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work too easy for year 1

(12 Posts)
cheekymonkey2 Fri 07-Jan-11 11:00:29

mu ds is in year 1 in a mixed year 1/2 class. He is doing well and the teachers have said he is the only year 1 being taught literacy and numeracy with the top group of the year 2s, so the mixed class works well for him. All this is great except recently he keeps saying the work is too easy and he knows whatever it is already. I don't do anything with him at home except reading, although he writes stories in his bedroom when he is supposed to be asleep. Should i be pleased he is not struggling or be talking to teachers which i am very reluctant to do.
I probably sound a bit smug, but i genuinely don't mean to be, i just feel i am fobbing off my ds by saying it is best he finds the work too easy than too hard.

FlorenceAndTheMachine Fri 07-Jan-11 11:44:37

Sometimes when children say things are too easy it can mean something else isn't quite the way they would like it to be. It is unlikely anyone could know everything and in a good class children will always be learning new things.

Him not being happy is an important thing and I probably would talk to his teacher - why are you reluctant to do that?

cheekymonkey2 Fri 07-Jan-11 12:07:15

I just think it would be really pushy to go in and say that i know ds is in the top groups but he says it is too easy. He always is happy to go to school. I agree it would be odd if he knew everything already.
He used to say things were too easy in year r too until they moved him up to the top groups which is, i suppose, why i thought that maybe he really is finding things easy as he did then.

FlorenceAndTheMachine Fri 07-Jan-11 12:53:16

I would still go in - for whatever reason your DS isn't totally happy at school and teachers should want him to be happy and doing as well as he can. I wouldn't start by saying you think the work is too easy, but say that he doesn't seem happy and take it from there maybe?

sarahfreck Fri 07-Jan-11 12:57:45

Could you approach things with the teacher in a more chatty way? Ask to see her because ds has not been seeming as happy about school work recently and you want to talk about it. Then at the meeting explain that ds keeps saying that work is too easy, but of course you "know that when children say this it isn't always the case" and that it may be something else that is bothering him. Then say you were wondering what the teacher thinks about this (defer to the "expert"). Does she think the work could possibly be too easy, even though he is working with the Y2s or has she noticed anything else that could be bothering him? At the very least this should get any half-decent teacher looking out especially to see how he is tackling the work without feeling her authority/expertise has been undermined.

JoanofArgos Fri 07-Jan-11 12:59:20

I would not say a thing, personally!

IndigoBell Fri 07-Jan-11 17:16:35

Also remember mostly teachers like to give work that kids can do confidently. They like to build up their self esteem and give lots of praise.

I think I'd be surprised if my kids were ever doing work that they didn't find easy. Doesn't mean they're not learning though...

cheekymonkey2 Fri 07-Jan-11 17:42:54

Thanks for all your points. He is definately coming on in leaps and bounds and also seems quite confident so i thin you are right indigo bell.

Lonnie Fri 07-Jan-11 19:11:01

Personally I would mention it and ask the teachers advice see how she reacts she may agree. If not then I would wait a while.

squidgy12 Wed 12-Jan-11 11:14:47

Message withdrawn

cheekymonkey2 Wed 12-Jan-11 13:22:37

Luckily didn't have to go and see teacher as she approached me to say they are going to give my ds extension work at school within his groups. I do feel quite relieved as i probably would have gone to see her but i find these things a bit difficult.

katiestar Wed 12-Jan-11 17:25:47

I would go in and ask to look at his books.Is he getting all his maths right? If so that can back you up in your discussions with the teacher.
Literacy is more open-ended and they will work to their own level.

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