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Well, apparently we're doing okay in the parenting department.
Had our first parent/teacher conference.
The teacher thanked us for coming, and said this showed how interested we were in our child's success, and I was thinking there are people who aren't interested in how their kids are doing in school? I mean, yes, I am aware that a lot of people suck, don't misunderstand. And I'm sure people figure it's preschool and blow it off, but still. The teacher asks you to come in, you come in.
This was a yearly thing they do, so it wasn't a disciplinary issue. We got to see how the Zweeble is doing academically, and it looks like he's either ahead of the curve or right on it, not behind in anything. He's a good kid who occasionally can't keep his hands to himself, and that's a pretty apt description of the kid I see at home, so I'm okay with it. She said he's very imaginative, and showed us where he stands on the things they teach him--he actually knows a bit more than they're aware of, because he can do a lot more of the phonetics than apparently they have the kids doing, and he already knows some of the stuff they haven't introduced yet. But there are other things that I didn't know they were doing (months, days, that sort of thing) that I can reinforce at home now that I do.
This weekend he and I were doing letter sounds--we started off because he has a Flumbrella toy (flamingo crossed with umbrealla) and was trying to pronounce the word, but it kept coming out "Frumbrella." He still has issues with L and -th sounds. His teacher had taught him about putting his tongue on the tip of his teeth to say 'L,' so we were doing that: Luh, luh, L. Then he started doing some other sounds, and we got into this thing of:
"Mom, what does 'broom' start with?"
"Buh-buh-broom--B! What does 'mouse' start with?"
"muh-muh-mouse--M!"
He was getting a lot of the letters right. It was fun.
So, anyway, back to the conference. Last week, Z. came out of school and told me that his teacher had found a snake and it was in the classroom, in a drawer, and she showed it to them. It, apparently, just wanted to say hi to him, and his friend F. wanted to touch it, but he ran and hid in the bathroom. The snake was gray, he said, and real. He insisted it was real and not stuffed or a puppet.
So when she asked us today if we had any questions, Scott said, "Yeah, what was the deal with the snake?"
Well, she has a snake at home that shed its skin. So she brought the skin in to show the class, along with a bird's nest and some other nature things. She said she had never seen a kid run so fast in her life as he did. And apparently he also told her, "Miss M., you need to put that away!"
She likes him a lot, and he digs her, and I will be very sad in May when he moves to the four-year-olds room for summer camp. I'm sure his new teachers will be great, too, but still. Miss M. and Miss K. have really been the best teachers he could have started off with.
The teacher thanked us for coming, and said this showed how interested we were in our child's success, and I was thinking there are people who aren't interested in how their kids are doing in school? I mean, yes, I am aware that a lot of people suck, don't misunderstand. And I'm sure people figure it's preschool and blow it off, but still. The teacher asks you to come in, you come in.
This was a yearly thing they do, so it wasn't a disciplinary issue. We got to see how the Zweeble is doing academically, and it looks like he's either ahead of the curve or right on it, not behind in anything. He's a good kid who occasionally can't keep his hands to himself, and that's a pretty apt description of the kid I see at home, so I'm okay with it. She said he's very imaginative, and showed us where he stands on the things they teach him--he actually knows a bit more than they're aware of, because he can do a lot more of the phonetics than apparently they have the kids doing, and he already knows some of the stuff they haven't introduced yet. But there are other things that I didn't know they were doing (months, days, that sort of thing) that I can reinforce at home now that I do.
This weekend he and I were doing letter sounds--we started off because he has a Flumbrella toy (flamingo crossed with umbrealla) and was trying to pronounce the word, but it kept coming out "Frumbrella." He still has issues with L and -th sounds. His teacher had taught him about putting his tongue on the tip of his teeth to say 'L,' so we were doing that: Luh, luh, L. Then he started doing some other sounds, and we got into this thing of:
"Mom, what does 'broom' start with?"
"Buh-buh-broom--B! What does 'mouse' start with?"
"muh-muh-mouse--M!"
He was getting a lot of the letters right. It was fun.
So, anyway, back to the conference. Last week, Z. came out of school and told me that his teacher had found a snake and it was in the classroom, in a drawer, and she showed it to them. It, apparently, just wanted to say hi to him, and his friend F. wanted to touch it, but he ran and hid in the bathroom. The snake was gray, he said, and real. He insisted it was real and not stuffed or a puppet.
So when she asked us today if we had any questions, Scott said, "Yeah, what was the deal with the snake?"
Well, she has a snake at home that shed its skin. So she brought the skin in to show the class, along with a bird's nest and some other nature things. She said she had never seen a kid run so fast in her life as he did. And apparently he also told her, "Miss M., you need to put that away!"
She likes him a lot, and he digs her, and I will be very sad in May when he moves to the four-year-olds room for summer camp. I'm sure his new teachers will be great, too, but still. Miss M. and Miss K. have really been the best teachers he could have started off with.