Posts by Betty Gray84

It feels like every time I turn on the news, there's some massive natural disaster happening somewhere in the world. Does anyone else feel like we're just constantly in "emergency mode" lately?

Just saw the news about Beltran, Jones, and Kent finally getting the nod. It's a pretty diverse group of legends, but I feel like some of these names are definitely overdue. Who do you guys think is the next heavy hitter that actually deserves a spot?

The forum has been running incredibly slow for the last couple of days... 😢

I honestly feel like most of these tasks are just optional extras, but kids jump at them because they're eager, and then parents end up thinking it's mandatory without even realizing it. I can't even count how many times I've said things like, "Hey, check if anyone has an old sheet lying around that you don't need anymore so we can use it for our class play." Instead, I end up with a brand-new sheet, still in its packaging, and a parent asking why they had to make a special trip to Target.

That said, if a child is genuinely hungry to learn more, we really should lean into that curiosity, especially since school resources aren't always distributed equally across all districts.

The ultimate goal should be helping them build the competence to learn independently and figure out how to navigate various information sources on their own. That's what we should be aiming for.

fadedtrucker8 said:We worked on a poster with our son until he eventually just collapsed from exhaustion... but honestly, topics regarding American involvement in World War I are hardly appropriate material for fourth graders... period.

That is precisely the point, much like assigning PowerPoint presentations to third graders...

They should really provide assignments that are age-appropriate...

As parents, we have little choice but to step in and help so our children can maintain good grades. Sending a child to school with nothing but an excuse that the curriculum isn't suitable wouldn't exactly produce any positive results.

It's true that the PPP curriculum includes topics regarding American history, but there's really no need to dive into the heavy details. It should be enough for kids to simply grasp that the US has always been part of a larger global community.
To me, this assignment feels like one of those "for those who want to go the extra mile" type of tasks.

wanderinggardener12 said:What people call "posters" aren't actually posters at all; they are just a chaotic mess of cutouts or, if you’re lucky, some independently written paragraphs glued onto a large sheet of paper. I imagine professional graphic designers and fine artists would probably clutch their heads in exasperation if they saw them.

When it comes to those oversized displays used in classrooms, I struggle to see much value in them unless the students are creating them during class time—ideally working in pairs or small groups after they've actually processed the material and done some preliminary work (like studying, digging through extra resources suggested by the teacher, or collaborating with an art instructor on visual layouts...).

For the more diligent and capable students, it offers a chance to dive deeper into a subject; for those who are notoriously hard to motivate, it might spark some engagement; for the slackers, perhaps some knowledge will finally stick through collaborative effort; and for everyone, it serves as a lesson in teamwork (and for some, a chance to practice leadership and coordination).
In the end, everyone gets a brief reprieve from the usual repetitive methods, they have a bit of fun, they might actually learn something, and most kids genuinely enjoy the process of creating something alongside their peers.

But of course, it's foolish to pass judgment on it. I only hope this kind of thing is becoming less common.

As for the "posters" being churned out at home, I agree with you that it's often too late for many parents to suddenly become experts—you can tell just by looking at the walls in certain schools. I don't know how one is supposed to grade such a thing, but I certainly know what I would say to a parent who ends up doing their child's homework, and I'd have plenty to say to a teacher assigning such pointless busywork.

Surely we aren't seeing this even in first grade?!

Personally, I'm not a fan of posters in the traditional sense (where a child makes them at home with their parents). I prefer a different approach, usually toward the end of the school year when things settle into a few weeks of review. For instance, while reviewing 4th-grade social studies using mind maps, I'll tell my students to jot down whatever interests them about the topic on the back of the paper. Since kids have such wonderful imaginations, someone might link the concept of the sun (as a requirement for life) to aliens, planets, or space travel.
If there's a lot of interest in a specific topic, I'll suggest they use the school library and home resources to dive deep and then present their findings however they like. We once spent a little over 😬 exploring the Bermuda Triangle that way. The kids teamed up, met at each other's houses, and ended up producing a mix of YouTube clips, online articles, and photos—they even invited a geography professor to join in, and there was one poster involved!

In first grade, we do "posters," but strictly as a group activity during review sessions. For example, I'll split the class into groups; one group might draw the different rooms in the school, while another focuses on the staff, all working together on large sheets of paper.
I don't grade them on aesthetics; the goal is simply to encourage teamwork, communication, and social skills.

It’s honestly quite adorable when they try to explain their reasoning. 😍
The funniest part is when you ask them the title of the fairy tale they just described; they'll repeat it back to you and look genuinely baffled by the question since the answer is so obvious. 😁

Rachel Jones8 said:Look, those kids are little... if you guys managed to throw me off my game—not that I’m some genius, just a bit older than them—what chance do they have?

