Dear Editor, Friday marked the completion of the fourth week of
school here in the Morgan Hill School District. The teachers have
spent countless hours preparing their curriculum, and the students
have begun to learn and thrive after becoming comfortable with
their teachers and classmates.
Dear Editor,
Friday marked the completion of the fourth week of school here in the Morgan Hill School District. The teachers have spent countless hours preparing their curriculum, and the students have begun to learn and thrive after becoming comfortable with their teachers and classmates.
For a number of these students, however, that is about to change, with classrooms suddenly disbanding and students being shuffled about various classrooms and schools.
During the past few months, parents prepared their children for the upcoming year. Parents flooded the stores, buying back-to-school supplies. Children were prepared for school schedules by predictable meal and bedtime routines. We, as parents of young children, especially kindergartners, have taken the time to point out the child’s new school, made efforts to meet teachers and be sure their child is ready for a positive learning experience. I know, for I am one of these parents.
When students enter school and prepare to learn, they must first feel that they are in a safe and predictable environment. Teachers do this from day one by spending countless hours in preparation for the students’ arrival, ensuring that every child feels special and welcome in their classroom.
Speaking as a former teacher myself, I know that teachers truly feel that their students are their children during school hours, wishing nothing but the most successful environment for each and every student. As a parent, I want to know that my child will flourish in the classroom and know I can trust the teachers to commit themselves to providing quality education.
By understanding children’s basic needs of safety, predictability of their environment and trust, students can learn to their highest potential. All necessary measures should be taken to preserve this right.
I am quite disheartened at the district’s administration actions and reasoning when it comes to the children’s rights and needs. As administrators, it is their job to ensure a safe world where learning can flourish.
I question how positive learning can occur when students are suddenly and abruptly removed from their normal and established learning schedules and routines. It is not in the best interest of the child’s education to have drastic changes occur after four weeks of school. It is unfair to the teachers to have positive learning and hours of careful planning swiftly changed and negated. As administrators, changing routine and forcing a change in school environment for students and teachers alike only inhibit learning and create potential behavioral issues.
I would like to know why the administration chooses to, year after year, accept failure on their own part in not having the foresight to deal with issues prior to the beginning of the school year. Why are students, teachers and parents not informed of the potential of class shuffles occurring after a full four weeks of classes? Why does the administration accept and place students in classrooms they themselves know are temporary (1)? Why are trends not studied to have a better understanding of the community and its people?
The state of California recommends that any changes that may unexpectedly occur in enrollment occur within the first “day or two” (2) for assignment of classrooms. By patching the problem with temporary and substitute teachers for four weeks of instruction while the issues are worked out, is allowing failure to occur first, then addressing the problem. If we treat our students in this manner, they too will fail. This practice of fail first, fix later is unacceptable and irresponsible.
The most egregious issue has been the lack of communication. There was never an indication to parents, teachers or students that changes would be made long after classrooms had been established. There has been no effort to have these changes made gently, allowing time for adjustment on the part of the child nor time given to the parent to research appropriate alternatives. I am highly disturbed that there is only one option given to parents. Furthermore, expecting students and parents to embrace change occurring on the next school day is wrong. As I am writing this letter on a Friday, I as a parent still do not know where my child will attend school on Monday. The failure to provide appropriate communication in a timely manner is unjust.
I implore the district to please change this unfair and unacceptable practice. Do not disrupt the lives of our students. Do not ask them to leave the safety of their classroom environment so lovingly created by teachers. Do not interrupt education and impart a lesson that it is okay to fail first. By having more thought in the enrollment process and much improved communication, our children can thrive and excel in an educational environment which is their right to have and our responsibility to provide.
Sharie Webber, Morgan Hill
(1) “Machado said the district began the year with six temporary and six substitute teachers… . “ Morgan Hill Times, Tuesday, Sept. 7, 2004
(2) While local education officials may need a day or two to identify the particular assigned kindergarten classroom http://www.cde.ca.gov/ci/gs/-em/kinderinfo.asp California Department of Education
