Wednesday, October 20, 2010
If you're kid's at the bottom you're all:
If you're kid's at the top of the heap then it's:
Even if you do find the perfect placement for your child, the complexion of the classroom is bound to change over time. The kids progress at different rates. Some of them move on, and others take their place. Audrey's been in her current placement for a year. She started out near the bottom, but, mostly through attrition, is now towards the top.
So whenever I hear that a new child has joined their classroom, I'm anxious to find out if he is a potential peer model for Audrey. But it's hard to ascertain this from asking Audrey, who is really only able to confirm his existence (which I learned from the daily note home), his name, and that he's nice and she likes him. So I've taken to having my fellow classroom mom Aimee do some reconnaissance with her daughter, Audrey's BFF Grace Anne, who is able to provide more juicy details:
Aimee: "Is there a new kid in your class?"
Grace Anne: "Ryan."
Aimee: "How many students are in your class now?"
Grace Anne: "Seven."
Aimee: "How many teachers are in your class now?"
Grace Anne: "Eight." (then she named six)
Aimee: "Does Ryan speak well or is he still learning to speak?"
Grace Anne: "He speaks well, just like (names another kid in the classroom whom I would not peg as the star talker)."
Aimee: "What does he like?"
Grace Anne: "Letters."
Aimee: "What does he say?"
Grace Anne: "He says 'Let's say the alphabet'."
Yeah, we don't need a peer model to teach us to be obsessed with the alphabet, Bud. Unless you're talking about Arabic or Cyrillic, you are no good to me. OK, OK...as much as I love Grace Anne, and as iron clad as this assessment seems, perhaps I shouldn't base my opinion on it alone. What I won't do to avoid scheduling another classroom observation...
Posted by Lynn at 9:51 AM