Formally withdrawing child from homework

daska

milliebear00001 wrote: »

Which opinion?
The one where she accuses any teacher who uses peer marking of being too lazy to mark?

No, the one that runs: it gives other children the opportunity to bully/ridicule/whatever others by highlighting their lack of understanding or makes others feel a failure...

maybe it's something you only appreciate if your own kids have special needs

bestpud

milliebear00001 wrote: »

Pigpen has expressed her opinions (and knowledge/experiences of education) many times on these forums. Perhaps she has some insight ito peer marking that my Masters in teaching and learning missed out though.

Oh dear! Words fail me!

Person_one

I think its worth remembering that no matter how clever a child is, they will have to learn to get along with their peers if they want to enjoy their life, and being told repeatedly by their parents that they are better, faster, brighter, more special than the rest of the class is not really going to help with that. An air of superiority or smugness is not an attractive trait.

There are lots of times in adult life when we have to put up with doing things we find dull, or using time on obligations and chores when we can think of better ways to spend it, getting used to that idea is pretty useful.

Education and school aren't just about the academic stuff, other lessons are equally valuable!

milliebear00001

daska wrote: »

No, the one that runs: it gives other children the opportunity to bully/ridicule/whatever others by highlighting their lack of understanding or makes others feel a failure...

maybe it's something you only appreciate if your own kids have special needs

I regularly teach children with SEN, and children of all abilities - sometimes peer marking is appropriate for them, sometimes not. In my classroom, children are comfortable with the idea of 'getting things wrong and having a go'. It takes time to build up that kid of supportive environment, but it absolutely can happen. Mine are happy to tell the rest of the class which maths questions they got wrong so that we can look a how to solve them together (for example).

Peer marking is successful when carefully managed and differentiated and it's not about 'this was a fab piece of work while yours is totally rubbish' - that just isn't how it works.. (I mark the work separately afterwards incidentally).

CH27

Person_one wrote: »

I think its worth remembering that no matter how clever a child is, they will have to learn to get along with their peers if they want to enjoy their life, and being told repeatedly by their parents that they are better, faster, brighter, more special than the rest of the class is not really going to help with that. An air of superiority or smugness is not an attractive trait.

There are lots of times in adult life when we have to put up with doing things we find dull, or using time on obligations and chores when we can think of better ways to spend it, getting used to that idea is pretty useful.

Education and school aren't just about the academic stuff, other lessons are equally valuable!

Totally agree.

bestpud

Person_one wrote: »

I think its worth remembering that no matter how clever a child is, they will have to learn to get along with their peers if they want to enjoy their life, and being told repeatedly by their parents that they are better, faster, brighter, more special than the rest of the class is not really going to help with that. An air of superiority or smugness is not an attractive trait.

There are lots of times in adult life when we have to put up with doing things we find dull, or using time on obligations and chores when we can think of better ways to spend it, getting used to that idea is pretty useful.

Education and school aren't just about the academic stuff, other lessons are equally valuable!

Don't tell me - being bullied toughens them up for the real world too, eh?

Smugness is not a good trait, you are correct, hence it is a little worrying to see it from a teacher on here.

daska

milliebear00001 wrote: »

I regularly teach children with SEN, and children of all abilities - sometimes peer marking is appropriate for them, sometimes not. In my classroom, children are comfortable with the idea of 'getting things wrong and having a go'. It takes time to build up that kid of supportive environment, but it absolutely can happen. Mine are happy to tell the rest of the class which maths questions they got wrong so that we can look a how to solve them together (for example).

Peer marking is successful when carefully managed and differentiated and it's not about 'this was a fab piece of work while yours is totally rubbish' - that just isn't how it works.. (I mark the work separately afterwards incidentally).

How lovely to hear from a teacher who manages to get it so right. If only all your colleagues could say the same.

pigpen

milliebear00001 wrote: »

Haha! I do love a parent who thinks they're an expert on teaching and learning despite: only having personal experiences as their basis for opinion*, never having trained, having never looked at a piece of educational research, never having taught and never having been inside a classroom/spoken to a teacher for longer than a ten minute parents' evening appointment...

