My first complaint concerns a policy initiated by the principal. A policy was developed where students were not allowed to assemble in more than two groups, and were not allowed to walk and talk on the playground during the holiday. All children are required to actively participate in a recognized sport or activity and are prohibited from participating in chatting only.
This policy directly targeted the female population, as evidenced by the behavior of walking and speaking being the means of socialization primarily of female (primarily with male social through joint activities.) If this generally recognized developmental fact is not sufficient proof of existing discrimination On the sex nature of this policy, my daughter was informed that the manager issued a declaration to the classroom when the ban was lifted. His declaration threatened that the ban would be re-banned if there was "any other drama girl". There were many witnesses to this declaration.
His imposed restriction and subsequent suspension directly prevented the natural development of young females. My daughter was forced to choose any of her many friends who wanted to cooperate with them today, and was prevented from participating in a conversation with this friend. This was her reason to experience anxiety.
My second complaint will include my daughter's experiences with her fifth graders.
My daughter told the original teacher in grade five that my daughter had very strict and scary behavior. When I was a very sensitive child - with great expectations for herself - my daughter regularly gets stomach pain literally from worrying about being satisfied with her performance. Part of her concern came from listening to him once from other children in the classroom, in order to present abusive public examples to them by pointing out their flaws.
In support of my daughter - academically and psychologically - I communicated with this teacher via e-mail on a regular basis. I received good reports about my daughter's performance from him. Immediately after the start of his extended departure from the season due to illness, however, the card came out of the second quarter report. The teacher had scored a degree for my daughter's social studies before leaving, and I noticed that she "needed to learn to ask for help when she needed it." This is an insulting tip that this teacher knows when, where and who should ask my daughter for help, better than my daughter herself knows.
There was no indication in his usual e-mails that she needed academic help. In fact, one of his last emails at this time was to tell me that my daughter received one of the highest marks in the math test. I also noticed a very limited amount of social studies content in my daughter's duties. What I noticed, she helped her complete (specifically, a PowerPoint presentation about Martin Luther King Jr., in which she encouraged her to include a mention of women's rights).
D degree and related comments on the report card came out of the left field, which is unacceptable, taking into account the amount of communication that occurs between the trainer and I so far. The tactic used by the teacher in this regard was a blow to my daughter's self-esteem, which I had to work to alleviate. She was horrified at the presentation of grades and comment, as she received feedback that she was in good shape until that moment. This tactic was harsh.
The teacher's current long-term alternative expresses my daughter regularly and openly to the students about their hatred of our country's president. For example, my daughter quoted him as saying: "I have lived through (several) heads, and I hate this more than others." The disrespect of the leader of our country is not the proper content for the teacher - who is in a position to influence the minds and perspectives of young people - to share with children at the age of 10. Regardless of our personal position, it should not include compulsory education. We received a political argument in opposition to the President of the United States. My daughter also remembers that he raises his voice loudly in the row, like screaming! When the class gets noisy. At the age of 10, she commented that he "lacked control" in the classroom. It is wise enough to note that public aggression is a sign of a lack of internal strength.
Public school teachers and school principals are given the power to shape our next generation. The type of sexual, non-national, aggressive, and self-respecting behavior listed here is not appropriate for people in such a situation.
This aspect of attendance policy is the last straw in my mood for school practices. I received a letter (several weeks after the date of publication because I had not recovered my physical mail regularly in this digital age) stating that my daughter had a lot of "justified absences" and that I needed a doctor's note about any future absences. How can there be a lot of unforgivable absences? I do not send my little daughter to school when she does not feel comfortable enough to go to school, physically, mentally or emotionally. It is not in my best interest to do so, and it imposes an unreasonable burden on the parent to be required to go to the doctor for a note, especially when the parent knows perfectly well that the doctor's prescription is not required. I have consulted with a similar doctor on this issue, and I am currently gathering community support to address parents' inability to exempt their children without harassment from school.
Anywhere in school absentee notices, my daughter goes regularly further with volunteering for school activities, with direct support and participation. She has been part of the morning service team for the last two years. She worked as campaign manager during the fourth grade student elections. She voluntarily participated in the Science Fair at the school. She recently signed up to help run a kiosk for Carnival School. Participate in the optional music program. She has been part of the School Safety Ambassadors (SSA) Club for the last two years and regularly consulted with me on ways in which she can effectively support other students in reducing bullying and increasing self-esteem. Is this the type of behavior associated with a child at risk and needs to be absent from school?
With the dramatic increase in violence and vandalism on the school campus, and with no teeth in the current disciplinary behavior of the school, I was already thinking of enrolling my daughter in a home school program by the time she reached the seventh grade. The fifth grade experience, here, convinced me to start this process from the beginning of the next school year. The school district will not be required to monitor its school attendance from 2018-2019, as it will not attend school. I include it in a program that promotes its overall development better to become a member of the society confident, safe, open, conscientious and conscientious.
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