Discussion:
Personal Adds: Nostalgic about the lasts we're experiencing
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Fred Goodwin, CMA
2006-05-02 22:01:51 UTC
Permalink
Personal Adds: Nostalgic about the lasts we're experiencing

http://www.news-record.com/apps/pbcs.dll/article?AID=/20060502/NEWSREC0104/60501007
http://tinyurl.com/ho7m4

As parents, so often we focus on firsts - first word, first step,
first day of school, first soccer game.

But this year, as my younger son finishes elementary school, I find
myself surprisingly nostalgic about the lasts we're experiencing as a
family.

The end of elementary school.

The end of Cub Scouts.

The end of innocence as he plunges into the world of middle school,
where forgetting to turn in a paper brings a zero rather than a
scolding.

He seems too young.

Back when I was a kid, we had one more year wrapped in the security of
elementary school before we went to junior high for seventh and eighth
grades.

I'm sure middle school builds character, but as a parent, I wish I
could fast forward my kids through these awkward years.

Mastering lockers, switching classes, homework that's harder to help
with and kids - facing their own insecurities and peer pressure -
who are just plain mean, lashing out at anyone they deem weaker.

It seems like only yesterday that Brodie was a wide-eyed 3-year-old,
watching his brother's elementary school basketball games, asking when
he could play, too.

A year later, he was tagging along to Cub Scouts, attending camp outs,
den and pack meetings, nearly keeping up with the big boys each step of
the way.

Soon he was in school and Cub Scouts, too.

Elementary school wasn't a piece of cake. He'll still tell you that his
favorite part is recess.

Math came naturally. Reading was a struggle.

A few years ago, he told me he wanted a job when he grows up that
doesn't require reading or writing.

Oh, he's always loved books - as long as someone else was reading.

It wasn't until this year, in fifth grade, that he ever picked up a
book to read (and I mean read, not just look at the pictures) without
being told.

I almost cried.

At Pilot Elementary, he's been blessed with awesome, caring teachers.
One, Polly Westfall, "looped" with the class - teaching the same
group both second and third grade. Her ability to nurture his strengths
and help us tackle his attention deficit challenges made a potentially
difficult period much easier to bear.

I will miss running into her - and other teachers - in the hallway,
always smiling, asking how Brodie is doing.

The school itself was built the same year Brodie was born. In the field
behind the school, Brodie rode his bike without training wheels for the
first time.

As our minivan lines up amid the others these final months, fond
memories wash over me: school plays; the musical where he focused more
on the girl's pig tails in front of him than the director; climbing
higher than the other kids on the playground; basketball games;
parent-teacher conferences; skate nights; a kiss on the cheek as I drop
him off.

Now, we kiss elementary school goodbye.

I wish I could protect him from the inevitable pain he will endure on
the road to adulthood, but I eagerly watch as a strong, sensitive young
man begins to emerge.

A young man with a lifetime of firsts still ahead of him.


When she's not juggling the activities of two pre-teen boys, a husband,
two dogs and herself, Cindy Loman juggles team building, leadership and
diversity training at the News & Record.
h***@gmail.com
2006-05-03 02:39:02 UTC
Permalink
I really enjoyed your post. I am a currently studying to become an
elementary school teacher, and I have learned that home life greatly
impacts school life. It sounds as though you have a strong and loving
relationship with your child. That makes me smile.

I am wondering though, if you could tell me more about your child's
experience with a "looped" teacher. I read a great book about an early
educational system in Italy, where they use that practice. The book
was written about an entire region, and so the information they gave
was general. I was hoping to hear about any personal experiences you
or your child may have had with this. Were there initial struggles?
Do you feel the connection helped your child? In which ways? Do you
remember particular comments made by your child about her or the
system?

The aspect that I wonder about the most is the strength of the
relationship, and how it may affect students. I have heard criticisms
that teachers become lenient due to an emotional attachment to the
student, or the inverse, that children struggle because they, for
whatever reason, are not well matched with the teacher, and suffers
from the tension for an extended period of time.

I look forward to integrating the experiences of parents into my own
ideas. I hope to hear from you soon and thank you in advance for your
time.
Fred Goodwin, CMA
2006-05-03 03:05:01 UTC
Permalink
The author of the piece is Cindy Loman; I just reposted it.

But I think her email address is available on the website, if you want
to contact her.
jj
2006-05-04 17:42:45 UTC
Permalink
I have a son who was lucky enough to have a teacher who changed assignments
one year, and "looped" with him (1st and 2nd grades) -- it was a marvelous
experience, and I have nothing but good things to say. In fact, it was the
year afterwards, in 3rd grade, with a new teacher, that she did not watch
him closely enough and he didn't connect with her, and he started ditching
math homework. Very unfortunately, it was his multiplication tables. I was
the one who finally caught it. It took a year and a half of tutoring at
Sylvan to catch up. And it took until this year, in 7th grade, after my
serendipitous conversation with his new Jr. High math teacher about his
personal history in math, until he connected with a teacher who really cared
and helped him to understand and love the subject again.