*axe to grind

Go for it.. I have a family full of teachers (7 at present) and friends who are teachers.. the best teachers are the ones who work in special schools if I am honest. They teach the child not what they are told they have to cover, which must be very boring year in year out... and they mostly feel it is a stupid idea and a waste of time and have dealt with the pee-taking and confidence knocks from those who are doing well and those who are doing less well. My own son was bullied mercilessly for months after he got 0/20 on a spelling test, given his severe dyslexia and dyspraxia and delays it was just plain evil to have given him that particular list anyway.. The teacher in question was singling him out because he didn't like my oldest son (who was bit of a !!!!!! with this teacher)

I don't go to parents evenings.. I make separate appointments to spend longer periods discussing my childs progress in detail that 5 minutes fobbing off doesn't cover.

bestpud wrote: »

How do you know pigpen hasn't read any educational research and/or spoken to a teacher, or anyone else for that matter, about peer marking?

Isn't that you making assumptions about a parent based on your personal opinion?

She has a masters in teaching and learning.. she knows everything don't you know?

milliebear00001 wrote: »

I regularly teach children with SEN, and children of all abilities - sometimes peer marking is appropriate for them, sometimes not. In my classroom, children are comfortable with the idea of 'getting things wrong and having a go'. It takes time to build up that kid of supportive environment, but it absolutely can happen. Mine are happy to tell the rest of the class which maths questions they got wrong so that we can look a how to solve them together (for example).

Peer marking is successful when carefully managed and differentiated and it's not about 'this was a fab piece of work while yours is totally rubbish' - that just isn't how it works.. (I mark the work separately afterwards incidentally).

to lots of obnoxious teens that is just how it works.. and for many of the children it is embarrassing to have their peers looking at their work which they might not feel is adequate. I know it isn't how it is meant to work and for the majority it is fine but for others it is mortifying. I refused to allow any of my peers to look over my work at school, on one pre-warned occasion I refused to do the work because I wasn't having classmates going over it... actually, it might have been more than one occasion lol.

A couple of mine are not happy with getting stuff wrong or giving it a go they are knocked down by their 'failures' as they see them and think they are stupid and wrong and then to be laughed at as well. They can't always see the things they are good at and excel at when they are faced with pages of corrections or the person going through their work can barely read what is written because they had to write quickly and cannot manage quick and legible.

I have the perspective of a parent of a 10 year old child sobbing their heart out because they spent all day being ridiculed for a couple of wrong comments or spellings or miscalculations. Saying they were stupid and everyone hated them because they are thick.. your masters didn't cover that!

bestpud

daska wrote: »

How lovely to hear from a teacher who manages to get it so right. If only all your colleagues could say the same.

I think it might be difficult for the more conscientious teachers to understand how poor some of their colleagues are.

bestpud

pigpen wrote: »

Go for it.. I have a family full of teachers (7 at present) and friends who are teachers.. the best teachers are the ones who work in special schools if I am honest. They teach the child not what they are told they have to cover, which must be very boring year in year out... and they mostly feel it is a stupid idea and a waste of time and have dealt with the pee-taking and confidence knocks from those who are doing well and those who are doing less well. My own son was bullied mercilessly for months after he got 0/20 on a spelling test, given his severe dyslexia and dyspraxia and delays it was just plain evil to have given him that particular list anyway.. The teacher in question was singling him out because he didn't like my oldest son (who was bit of a !!!!!! with this teacher)

I don't go to parents evenings.. I make separate appointments to spend longer periods discussing my childs progress in detail that 5 minutes fobbing off doesn't cover.







to lots of obnoxious teens that is just how it works.. and for many of the children it is embarrassing to have their peers looking at their work which they might not feel is adequate. I know it isn't how it is meant to work and for the majority it is fine but for others it is mortifying. I refused to allow any of my peers to look over my work at school, on one pre-warned occasion I refused to do the work because I wasn't having classmates going over it... actually, it might have been more than one occasion lol.

A couple of mine are not happy with getting stuff wrong or giving it a go they are knocked down by their 'failures' as they see them and think they are stupid and wrong and then to be laughed at as well. They can't always see the things they are good at and excel at when they are faced with pages of corrections or the person going through their work can barely read what is written because they had to write quickly and cannot manage quick and legible.

I have the perspective of a parent of a 10 year old child sobbing their heart out because they spent all day being ridiculed for a couple of wrong comments or spellings or miscalculations. Saying they were stupid and everyone hated them because they are thick.. your masters didn't cover that!

The other problem is children can appear very supportive in the classroom but go through a transformation when they hit the playground.

Teachers miss a lot that happens in a classroom too!