So, I'm starting to see that this is all coming from him. Makes you wonder about the whole situation, doesn't it?
How much older will she be in five years? Honestly, what Nicholas King said—it’s the exact same thing. I'm sorry, I didn't quite catch that. What's on your mind? True, if we’re really gonna split hairs about whether the question was clear enough.
So I figured they aren't even real math problems, just total brain teasers where every answer is somehow both right and wrong at the same time. Like, if you go with x, you're still stuck, right? 😛 It’s not just "no," it’s "y." And if you answer with "y," then... what? 😛 Nah, it’s definitely X. It’s like when you ask someone how many fingers they see and they say four—so you have to tell them, "Nope, you're seeing all five."
Not talking about test prep here—this is just for fun. Just some food for thought where there might actually be two right answers. Who knows?
Fair enough... I was wrong there, but the question itself is pretty straightforward. It literally says—how much older is she? From him..
I mean, they're just little kids, right? Only six or seven and barely even started elementary school—maybe it’s not even that big of a deal. It's just weird when you hear those kinds of answers from adults.

It’s just like when things stop being funny. Like, if I ask how many dwarfs are in Snow White and the 7 Dwarfs, and you give me any answer other than seven? Yeah, the joke's over.

Wait, how does that even work? 🤷 So, did you ever figure out how they actually get to those other numbers? Like, does anyone have a real explanation for that?
Maybe... I mean, there've gotta be way more dwarfs out there besides just the seven hanging with Snow White, right? 😁

Of course! The simplest explanation is that they just listed whoever they could remember. There might even be fictional dwarfs or characters from different fairy tales mixed in. 🙂

They certainly do. Plus, once you get through a few of those tasks, your success rate starts to climb. You just have to stick with it.

Of course I was joking, dear God 😁

But honestly, you make a fair point. Once you realize more than 70% of the class responds the exact same way (multiple times, no less), the joke definitely loses its charm.

It’s just like how it stops being funny when I ask how many dwarfs are in "Snow White and the 7 Dwarfs" and get any answer other than seven.

15, of course. 😬

I actually really enjoy these kinds of challenges; they prove that math doesn't have to be dry. A perfect example is the Mathematical Kangaroo competition, which focuses on genuine skill rather than just what you can memorize for a standard written exam.

analogseal18 said:The problem presented here isn't quite suitable for a first-grade assessment, though I suppose it serves as decent practice to teach children that they actually need to engage their brains rather than simply following a template. My own daughter would likely have burst into tears if she couldn't solve it immediately, but if I applied my preferred method—tell her to sit and think for five minutes before calling for help—she would have figured it out on her own.

Nicholas King claims that fourth graders emerge from the classroom completely dazed by data, yet I find myself unable to agree with that assertion. In my specific classroom, nearly half of them are straight-A students, which makes it painfully obvious that the curriculum lacks sufficient rigor. Furthermore, my daughter hasn't even truly studied or mastered the art of learning yet; she simply absorbs everything during class. She isn't some sort of wunderkind; she’s merely attentive, curious, and happens to have encountered most of this information previously through documentaries and encyclopedias. Regarding the lower grades, I feel more a sense of pity for the wasted time and the physical toll of sitting at a desk all day when the child isn't truly gaining any depth. It strikes me that she will struggle significantly once she hits fifth grade, where actual work and discipline become mandatory.

To return to the original topic—I am in favor of grading, provided we also establish clearer standards and raise the bar. If we start early, children will grasp more quickly that being graded isn't a nightmare, but rather an inherent part of life.

I doubt this exact question would show up on an official exam, though if they were working against a clock, it shouldn't be too difficult.

It sounds like those math storybooks that offer great brain teasers for training, even if their actual standardized tests only cover the basics.

Here is an example of a question that actually drove me a little crazy! 😬
Anne has 5 pencils. John has 2 more than her. How many do they have altogether?
Needless to say, most of the answers were just 7, and everyone finished within a minute.
It really just comes down to rushing and not reading for comprehension. 😁

Michelle Ward3 said:Great. How are you supposed to figure out how many items are in an equal set when you haven't even learned division yet?

Though, I suppose it’s only fair to mention there’s more to the story.
Naturally, I headed into the elementary school the next morning to ask the teacher how on earth they expected a first grader to tackle a problem like that.

The response? "Oh, you weren't actually supposed to be doing those; that's just enrichment math."

So, I can't exactly claim this is standard curriculum when the average six-year-old should be able to handle it without help.

"Which two identical numbers add up to 20?"
If the child can't make that connection, then we just start from 1.
"Let's add equal numbers until we reach 20. 1+1=2, 2+2=4..."

With just a few guided questions, the student will learn the concept systematically without needing to know division first.

Nicholas King said:It isn't idiotic to grade them—it's idiotic to grade them poorly.

If I recall correctly, first grade isn't actually "first grade"—kids at that stage are essentially going through a "pre-school transition year," where they are gradually moved from that kindergarten phase of "just playing all day" into a phase where actual learning begins. Besides, if we had school without any kind of grades, it would just feel like another year of daycare for most children (not all, obviously, but enough of them). And frankly, which of us adults takes our jobs seriously if there isn't some sort of accountability mechanism in place?

What’s truly problematic—aside from the curriculum being fundamentally misaligned—is that those first four years should be about instilling a foundation for how to approach learning... basically ensuring that even if they don't love it, they at least don't grow to hate school. As it stands now, kids are coming out of fourth grade as nothing more than a mindless heap of memorized facts—and quite often, they're functionally illiterate.

