What's a polite was to say waffle? (Warning: Please don't open if you believe teachers are god's gift to humankind, you might be offended)

[DaysDragonBy]

I'm meeting with DS's class teacher this afternoon. I need to talk about another of the teachers who basically waffles (my description after meeting her, not DS's). DS has SN and if you want to get through to him, you need to speak in concise bullet points. --> DS hasn't been joining in in class.

I need to point this out. Obviously I can't say "I believe one problem is that your colleague waffles a lot."

So... how do I say it politely?
is effusive with her use of language?

None of the synonyms given in the dictionary are suitable to use in this situation; blather, drivel, prattle, gabble, rattle on however suitable they are to describe the teacher

X's teaching style lacks the conciseness DS needs to fully engage with the class. How can we work around this?

You turn it around n instead say what it is that you DO want her to do rather than what she shouldn't do eg "DS finds it better to take direction when he is spoken to in a succinct manner anyhing too lengthy confuses him."

My child is losing focus during extended periods of teacher talk, could more individual whiteboard work and paired chat be included throughout the lesson to help him/her focus please?

DS can only engage when given simple, clear, concise instructions. His teacher speaks in a manner too complicated for him to understand. Do you think you might be able to mention it to her?
Then give an example of what she might say and how best to word it for your DS?

Also, how do you know that she waffles during lessons? She could just be nervous dealing with parents.

You turn it around n instead say what it is that you DO want her to do rather than what she shouldn't do eg "DS finds it better to take direction when he is spoken to in a succinct manner anyhing too lengthy confuses him."

I've already done this. Nothing has changed.

I have previously printed a sheet with written examples from an ADHD organisation and given it to the school.

Thanks for the suggestions.

You say she waffles, but what does your DS say?

If he struggles to understand what he is being asked to do, say that. No need to criticise this teacher, just ask for him to receive clear, task-by-task, instructions.

I think it would help ds if x simplified her language, he says he finds her hard to follow.

For e.g. Teacher might say - "I want you to complete Exercise 11 from your English workbook. I need you to think about your spellings and handwriting while completing it. I'm looking for neat handwriting."
DS needs to be told specifically to "take out book name e.g. English Language Stage 4 and told to turn the pages to page 24 and please complete the questions on that page."

Is that sort of what you mean?

Does he have a diagnosis? I know that the Autism Ed Trust would say concise use of language is important. They provide most of the training/ certification for schools. Maybe printing something to take with this kind of advice?
Also does your LA have specialist advisor for area of SN? They could be invited to come in and give support to improve outcomes for your son. Depending on diagnosis etc school may have to pay for service, but it may be worth suggesting.

I'd be looking for SENCO support on this. It shouldn't be down to the parents to help teachers with their job. Adapting language to a students needs is hardly complicated (I say this as someone who works in a school environment).

“I have mentioned before that as DS’s problems lead to weak executive functions he needs clear simple instructions. It doesn’t seem to be happening and so there won’t be any improvement until it does. This is a reasonable adjustment for his disability - and a very easy one which the other pupils can only benefit from too”.

As you are not in the class you cannot comment on how they communicate in class. You're not there. How people communicate with parents may be different to children.

Equally, you can't expect the teacher to speak in bullet points for every explanation (there are other children with their needs too and speaking in bullet points deprives those children of an education that meets their needs). Differentiation is about all children in the class and sometimes that will be competing needs.

I'd tell the teacher 'DS needs clear, chunked instructions' and 'when you explain things 1-1, DS finds it easier to understand shorter explanations with only the key points', 'would it be possible for you to speak yo DS and give a shorter summary after the main explanation'.
It's reasonable the teacher accounts for your child's needs. It's not reasonable to expect the whole class teaching to revolve around your child.

DS says nothing.

Saying he struggles to understand places the burden of blame of his SN on him rather than on the lack of help, understanding and basic courtesy he is receiving from the teacher in question.