I believe I have read that one of our neighboring metro districts in Des
Moines called the Downtown School permanently uses the looping concept you
are interested in, however. The Downtown School is a fascinating concept in
general -- it encourages diversity, proximity to parents (many are
professionals who work downtown), and other cutting edge concepts in
education. There is a long waiting list of students who would like a chance
to study at this public school. (Iowa has an open enrollment policy, where
any child from any district can apply to attend any other public school
other than the one in their "boundaries"). My information is based on my
memory of an article I remember reading in the newspaper 2 or 3 years ago,
but contact the school for more information -- I'm sure they'd be delighted
to help you with more information for your research:
http://www.downtownschool.org/

Jan
Post by h***@gmail.com
I really enjoyed your post. I am a currently studying to become an
elementary school teacher, and I have learned that home life greatly
impacts school life. It sounds as though you have a strong and loving
relationship with your child. That makes me smile.
I am wondering though, if you could tell me more about your child's
experience with a "looped" teacher. I read a great book about an early
educational system in Italy, where they use that practice. The book
was written about an entire region, and so the information they gave
was general. I was hoping to hear about any personal experiences you
or your child may have had with this. Were there initial struggles?
Do you feel the connection helped your child? In which ways? Do you
remember particular comments made by your child about her or the
system?
The aspect that I wonder about the most is the strength of the
relationship, and how it may affect students. I have heard criticisms
that teachers become lenient due to an emotional attachment to the
student, or the inverse, that children struggle because they, for
whatever reason, are not well matched with the teacher, and suffers
from the tension for an extended period of time.
I look forward to integrating the experiences of parents into my own
ideas. I hope to hear from you soon and thank you in advance for your
time.
unknown
2006-05-04 05:12:56 UTC
Permalink
Post by Fred Goodwin, CMA
Personal Adds: Nostalgic about the lasts we're experiencing
http://www.news-record.com/apps/pbcs.dll/article?AID=/20060502/NEWSREC0104/60501007
http://tinyurl.com/ho7m4
As parents, so often we focus on firsts - first word, first step,
first day of school, first soccer game.
But this year, as my younger son finishes elementary school, I find
myself surprisingly nostalgic about the lasts we're experiencing as a
family.
The end of elementary school.
The end of Cub Scouts.
The end of innocence as he plunges into the world of middle school,
where forgetting to turn in a paper brings a zero rather than a
scolding.
He seems too young.
Back when I was a kid, we had one more year wrapped in the security of
elementary school before we went to junior high for seventh and eighth
grades.
I'm sure middle school builds character, but as a parent, I wish I
could fast forward my kids through these awkward years.
Mastering lockers, switching classes, homework that's harder to help
with and kids - facing their own insecurities and peer pressure -
who are just plain mean, lashing out at anyone they deem weaker.
It seems like only yesterday that Brodie was a wide-eyed 3-year-old,
watching his brother's elementary school basketball games, asking when
he could play, too.
A year later, he was tagging along to Cub Scouts, attending camp outs,
den and pack meetings, nearly keeping up with the big boys each step of
the way.
Soon he was in school and Cub Scouts, too.
Elementary school wasn't a piece of cake. He'll still tell you that his
favorite part is recess.
Math came naturally. Reading was a struggle.
A few years ago, he told me he wanted a job when he grows up that
doesn't require reading or writing.
Oh, he's always loved books - as long as someone else was reading.
It wasn't until this year, in fifth grade, that he ever picked up a
book to read (and I mean read, not just look at the pictures) without
being told.
I almost cried.
At Pilot Elementary, he's been blessed with awesome, caring teachers.
One, Polly Westfall, "looped" with the class - teaching the same
group both second and third grade. Her ability to nurture his strengths
and help us tackle his attention deficit challenges made a potentially
difficult period much easier to bear.
I will miss running into her - and other teachers - in the hallway,
always smiling, asking how Brodie is doing.
The school itself was built the same year Brodie was born. In the field
behind the school, Brodie rode his bike without training wheels for the
first time.
As our minivan lines up amid the others these final months, fond
memories wash over me: school plays; the musical where he focused more
on the girl's pig tails in front of him than the director; climbing
higher than the other kids on the playground; basketball games;
parent-teacher conferences; skate nights; a kiss on the cheek as I drop
him off.
Now, we kiss elementary school goodbye.
I wish I could protect him from the inevitable pain he will endure on
the road to adulthood, but I eagerly watch as a strong, sensitive young
man begins to emerge.
A young man with a lifetime of firsts still ahead of him.
When she's not juggling the activities of two pre-teen boys, a husband,
two dogs and herself, Cindy Loman juggles team building, leadership and
diversity training at the News & Record.
That's beautiful. Another "last" is the last Boy Scout molested by
his Scout Master or BSA National Program Director Douglas Sovereign
Smith before their high priced staff of alcoholic whore lawyers can
buy off the lawsuit. That is truly scripture from whatever god of the
week you need to worship to be a Boy Scouts of America.
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