I can say with certainty that some of the questions are abnormal (for that age group).

Can you give me a few examples?

Having an engineering degree from MIT isn't a guarantee that someone can explain math to a six-year-old. No, I'm really not joking.

The first semester is really just an adjustment period, which is why we don't issue grades then. It's about building a solid foundation for the second semester, which builds directly upon those early lessons.
If you take the time to explain the grading process to students, you won't find a single child who feels traumatized by their assessment. In fact, they often become quite self-aware and hold themselves to high standards—not because they lack confidence, but because they have such a clear understanding of what they know. Even at that young age, if you just talk to them, they might actually surprise you. 🙂

In neighboring Canada, the first group of students will graduate from the new primary tier next school year, following a system where elementary school lasts five years. These kids move straight from preschool into first grade. There are no grades given, and the curriculum covers the exact same basics our students tackle in their first semester (things like uppercase and lowercase letters, numbers up to 10, etc.).

Personally, I think it's a decent program, though I doubt we'll adopt it here since it would require a massive financial investment.

I completely agree.
Sometimes we’re looking at a new type of problem that requires extra explanation—like those tricky word problems. However, if it's a concept they've practiced thoroughly, I find it's better to just point them toward their textbook or notebook. It encourages them to be independent and teaches them how to use their resources to find information on their own.
The most important skill being built here is learning how to learn.

With math, kids often give up before they even start, claiming they don't understand the question. My response is always the same: read it five more times if you have to, and ask yourself some key questions (What do we already know? What's missing? How can I find out what's missing?). Then, just give it a TRY. Most students end up solving it perfectly; they were just feeling discouraged at the beginning.

If they're still stuck, I won't just give them the answer. Instead, I'll guide them through the logic using targeted questions. For some, all they need is a little bit of context to make it click—for example, "If YOU had 15 Beyblades and you gave John 5 to play with, how many would you have left?"

I was wondering if anyone could help me out.
I emailed my request for an EMG at the Mayo Clinic back in late November. I scanned over my referral and everything, and they scheduled me for the end of March.
Since my original referral is now more than a month old, do you think I'll need to get a new one from my doctor, or does it still count?

I actually ended up dealing with corneal neovascularization from wearing contact lenses myself.
My ophthalmologist suggested switching up my lens type—I moved from annuals to monthly disposables—and picked something with much higher oxygen permeability.
Once I cut my daily wear down to just 10 hours, things started looking up.

neonsurfer6 said:I agree, an Oscar isn't exactly an objective benchmark, and winners are often chosen based on things that have nothing to do with acting talent. But I realized how great her performance actually was when I watched some interviews with the real Mrs. Tuhoy. Bullock captured her perfectly. The mannerisms, the way she speaks... everything was spot on. She’s easily the strongest part of what is honestly a pretty mediocre movie.

I haven't seen those interviews, so I can't say for sure. From what I've heard, though, they changed quite a bit from the actual events just to give the audience what they wanted to see.

neonsurfer6 said:And let's not even get started on her business sense. I mean, the woman actually agreed to a role in Mach 2.🤣

Honestly, maybe that was all just a strategy for this moment. 😁 You make a few questionable choices, then pivot to more diverse roles, and suddenly the Academy is surprised and decides to honor you, thinking you've learned your lesson. We shouldn't be shocked if Mach 3 follows this. 😁 😂

neonsurfer6 said:I'd give it a 5, though that one line about "what she needed" really rubbed me the wrong way.🙂

Oops, I think I phrased that a little poorly, but I'm glad we're on the same page now. 😁

neonsurfer6 said:Look, saying "why would she want that?" regarding a role that earned her an Oscar is just missing the point. We all know how much an Oscar means to actors (and even those outside the industry), regardless of how much I personally value such awards. Personally, having an Oscar in the trophy case doesn't make me respect someone more, but Sandra absolutely nailed that performance and fully deserved the win. It’s actually an even bigger achievement when you consider it was one of her rare, truly grounded roles; let's be honest, she wasn't exactly viewed as a serious dramatic actress before then.

Well, props to the prestige of the Oscar and all that, but I still can't quite wrap my head around why she won for this specific movie...
It just goes to show she has a great sense for business by picking roles that could lead to an Oscar. It wasn't necessarily about her acting being anything extraordinary in the film, but rather the sheer momentum of the whole project.
Personally, I found her more convincing in Murder by Numbers, even if that movie itself wasn't anything special.

I don't want to derail the conversation, but that performance just didn't click for me, plain and simple. 😉

To add someone else to the mix.
Keanu Reeves—who is usually great across various genres—just didn't work for me in that rom-com with Jack Nicholson and Diane Keaton.

neonsurfer6 said:Honestly, why did she even need an Oscar-winning role? She really should have just filmed Miss Congeniality 3 instead.☕

I honestly don't get the skepticism. It isn't even about her performance; it’s just about her being in the movie at all.

Given her massive filmography, she always seemed to feel more at home on screen than here. I don't know, maybe it's just because I find myself missing that maternal touch she brings to her roles.