I do care that
a) he hasn't been asked in the past 2.5 years if he understands what he has to do because the teacher is content for him to do nothing because he is "special".
b) since this issue came to my attention (I met the teacher because she is now DD's teacher one day a week) and I spoke to the school, nothing has changed.
c) something else has happened with this teacher that has potentially detrimental effects to my DS's health and trying to note down some polite but forceful sentences so that I don't say what I think of her and her blatant unprofessionalism.

I taught a non-native colleage the word ‘waffle’ in this context and she was delighted

DaysDragonBy
Looking at your update, I would be focusing on that rather than whether or not you think the teacher might/might not waffle in class.

Speak to the SENDCo, though I'm slightly concerned that 2.5 years of nowhere suggests the SENDCo isn't involved. Does your DS have a diagnosis of ADHD that would put him on the SEND register?

Almost SheBangsit .
DS needs to be told specifically to "take out book name e.g. English Language Stage 4 and told to turn the pages to page 24 and please complete the questions on that page."

Take out book.
Turn to page X
Complete all the questions.

Saying please gives him the choice to say no.

Cantchooseaname I have already printed off info and taken it in.

'would it be possible for you to speak yo DS and give a shorter summary after the main explanation'.
This is not possible because she has 11 other children in the class and they need her time.

Speak to the SENDCo, though I'm slightly concerned that 2.5 years of nowhere suggests the SENDCo isn't involved. Does your DS have a diagnosis of ADHD that would put him on the SEND register?

Yes, done it. Yes all paperwork present and correct. It seems for some reason it's not filtering through to this particular teacher.

Does he have a taskboard to support him? They are a very simple but very helpful way to encourage independence in learning.

I think you probably need to talk directly to the waffling teacher and give her the example you gave here. Have you explained to her that, because of his SNs, your son perceives anything other than:

Take out book.
Turn to page X
Complete all the questions."

as waffle?

For instance, have you explained that a polite "please" comes across to your son as "you have a choice not to do this". Would it help just to use the word waffle, but to make it clear that the waffling is your son's perception?

DaysDragonBy
Then I'd say that's the SENCO's problem really.
Personally, to move forward I think you need to focus on tangible facts and what's a realistic and reasonable set of adjustments for your DC.

E.g. teacher going over to DS and clarifying with a shorter explanation - reasonable
Expecting all explanations to be in bullet point form - not reasonable as there will be children in there who need the additional detail and elaboration

Giving clear step by step instructions - reasonable
Making sure teacher goes over to your DC to break down multi step instructions- reasonable
Expecting the whole class to be ran in a way that suits your DC's preferences - not reasonable

I'd also have some uncomfortable questions for the SENDCO and key stage leader/HOD (can't remember what age you said) because SEND is a big focus on quality assurance and a basic book scrutiny or learning walk would flag up issues there.
Either they don't know or they're not doing anything about it. Both are problematic. The only other alternative is that they do know and there are things going on in the background which wouldn't be shared with a parent under any circumstances.

I think you probably need to talk directly to the waffling teacher and give her the example you gave here.

I have. She told me that the staff give a lot of time and thought to DS but not enough to ask if he has understood something and if I start raising complaints with the school about how they teach it will affect DS negatively.

E.g. teacher going over to DS and clarifying with a shorter explanation - reasonable
Expecting all explanations to be in bullet point form - not reasonable as there will be children in there who need the additional detail and elaboration

I never asked for this. I asked that after her explanation she gives a short summary.
Waffle, waffle waffle.Waffle waffle X, waffle waffle with Y waffle waffle Z.
So to recap: Get X, Do Y, then Z.

And then if he is doing nothing, to go and ask if he has understood what he has to do. which I thought would be common sense. But I'm not a teacher, so what the heck do I know

Can you ask that she writes the instructions on the board? My ds and dd have autism and coped better with the waffle when the instructions were in bullet point on the board.
My ds also had a teacher who would use the word "instructions" to get ds's (and others presumably) focus so might have waffled for a while, then would say "instructions", pause and give just the bullet points.