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May. 31st, 2021 01:19 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
conulyMy 11-year-old daughter graduated from elementary school at the end of the 2019-2020 school year and started sixth grade in a new school this past fall. She was diagnosed with ADHD just before COVID hit and has been working remotely with teachers she has never met, in classes with kids she mostly doesn’t know, and has barely set foot inside of her school. The hybrid learning option only kicked in last week and even with that she is only in school for 1-2 half days a week.
For the first few report cards she seemed to be holding her own and made honor roll twice. She has had some big dips where she has stopped handing in her work and then has to make up large amounts of assignments all at once in order to get her grades back up. On her last report card she went down in every subject. I had a conversation with the leader of her house a few weeks ago, and she told me that in their faculty meetings, none of the teachers have ever named my daughter as a student to keep an eye on, and she thinks she is mostly doing fine.
We have spent the year trying to land on a good medication/dosage for her ADHD and dealing with the side effects, offering our help when she has dropped the ball, and making her communicate with her teachers in terms of fixing her mistakes. The problem is that my husband and I have very different approaches. I feel that a sixth grader with ADHD should be given latitude during this dumpster fire of a year, that she will likely do far better next year when she is in the building for in-person learning and that sixth grade grades don’t matter a single whit. My husband thinks we are failing her by not disciplining her for not turning her work in, and that all sorts of disruptions happen in the real world, and she needs to learn that she has to do her work and succeed no matter what else is going on around her. So, what say you teachers? How many alarms is this fire?
—Flailing or fine?
Dear Flailing or Fine,
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For the first few report cards she seemed to be holding her own and made honor roll twice. She has had some big dips where she has stopped handing in her work and then has to make up large amounts of assignments all at once in order to get her grades back up. On her last report card she went down in every subject. I had a conversation with the leader of her house a few weeks ago, and she told me that in their faculty meetings, none of the teachers have ever named my daughter as a student to keep an eye on, and she thinks she is mostly doing fine.
We have spent the year trying to land on a good medication/dosage for her ADHD and dealing with the side effects, offering our help when she has dropped the ball, and making her communicate with her teachers in terms of fixing her mistakes. The problem is that my husband and I have very different approaches. I feel that a sixth grader with ADHD should be given latitude during this dumpster fire of a year, that she will likely do far better next year when she is in the building for in-person learning and that sixth grade grades don’t matter a single whit. My husband thinks we are failing her by not disciplining her for not turning her work in, and that all sorts of disruptions happen in the real world, and she needs to learn that she has to do her work and succeed no matter what else is going on around her. So, what say you teachers? How many alarms is this fire?
—Flailing or fine?
Dear Flailing or Fine,
( Read more... )