I had the first conference of the year with Rosie's 1st-Grade teacher. If you recall, by this time last year, we had received numerous communications with her kindergarten teacher, phone calls from the school principal (and vice principal), Rosie'd been in the Principal's office more than once, and it had been suggested that we put Rosie on a behavior contract. All the feedback I'd been getting was negative. So, I already knew that Mrs. Clark's teaching style was "night and day" from Miss M's, I'd had absolutely no written notes come home, and in the couple of emails I'd sent through asking for info, I got just a sentence or two. Other parents who I like a great deal have told me that Mrs. Clark is awesome, is great with the kids, and has a very open atmosphere in the multi-age (1st & 2nd grade) classroom. Not sure whether the lack of info was a sign of a teacher who had too much on her hands to pay attention to Rosie or what, I was unsure what to expect. Turns out, Mrs. Clark adores Rosie. She told me that Rosie is very high-functioning in reading and writing and has put her at a 2nd-Grade level. Rosie is a creative individual who solves challenges her own way and often wants to try a different route to a solution than the rest of her peers. She's a hard worker, an independent starter, always on task with some project or another, but may have difficulty transitioning to a new center if she's in the middle of some other work. Rosie doesn't have any specific friends in the class (other than Margaret), but is friendly with most. She doesn't care what the other kids think — if there's any bullying going on, she stays out of it. Mrs. Clark thinks these are all qualities that will serve her well later in life. She feels that Rosie has a mature attitude, is quite smart, and acts almost teenagerish some of the time (this was said positively). She still might not finish her assignments on time, but Mrs. Clark isn't a stickler about this, as long as they come in soon...
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