Helicopter parents told to stop interfering in class allocations for 2020
Helicopter parents throwing tantrums over their kids not being put in the same class as their friends or demanding they be taught by a certain teacher are being told to buzz off by fed-up schools.
Education
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Helicopter parents wanting to hand-pick their child’s class and their teacher are being gently told to buzz off.
While most high school classes and subjects have been allocated by now, many primary schools are still number crunching and working out how class placement will look in 2020.
Schools offer input where students may be able to name some friends they hope to have in the same class but some schools say that the sense of entitlement of some families is over the top. Several unnamed veteran teachers said some parents threw tantrums with demands that included:
• Their child be in the same class as their best friend.
• Ignoring advice that their child does not work well with particular students and would be better separated.
• Insisting they be allocated to the class of a particular teacher they think superior.
• Asking for teachers based on age, some viewing a graduate as either inexperienced or a breath of fresh air.
• Not wanting their child to be in a class with special needs or “difficult” children.
• Asking for their kids to be in a class with higher achieving children in the hope it will bring them up.
• If the school decides to do composite classes insisting their Year 3 child be in a 3/4 class rather than a 2/3 class as they will be stretched with older kids.
• Making demands about what kids they don’t want to be in their child’s class.
Schools have been sending out notes to families which follow an agreed wording.
Schools will consider some input from parents but will try to keep it to “education grounds only”.
Parents Victoria executive officer Gail McHardy said while there were policies around class placement, unless there were valid reasons for children to be in certain classes it should be up to the schools where they go.
“Observations play a big part in class make up from the information school management will receive, we as parents should respect that professional judgment,” she said.
“If problems then arise post placement then parents/carers need to feel welcome to contact the relevant school staff member for that purpose to discuss and resolve in a respectful and timely manner.”
She said Transition Learning and Development Statements, in which information about a child was passed on from kindergarten to school to ensure that the school was briefed about the child, were vital.
The Basin Primary School has recently told parents that “determining student placements in classes is a complex task where staff members undertake a lengthy process to ensure the best possible placement is made to meet each student’s educational needs”.
It said factors taken into consideration include academic achievement, personal/interpersonal development, friendships, learning styles, gender balance, straight and composite classes and other individual learning needs.
“It is important to understand that with so many factors to consider it is not possible to accommodate every parent request,” the school said.
“Over several weeks, teachers discuss, reflect and review their decisions. Please be aware that each and every factor in the decision as to where a child is placed for next year is given our utmost attention. “
Oak Park Primary School has told its parents that it considers a range of issues;
students with special learning styles and needs; high achieving students; balanced male/female ratios where possible; known interpersonal relationships that will maintain a positive class climate; teacher recommendation; learning and teaching style balance and parent concerns.
Cairnlea Park Primary School said it considered a range of factors “so we can create balanced classes that enhance a stable and collaborative learning environment”.
Edithvale Primary School said it understood a desire by parents for their children to be placed with a particular friend or in a particular class.
“Edithvale Primary School recognises the importance of fostering and maintaining friendship groups. We also understand that it is equally important for students to mix and learn with peers who have different interests,” it said.
Warranwood Primary School said its process was not about “placing children with their friends but creating positive learning communities across the school”.
“In fact, evidence clearly suggests students who have wider relational networks make greater gains and experience less anxiety throughout transitional stages of their lives,” the school said,
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St Joseph’s Primary School, in Korumburra, said its school works to make professional judgments about class placement.
It said it would take into account a student’s social, emotional, academic and physical development.
Sherbourne Primary School, in Briar Hill, said teachers, in their profession capacity, used their observation and judgment to place students in their groupings.
“Please trust us to do the best for all students – we work hard to achieve a good outcome for all of our students,” it said.
“At times of change it is really important we do not foster anxiety and stress about what might be ahead. All classes will work through this term on this concept of change, within a positive framework.”