacher, and I already get the impression that she's not a big fan of me. I talked to her about it by explaining that this student gets frustrated when he is always behind in art. Things have gotten better, but she still sends him late quite often. She claims that during art is the only time she can take him because of library. I understand she is helping him catch up in all the other subjects, but he misses needed instruction. Also, he has less time to work on his projects; he already works very slowly. Also, many teachers often send their students to me late because they are finishing up work. These students are not late enough to be neglected from their 50 minutes a week, but it is a huge inconvenience to have them miss instruction. The teachers don't even tell me they have students coming in late. I would rather have them leave a little early if it's needed. Do you have any suggestions on how I can advocate for my instructional time without angering the other teachers? Thanks for the help!
In response to Ridlen's comment:
-4th graders are obsessed with right/wrong answers. They are so stuck in the "What do you want me to do?" phase. Some of them are still very creative, but they still follow all of my guidelines. They usually don't even question them. They will often complain that they are bad at something. As a result, many of them "give up" and it has resulted in many behavior issues. I feel bad for the ones that do want to try.
-Kindergarten - 2nd graders are all about creating and
exploring. They are always pleased with their work and they will add their own
alterations/tweaks with out bothering to ask permission. They are so
enthusiastic! It's nice, it makes me miss being that carefree.
-3rd graders are still typically pleased with their own
work. They like to add their own perceptions, but they will typically ask for
my permission first. They like pleading their case and I like allowing them the
freedom they crave. I am often amazed by how well they fight for what they
want.
-5th graders are much more creative than my 4th
graders, but I think this is due to their past experience and their
personalities. This group of kids is a tough bunch behavior wise. I learned
that last year, the art teacher got so fed up with their misbehavior that she
only taught the "good kids" and gave the rest coloring pages. I'll
admit there were times I wanted to do that, but I fought through. They've
finally realized I'm not giving up on them and most of them are truly trying.
There are some very talented students in 5th grade and they are more
independent. It is nice to be able to assist them in perfecting their work
without having to continually re-explain the steps and procedures.
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