When my son goes off to school these first few days, he's been pretty quiet and shy or anxious for lack of friends and known peers in his class.
What I thought was just the luck or careful considerations of class room placement seems to be a botched use of looping in regards to my son.
The K teacher moved up to 1st and the school asked every family from the K class if they would prefer to continue into 1st with same teacher. 12 did and then they added a new child and my son.
Principal explained to me that looping can be very beneficial, and parents usually prefer it if available. I said that my family would prefer a continuation of at least a few of his social connections in a school with 3 K classes becoming 3 1st grade classes. He responded that after the looping classmates had been added they needed to balance the class sizes and so someone needed to be added.
To teachers who participate in looping, it seems very beneficial to the looping students but I haven't found any research that speaks to how it might affect non-looping students. I would love to hear your thoughts or directions to trusted sources which discuss non-looped students like my son.
I think I am overly concerned because while no teacher/paraprofessional has ever expressed behavior or academic concerns for my son, almost all will comment on his socialization skills and anxiety/shyness. This makes me feel like he was at most an afterthought to make this looping class possible.
Tldr; my son was placed extraneously with a looping K to 1st grade class. Why, how, wtf?
Submitted September 02, 2017 at 09:11AM by illmas http://ift.tt/2wwwFTI
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