Article Critique by: Autumn Cook
I really like this article - it gets me thinking about an aspect of teaching I hadn't considered before. I always thought of the problem parent as the totally uninvolved; I hadn't considered the "helicopter" parent! I have a deep appreciation for the gifts of a truly good teacher, and I hate to see people who don't value that, but abuse such wonderful people.
I agree with what this author says. This organization believes that the family is the heart and driver of a child's education, and this article essentially confirms that view. When parents want the easy way out all the time - as in the cases of the stories cited by the author - their children learn to live the same way. Good parents work with their children's teachers just as this author describes - supporting the teacher in enforcement of rigorous standards, allowing discipline to take place, addressing at home with their children the issues teachers raise, and raising concerns with the occasional problem in a professional manner.
When I consider it in light of the dress and behavior standards in Millard, I wonder whether that obnoxious parent pressure comes into play for the adminstators who don't want to deal with the problem. Can't you hear some mothers whining about how "there's nothing wrong with those shorts/that shirt/that skirt!" Or, "That pep rally was just a little fun; don't be so prudish!" The easy way out! Don't hold my kid to a higher standard!
It also occurs to me that teachers and administrators in the District would benefit from recognizing who are the good parents, the ones who have "got their backs", as the author put it. They would be even more deserving of our respect (as the author of the article asked) if they worked to enforce the behavioral standards in place. I see the converse of the problem described by the teacher with the standards situation in Millard. How can a teacher be expected to teach literature if a child doesn't keep up with a summer reading list because his mother makes excuses for why he can't, the author rightly asked? How can we trust our teachers to convey to our children the importance of following laws and living up to standards, when they treat their own school codes with an attitude of, "Oh, well, that's outdated, and there are other more important things to deal with, so we're not going to worry about it"?
We want to see rigorous standards enforced both academically and behaviorally. As this group continues to grow, I hope our school officials will be glad to hear a public parent voice that's "got their backs" in the enforcement of higher standards.
I agree with what this author says. This organization believes that the family is the heart and driver of a child's education, and this article essentially confirms that view. When parents want the easy way out all the time - as in the cases of the stories cited by the author - their children learn to live the same way. Good parents work with their children's teachers just as this author describes - supporting the teacher in enforcement of rigorous standards, allowing discipline to take place, addressing at home with their children the issues teachers raise, and raising concerns with the occasional problem in a professional manner.
When I consider it in light of the dress and behavior standards in Millard, I wonder whether that obnoxious parent pressure comes into play for the adminstators who don't want to deal with the problem. Can't you hear some mothers whining about how "there's nothing wrong with those shorts/that shirt/that skirt!" Or, "That pep rally was just a little fun; don't be so prudish!" The easy way out! Don't hold my kid to a higher standard!
It also occurs to me that teachers and administrators in the District would benefit from recognizing who are the good parents, the ones who have "got their backs", as the author put it. They would be even more deserving of our respect (as the author of the article asked) if they worked to enforce the behavioral standards in place. I see the converse of the problem described by the teacher with the standards situation in Millard. How can a teacher be expected to teach literature if a child doesn't keep up with a summer reading list because his mother makes excuses for why he can't, the author rightly asked? How can we trust our teachers to convey to our children the importance of following laws and living up to standards, when they treat their own school codes with an attitude of, "Oh, well, that's outdated, and there are other more important things to deal with, so we're not going to worry about it"?
We want to see rigorous standards enforced both academically and behaviorally. As this group continues to grow, I hope our school officials will be glad to hear a public parent voice that's "got their backs" in the enforcement of higher standards.
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