Interaction with new teacher

[lionheart]

DS1 (6) has had fabulous first two years at school but seems less comfortable with his Y2 teacher.

He says he puts his hand up all the time and she never calls on him and also that when they have

more open-ended discussions she keeps telling him to "Shhh!!" because he gives too much away to the
other children. I know it's tricky to judge these things based on what your children tell you but

do you think I should be concerned (or get a grip) ?

Previous teachers have responded to his enthusiasm and knowledge with enthusiasm and more

knowledge .... and he has thrived.

I know it's a blimmen difficult juggling act in a classroom and must be hard to get the balance right

but I don't want him to feel marginal or to stop participating.

Would very much appreciate advice (and if any teachers can tell me if there are benefits to the

teacher's strategy that I haven't seen, that would be lovely too ).

bumpy.

I know what you mean my DS has stopped putting his hand up because the teacher never asks him.
He isn't G&T and frankly needs all the encouragement he can get.

Will be watching this thread with interest.

I did debate about where to post the thread because I can see this

could be a more general question about how a child's needs are met/not met by teachers.

What a shame your DS has stopped putting his hand up.

Do you think the teacher has noticed?

Yes she has noticed because she asked me if he was unhappy or finding the work too hard as he doesnt raise his hand anymore so I told her! But I said "He felt he was never being asked to answer or share his comments" She openly admitted that she rarely sees over the first few lines of children DS always sits at the back because the others all rush in to sit at the front and DS doesnt like the argy-bargy that goes on.

I taught a lesson today with some super-keen year 7s and at least 10 children put their hand up for every question. And I of course also wanted to hear from the children who didn't put their hand up, either because I wanted to know if they were following, or make the point that they weren't following IYSWIM.

Yes, I can see how that is neccessary, FM, but do you also make a point of ensuring

that everyone, hand or not hands, will be called on at some point?

MrsWeasley, seriously, she doesn't see them? How odd. Does she have a problem with her eyesight?

Has she changed at all since you had your chat?

I use 'no hands up' to make sure that all children in the class take part.

I have all the kids names on lolly sticks, ask a question to the whole class, wait a while and then pull a name from the pot.

they can, if they like, 'phone a friend'

this makes sure that all the kids take part, and stops the class depending on 'the usual suspects' to answer the questions.

While I use random chance I also temper this with common sense, and tend not to ask the ball breaker questions of kids who struggle.

Works a treat.

No. I can't ask 30 questions in one lesson. There'd be no time for anything else.

I hope no child thinks I never call on them (even if they would rather I didn't ), but I'm sure the super-keen think I don't call on them enough.

My ds is the same BTW. He likes to talk. He's not sokeen on listening. Also a useful skill.

Tis farking magic, and got me my last job. seriously, it works a dream, just make sure they realise that their name goes back in, stops them switching off. Best intervention I have ever used in a classroom.

some little git cherub stole his name from the pot one year. I realised and from that point on every ball breaker question resulted in his name 'comeing' out of the pot. and he couldn'rt complain, could he??

Ha!

Seriously - am off to the craft box now.

Cheers!

Best thing ever. and will make you look v cool!

shall I share my two fave plenaries as well? that require no photocopying?

lol@ the kid stealing his name out of your pot, mb! Glad you are making him use his intelligence in more fruitful ways.

Hope things get better for your son, lion. Maybe they expect a bit more listening in year2 and he's finding that hard? Hope it's that rather than an enthusiasm crusher of a teacher. They do exist but thankfully are rare, ime.

Oh Martianbishop what a super idea. I willdrop that in the good practice/ideas to share box at school if I may?

lionheart nothing has changed I work in school so see if first hand. No problems with eyesight just a teacher who gets flustered I guess!

"shall I share my two fave plenaries as well? that require no photocopying?"

Yes please MB

Your names on sticks idea sounds brilliant MB. I'm off to put it into action for tomorrow.

Yes please do share your plenaries - do I sound desperate to look good?

OK, these are so easy and tick lodsa boxes re formative assessment and differentiation by outcome (with no photocopying to boot!)

This is the answer, what is the question. This need to be explained to them at first. I use the example of XYZ school. the question could then be, 'Where do you go to school?', 'Which school is found at the top of ABC road?'. Where does Mrs Bishop teach?'

so for real the answer could be 'Photosynthesis'

More able kids would give you the equation and say, 'what process has this equation?', less able kids would say, 'How do plants get their food' Differentiation by outcome. The brighter kids can do 2-3 different questions.

the other one (which will make your english dept/ literacy co-ordinator love you) is connectives.

the kids have to finish the sentence using a connective.

So XYZ school is in £$% town...

But it isn't the only one

And I go there

because it is found in sdf road

However it isn't the only school in £$%.

and so on!

so

Photosynthesis happens in plants...

....But only in the day time

...and needs CO2 and O2

...However plants also respire

....Because plants have chlorophyll

clever kids get to do 2 for each one

excellent, Thanks for that MB.

puts lolly sticks on her shopping list for tomorrow for Y4 after half term...

Cheers mB!

Kids love it, as they see it as 'fair'

Have also seen teachers use a pack of cards with names on them

I like the lolly sticks idea [wonders idly if it would work with big University seminar] ...

Sorry, FM, I should have been clearer. I didn't mean did you make sure to ask them all

during the course of a lesson, but over the course of a few days, perhaps.

Thanks, ScummyMummy (although it feels odd to call someone that).

Perhaps it is related somehow to the transition into YR2 although previous

teachers have said he is very good at listening and getting on with his work.

I suppose I'll have a better idea after parents' evening, maybe.