August 04, 2015
Teachers are disorganized, overwhelmed, underprepared.
Classrooms are chaotic. Expectations for the student are unclear and inconsistent. Attempts to contact and dialog with the teachers and substitutes in order to improve at-home study and support for learning were oten ignored, answered incompletely, delayed in response as to be ineffective, or replied to without substance—and in cases with the long-term substitutes throughout the year, it was often that there was no contact information for the reigning teacher. Phone calls were difficult and limited.
Parent-Teacher meetings/conferences were not implemented. At the two student-led conferences, there was no alert to opportunities for improvement in study habits, comprehension, etc.
In general, the teachers seem to place responsibility on the student in order to relieve it from their selves. While each child must take responsibility for meeting expectations and demands, the teachers still need to take responsibility for guiding and coaching and assisting every student to succeed.
Conferences could be made more effective with an agenda for review: child's strengths, opportunities to improve, suggested at-home support. Communication could be improved with consistent up-to-date information on the website (syllabus, current subject matter, weekly assignments and due dates, references and study tools, etc). Plus email or text messages could alert parents & students to key milestones (quiz, test, project due dates). Teachers might benefit from a course in managing correspondence with parents —preemptive messages, notifying parents of student progress or needs, responding in a timely manner with next steps at the very least.
- submitted by a parent