Yesterday, Ainsley got to go to school for her Kindergarten evaluation and to meet her new teacher. She was very nervous all morning about the entire thing. She was worried that she wouldn't remember her new teacher's name and that she wouldn't know where her new classroom was. She was worried that none of her friends would be in her new class. But most of all, she was worried that her new classroom would not have a wooden house to play in.
We arrived at the school and she was hesitant to even go in. Being that we were almost late, I hurried her along and we made it through the front doors. At this point, familiarity began to set in and she calmed down a bit. She led me over to the Kindergarten hallway (because she knew where it was after all) and we made it to the classroom. There was another child inside still so we sat outside the door to wait out turn. She tried peaking through the door's little window to check out the room... obviously trying to find that wooden playhouse. She started asking a million questions. Who's going to be in my class? What's my new teacher's name? Will we get to play? Can you come in with me? How long is this going to take? How long are they going to take? Is it my turn yet? Can I go in yet? Why can't I go in right now? Notice how the questions switched from those of someone who is nervous to those of someone who is anxious and excited :).
Her new teacher, Mrs. Abercrombie, is very nice and she said that Ainsley did very well on the evaluation. But she also reminded me that this evaluation is very broad since they are testing everyone, including those kids who probably don't even know their A's from their B's yet. So, although she could tell that Ainsley catches on very quickly to things, she didn't really get a full feel for knowledge level just yet. That was somewhat of a let down for me because I want to know that her new teacher is aware of her levels. Ainsley is so smart and one of my biggest fears for this year is that she won't get the challenges she needs and will become bored. My concerns were eased slightly when Mrs. Abercrombie said that Mrs. Holden (Ainsley's Pre-K teacher) had talked to her about Ainsley and that she was aware of Ainsley needing some additional challenges. Phew! We also discussed the Gifted and Talented program which the teacher will refer Ainsley to right away to get that going. We'll still have to see what happens with that, but at least I feel a little better about her new teacher knowing how to push her and keep her on her toes :).
Now, to my other concern about this new class. And I don't mean for this to sound judgemental although I'm sure it will in some way... but its still a real worry for me. Pre-K classes were supposedly set up differently than K-3. In Pre-K they evaluated the incoming students and placed them in their classes according to their levels. Ainsley's class were the higher scorers. At least this is how it was explained to me last year. This year, however, it is a complete mix. Not necessarily a bad thing, but I got really nervous when we took a peek at all of the names in the cubbies of her new classroom. Only 2 stood out as possible kids who were in Mrs. Holden's class with her. 2!... and they weren't names that I heard good things about! And that's if they are the same kids (the names are fairly common ones)! So now Ainsley is not only in a class with none of her friends, but she is also in a class with very few, if any, of the higher scoring kids. This has me worried that she won't truly get that additional challenge that she needs. What if Mrs. Abercrombie needs to spend LOTS of time going over something that Ainsley knew before even going to school last year! And this, of course, is in no way her teacher's fault nor the other children in her class, but being the parent of the one that already knows most of what they are going to be learning, I find this a little troublesome. Am I wrong to worry about this?
My hope is that she tests for GT and gets in... that will definitely give her the challenging environment she needs. And if she doesn't get in, than I just hope and pray that Mrs. Abercrombie can give her what she needs to stay focused and interested and not fall into a rut of boredome and misbehaviour. I guess we'll know something within the first month or so, so fingers are crossed!
Oh, haha, I almost forgot. I know that as I ranted and raved about my trivial concerns you were all sitting here still worried about Ainsley's concerns. Well, ease your minds because her new classroom does, indeed, have a wooden playhouse :) :) :)!!
We arrived at the school and she was hesitant to even go in. Being that we were almost late, I hurried her along and we made it through the front doors. At this point, familiarity began to set in and she calmed down a bit. She led me over to the Kindergarten hallway (because she knew where it was after all) and we made it to the classroom. There was another child inside still so we sat outside the door to wait out turn. She tried peaking through the door's little window to check out the room... obviously trying to find that wooden playhouse. She started asking a million questions. Who's going to be in my class? What's my new teacher's name? Will we get to play? Can you come in with me? How long is this going to take? How long are they going to take? Is it my turn yet? Can I go in yet? Why can't I go in right now? Notice how the questions switched from those of someone who is nervous to those of someone who is anxious and excited :).
Her new teacher, Mrs. Abercrombie, is very nice and she said that Ainsley did very well on the evaluation. But she also reminded me that this evaluation is very broad since they are testing everyone, including those kids who probably don't even know their A's from their B's yet. So, although she could tell that Ainsley catches on very quickly to things, she didn't really get a full feel for knowledge level just yet. That was somewhat of a let down for me because I want to know that her new teacher is aware of her levels. Ainsley is so smart and one of my biggest fears for this year is that she won't get the challenges she needs and will become bored. My concerns were eased slightly when Mrs. Abercrombie said that Mrs. Holden (Ainsley's Pre-K teacher) had talked to her about Ainsley and that she was aware of Ainsley needing some additional challenges. Phew! We also discussed the Gifted and Talented program which the teacher will refer Ainsley to right away to get that going. We'll still have to see what happens with that, but at least I feel a little better about her new teacher knowing how to push her and keep her on her toes :).
Now, to my other concern about this new class. And I don't mean for this to sound judgemental although I'm sure it will in some way... but its still a real worry for me. Pre-K classes were supposedly set up differently than K-3. In Pre-K they evaluated the incoming students and placed them in their classes according to their levels. Ainsley's class were the higher scorers. At least this is how it was explained to me last year. This year, however, it is a complete mix. Not necessarily a bad thing, but I got really nervous when we took a peek at all of the names in the cubbies of her new classroom. Only 2 stood out as possible kids who were in Mrs. Holden's class with her. 2!... and they weren't names that I heard good things about! And that's if they are the same kids (the names are fairly common ones)! So now Ainsley is not only in a class with none of her friends, but she is also in a class with very few, if any, of the higher scoring kids. This has me worried that she won't truly get that additional challenge that she needs. What if Mrs. Abercrombie needs to spend LOTS of time going over something that Ainsley knew before even going to school last year! And this, of course, is in no way her teacher's fault nor the other children in her class, but being the parent of the one that already knows most of what they are going to be learning, I find this a little troublesome. Am I wrong to worry about this?
My hope is that she tests for GT and gets in... that will definitely give her the challenging environment she needs. And if she doesn't get in, than I just hope and pray that Mrs. Abercrombie can give her what she needs to stay focused and interested and not fall into a rut of boredome and misbehaviour. I guess we'll know something within the first month or so, so fingers are crossed!
Oh, haha, I almost forgot. I know that as I ranted and raved about my trivial concerns you were all sitting here still worried about Ainsley's concerns. Well, ease your minds because her new classroom does, indeed, have a wooden playhouse :) :) :)!!
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