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What is something you discovered at parents evening that you should've been told months ago? · Anele and the Club on 947

• 0:00
  Speaker 1: Wake up with a bang.
• 0:02
  Speaker 2: Hey, wake up!
• 0:03
  Speaker 3: Anele and the club on 947.
• 0:05
  Speaker 1: I have a question.
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  Speaker 4: Yeah.
• 0:08
  Speaker 5: Should teachers only wait for parents' evening before letting you
• 0:13
  Speaker 5: know if something's going down with your child? And if
• 0:16
  Speaker 5: they do, let's say you do get the call from
• 0:18
  Speaker 5: the school or you do get the email from the school,
• 0:22
  Speaker 5: you know.
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  Speaker 5: What is the level of severity where they're supposed to, like,
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  Speaker 5: ring the alarm? Let's say your child does not do
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  Speaker 5: homework at all. Right.
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  Speaker 1: I think then they'd let you know.
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  Speaker 3: So they shouldn't wait for parents' evening.
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  Speaker 5: No.
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  Speaker 3: Okay.
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  Speaker 6: So you're asking, when is it necessary to send an email?
• 0:41
  Speaker 5: Yes.
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  Speaker 1: Instead of waiting for parents' evening.
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  Speaker 5: Because the thing about schools is if your child gets
• 0:45
  Speaker 5: into a scuffle, then immediately they'll tell.
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  Speaker 3: You like now. Like, hey, your child was in a fight.
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  Speaker 5: But if your child is like, you know, thinking that
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  Speaker 5: they're aventura there when it comes to academics, they always
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  Speaker 5: wait for just parents' evening.
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  Speaker 3: And I'm just like, I think that should be a
• 1:00
  Speaker 3: weekly thing. If your child is not coming through academically,
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  Speaker 3: that's more of an issue.
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  Speaker 1: Can I quickly ask, how often does parents' evening happen?
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  Speaker 3: Once a term.
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  Speaker 1: Is it once a term?
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  Speaker 5: Yeah.
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  Speaker 1: Okay. So if you've got three terms, it'll be three
• 1:13
  Speaker 1: times a year.
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  Speaker 3: And sometimes not even. So it changes. It's very different.
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  Speaker 7: And I can only speak from the high school experience
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  Speaker 7: now because I've forgotten about junior school. But the teachers
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  Speaker 7: will email you when they want to see you at parents' evening.
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  Speaker 7: They're like, don't worry.
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  Speaker 4: Okay.
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  Speaker 7: But sometimes as a parent, you're like, no, actually, I
• 1:31
  Speaker 7: want to come and address X, Y, Z. Then they're
• 1:32
  Speaker 7: open to it. In general, the school should let you
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  Speaker 7: know if your child is not.
• 1:37
  Speaker 3: Getting it together.
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  Speaker 8: Right?
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  Speaker 5: Yeah.
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  Speaker 7: And generally, well, I can only speak from my experience.
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  Speaker 7: They will reach out to you if they feel like
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  Speaker 7: your child can do better. So also sometimes because it's
• 1:47
  Speaker 7: something at home. But then your child will come home
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  Speaker 7: and say, you know, I sat under the desk for
• 1:52
  Speaker 7: the whole lesson today. And you're like, what?
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  Speaker 3: Where was the teacher? On the front of the class.
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  Speaker 3: She doesn't care. Hang on. Your child sat under the desk.
• 1:58
  Speaker 3: I'm saying like, yeah.
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  Speaker 7: So there was, it was early junior school days, maybe
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  Speaker 7: like grade three, grade four. My one child came home
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  Speaker 7: and said, oh, no, I don't listen in that subject
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  Speaker 7: because I'm not going to take that subject further.
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  Speaker 3: So I just sat under the desk.
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  Speaker 5: Yeah.
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  Speaker 2: Yeah.
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  Speaker 1: Because I can see how the teachers wait, though. Because,
• 2:16
  Speaker 1: I mean, it's like at work, right?
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  Speaker 6: So you get your KPIs, and maybe the teacher's waiting
• 2:21
  Speaker 6: to see if it improves. You don't want them messaging
• 2:24
  Speaker 6: you every single Monday in math.
• 2:26
  Speaker 3: This is true. This is true.
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  Speaker 1: Like, Johnny didn't do what, what, what again.
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  Speaker 2: Because it's about establishing a pattern, right? So there has
• 2:33
  Speaker 2: to be a clear sign that it's not just one test,
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  Speaker 2: one assignment that your child did badly, that they are struggling.
• 2:38
  Speaker 2: Because to say someone is struggling based on one assessment...
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  Speaker 2: it's not necessarily the best thing to do sometimes.
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  Speaker 5: 01188, sorry, since 0118838947, what did you find.
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  Speaker 3: Out at parents' evening?
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  Speaker 1: That surprised you. You were like, what?
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  Speaker 3: You were like, oh, and here's the thing. It can
• 2:55
  Speaker 3: be good or bad, hey? It doesn't have to be
• 2:57
  Speaker 3: all doomsday. What did you find out at parents' evening? Yeah,
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  Speaker 3: so two things there.
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  Speaker 7: The first term, remember, your child is getting to know
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  Speaker 7: the teacher.
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  Speaker 1: It's a new class.
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  Speaker 3: It's da-da-da-da.
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  Speaker 7: So they need time to settle in term one. Term
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  Speaker 7: one's always a bit of a wobbly one. But I
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  Speaker 7: found out that my child was like, well, she got
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  Speaker 7: the lead in the play for one year.
