Are they expecting too much?

[mumofthreebeauties]

My DS has just turned 5 and is the youngest in his Yr1 reception class.

After school today his teacher wants to see me. Instead of going in, hanging his coat up, changing his reading book, puttingnhis snack away, putting his book bag away and sitting at the table to do some work, he will wander around like he doesn't know what to do next.

Are they expecting too much? He is in a mixed yr1 reception class and is only a few weeks older than the reception children. They don't expect them to do that but then he has had a year of it.

What are your experiences of whats expected of your children in y1. The teaqcher doesn't want us to go in with him at all.

m23b

that sounds like a lot for him to rememeber!! how about just hanging up hos coat and sitting down afor a short while? then adding the snack thing? sounds an awful lots for him to remember in an unfamiliar place

Was he doing OK with putting everything in it's place before? Just wondering whether the arrival of new reception children may have thrown him a bit and he's inadvertently copying the younger children.

TBH, it's not an issue I would have asked to see a parent about - these things usually resolve themselves in the first half term.

Could you sit with him and do a timetable of what is expected of him, maybe a lovely little list of pictures - coat on a hook, book back on a shelf, a snack, etc

But yes, it seems a huge amount to remember. Strongly doubt ds would do it.

You have to walk through the classroom to get to his coat peg and the teacher doesn't want any yr1 parents to come in in the morning unless to talk to her and she'd prefer that happen after school.

He sort of goes in, runs out for a cuddle and goes in again.

I just worry that he wandering around and the teacher and support assistant just leave him to do it.

It also concerms me that others manage to do it.

Is he in the same class(room), with the same teacher, as last year? Has the routine changed at all? If it hasn't, then maybe the teacher does have a point and you could work together to help him be more independent. It's what I have to do with my 6.5 ds, who after three years still needs tutoring in when/how to line up for lunch.

If the routine has changed, then I think it's fair he's allowed some settling in time, just like the others. Don't think it's a matter of age, really - my dd is in yr1 too, and even younger than your ds, and she's completely on top of it all. Opposite of her big brother!

There are several things that have changed

The colour coding on reading books has changed, and he's been put on a lower level than he was on at the end of reception. His twin brother is 3 colours ahead (where he was last term) and he reads his book in 10 seconds flat and then reads his brothers.

Also the school has opened 10 minutes earlier for them to go and work on a topic before the register. As he can't read the board, he never knows what to do.

I'm worried that he might be getting a reputation for being a bit vacant and silly and therefore they just leave him to get on with it.

He does sound a bit like my ds (I've just read your other thread too). I didn't realise you had twins, it must be tricky for him being compared to his brother.

Our school gave my ds a "buddy" (on rotation, but generally one of the motherly older girls) who would prompt him through the morning routine. Someone like that could also help him with explaining the topic. We also used to talk it through and talk it through and draw sequences at home, all of that stuff. When he got a bit better, they paired him with another (dreamy) boy for coat-hanging-up races. But it's hard-wired into him, and it continues to be an issue, I have to confess.

They were in the same receptin class but we asked for them to be in separate classes this year,mainly because he seemed to be more 'immature' than his twin and we hoped if he got praise in his own right it would help him.

I have to say though, I am concerned about his teacher and her willingness to do something.

Think you said on your other thread that the teacher wants to have a meeting? - which is good news I should think. (I am a veteran of Meetings, got one on Friday re ds.) Maybe she has ideas about how to help in this area too; if not, I've got a million! - let me know.

what about my idea of the picture timetable? He can look at it and talk about it with you, and even take it in with him as a prompt. Maybe the teacher could do one for the whole class for a few weeks. I doubt he's the only one who forgets one of these many steps in the morning.

yes, I will try and use the idea of a picture reminder.

I had a meeting with her today. Apparently his behaviour has been getting worse the last few days. When she tells him to stop singing he makes a funny face and dances. Yesterday he waved his gloves in other childrens face and didn't stop when asked.

They were very good about it. Alas i don't know what i can do. At home if he does that, there is a consequence - no treat, no tv, no playing with favourite toy. When i asked what happens, she said if it continues then he will be sent to the head.

We have a agreed a fw consequences - no playing with mobilo (his favourite at school).

He was very aplologetic but I won't hold my breath.

motb

DD1 has just started P1 in Scotland - was 5 in May so is one of the older kids in year. Their morning routine is:

Line up in playground
Taken in by teacher.
Change shoes
Leave school bag in hall
Place lunch box in trolley - if they have one
Give homework bag to Classroom assistant
Put their name tag under where they are having lunch on board (i.e home, cooked or packed)
Water bottle by sink
And then sit down.....

So to answer your inital question I think his morning routine is not anymore compplicated than that expected in other places, BUT DDs class has lots of support over first couple of weeks to help them all get the hang of it. And if it helps they started school mid-August and I believe that a few still get distracted by the whole event and forget bits.

Seems a bit OTT to have you in to speak about it thou'.