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

Well, to be frank, I'm not bothered that he's not producing works of art. It's the pervading attitude of the art teacher that bothers me. The "it's not even worth checking if he has understood what he has to do because he's 'special'". The seemingly deliberate isolation of him from the rest class because he has SN. Ignoring his medical needs because they don't deem what he says to be worth listening to because he's 'special'.

I'd be tempted to pick my battles and focus on the teacher who does the core subjects.

Code of Practice identifies “quality first teaching” as first strategy in helping those with additional needs- sounds like this is what is missing.
And he absolutely has a right to be included in every lesson.
Great that maths and English is good.
Not an excuse for art being piss poor.

Same advice then as at the start of the thread OP. Decide what you the main issue is and what outcome you reasonably want to happen and your next steps reflect that.

Otherwise it's just going to be a case of "I think the teacher waffles even though I've not been there, DC does no work with them and I want their attitude sorting" which with the best will in the world won't change.
Of course if you just want to vent on here and get it out your system then that's equally ok.

The main thing I want is that they never go against DS's (or anyone else) medical requirements ever again.

Secondarily that he is not dismissed because of his SN.

Thirdly so that he can engage in the class. Because however times they tell me he is "special" he certainly realises that everyone else can and he can't understand, that the teacher doesn't think it's worth speaking to him and I don't think that is healthy for him. I take your points, so hopefully will come across less annoyed when I meet with them.

My dc said to me that their teacher rambled.
I told the teacher that she had a rather discursive style and that my dc didn't always understand what had been been set for homework. To her credit, the teacher always checked that my dc understood after that.

So take those in as bullet points for topics. Take along all the suggestions people have made on here about ways to ensure your DC understands without getting into whole class speculation and then go into the meeting with a clear sense of what you're aiming for at the end.
Get agreement from the SENDCo, class teacher and art teacher.
Then follow up with an email just to confirm.

I don't think there's any danger of you being really angry OP. In all honesty based on your posts my concern would be that you've got so many issues with the teacher that the meeting became everything that has annoyed you about the teacher and the solution/ resolution might get lost.
(I've sat in on those types of meetings with me, colleague who I was supporting on a performance plan but couldn't tell the parent; and the parent. Much as I knew 90% of what the parent was saying was true, it was a much harder meeting to mediate because it was like herding cats trying to pull the parent back onto a "ok so in practical terms..." solution pathway)

I hope it goes well for you OK.

• OP

I wasn't shouting OK at you

12 kids in the class and she hasn’t noticed that your DS isn’t doing anything because he doesn’t understand what he is meant to be doing?

How does she approach his lack of work? Or is he just left in a corner?

I would meet with the Senco and phrase it as your son has told you he’s struggling to understand complicated instructions. Likely the Senco will suggest something like bullet points on a post it on his desk. If he has any kind of plan I’d get following instructions put down as a target and him being given bullet points put down as how they plan to achieve it then you can review if it is working. This should make sure the Senco ensures they actually do it or there will be a paper trail of him failing to progress and they won’t want to fork out for more expensive intervention when the teacher can give him a post it on his desk.

I believe, from our conversation last Thursday, this: How does she approach his lack of work? Or is he just left in a corner?

You may have had your meeting already, but if not:

I would approach in an 'understanding' way.

'I realise it is much harder for you to understand DS's communication needs as you only see him once per week. But it is really important that he receives instructions in short, concise bursts as otherwise he gets lost and doesn't understand.
I get the impression that prior to TA arriving and class and re-explaining he doesn't do work because he hasn't understood, not because he is being difficult. Obviously him not doing the work as he doesn't understand it a big problem that we need to solve. What can we agree to try for a couple of weeks regarding summarising the instructions?'

How did you get on @DaysDragonBy? I was watching your other thread too, hope you get a decent response and resolution for your DS.