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  Speaker 3: And I was in nursery school. I was like, are
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  Speaker 3: you sure? They said, yeah, she's the only child that
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  Speaker 3: stood up and recited the lines. I was like, my kid?
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  Speaker 7: The one that comes to school in pajamas every day?
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  Speaker 4: Okay.
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  Speaker 3: Yes, she's role-playing. Sleeping beauty. She wears pajamas. What's the
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  Speaker 3: problem here? A friend of mine found out at parents' evening.
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  Speaker 5: The teacher said to her, we're not quite sure if
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  Speaker 5: your child's an A student or a D student.
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  Speaker 1: Like it's either or.
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  Speaker 3: She just comes to school and says, let me see
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  Speaker 3: what I do here.
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  Speaker 1: Let me see how.
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  Speaker 3: It goes today. Let me see how it goes here today.
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  Speaker 5: So all of us as the other teachers, we've gotten
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  Speaker 5: together to try to figure out in your class, what
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  Speaker 5: does she do in your class?
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  Speaker 3: So we're like, we're not sure.
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  Speaker 5: We're not sure whether we have a boffin, a genius,
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  Speaker 5: or we just have somebody who must look into the arts.
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  Speaker 3: We're not sure.
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  Speaker 1: Could go either way.
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  Speaker 3: You tell us because you know her.
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  Speaker 7: Wow.
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  Speaker 3: Is she an A student or is she D? Because
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  Speaker 3: she just decides on the day how well she's going
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  Speaker 3: to do.
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  Speaker 6: I'm sure lots of parents have had the experience of
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  Speaker 6: learning something new.
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  Speaker 1: Like you thought your kid was shy. Meanwhile, they're the
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  Speaker 1: bell of the ball or the joker in the class.
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  Speaker 3: 084-00-00947.
• 4:20
  Speaker 5: Send us a voice note. What did you discover at parents' evening?
• 4:25
  Speaker 5: Another story just came into my head.
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  Speaker 3: I like it. Grade one. This one you're going to like.
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  Speaker 8: I think it's very important and they shouldn't wait until parents'
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  Speaker 8: evening because then there's nothing you can.
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  Speaker 5: Do about the 50% mark that your child possibly could get.
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  Speaker 8: I found out that my daughter at school in class
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  Speaker 8: sells her snacks. Like literally, she would either swap or
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  Speaker 8: sell her snacks for something that she wants from another kid.
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  Speaker 2: So my boy up here, we discovered that he's a musician.
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  Speaker 3: He sings everything that the teacher sings.
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  Speaker 1: Ha ha!
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  Speaker 3: Wow. I love that.
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  Speaker 4: You see?
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  Speaker 1: You see.
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  Speaker 5: Those things they should tell you long before parents' evening.
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  Speaker 3: Erica, you're in Rhineburg. Good morning.
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  Speaker 9: Hi, good morning. Good morning, Erica.
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  Speaker 3: What did you find out at parents' evening?
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  Speaker 9: I found out that my lovely child was sleeping in
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  Speaker 9: class and the teacher did nothing about it.
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  Speaker 1: Like sleeping often or just once?
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  Speaker 4: Often.
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  Speaker 2: No, constantly.
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  Speaker 9: And he would even flip his hands over almost like
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  Speaker 9: a Batman pose, like that funny Batman pose, and put
• 5:33
  Speaker 9: his thumbs in his eyes to put his head up
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  Speaker 9: on his desk so it looked like he was looking forward.
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  Speaker 3: Oh, like this when you prop your head up. Okay.
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  Speaker 9: Yes.
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  Speaker 3: But now, if you adults.
• 5:47
  Speaker 5: Are constantly going to say to love someone is to
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  Speaker 5: let them sleep.
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  Speaker 4: Yeah.
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  Speaker 3: What's different? Do you see where I'm going with this?
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  Speaker 5: Because I feel like if somebody's sleeping, we should let
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  Speaker 5: them sleep.
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  Speaker 3: It means that they're tired.
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  Speaker 5: No? Yes and no.
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  Speaker 9: Not constantly in one specific class because he knew that
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  Speaker 9: this teacher would allow him to sleep. That's a bit
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  Speaker 9: pushing it.
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  Speaker 5: I just think your child has situational awareness.
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  Speaker 3: What's the problem?
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  Speaker 6: And Erica, what did you guys do?
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  Speaker 1: He wasn't going to bed too late or something. It
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  Speaker 1: wasn't that.
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  Speaker 9: Well, to be fair, it probably was going to be
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  Speaker 9: a bit late, but we did rectify that by removing
• 6:27
  Speaker 9: the devices earlier.
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  Speaker 3: Ah-ha.
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  Speaker 9: Accessibility.
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  Speaker 1: Ah-ha.
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  Speaker 4: But still, you.
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  Speaker 8: Know, like.
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  Speaker 9: My child's 16. I don't want to hover over him.
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  Speaker 3: This is true. No, can I tell you something, hey?
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  Speaker 5: Devices are nice for parents because they distract the kids
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  Speaker 5: so that they don't annoy you. But I'm telling you now,
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  Speaker 5: those devices are.
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  Speaker 3: Bad for children, guys.
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  Speaker 4: They're bad.
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  Speaker 3: They're terrible for them.
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  Speaker 5: Their concentration levels are nothing and they sleep terribly.
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  Speaker 6: And now, has he caught up in that subject, Erica?
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  Speaker 1: What subject was it?
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  Speaker 5: It's history.
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  Speaker 2: History.
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  Speaker 3: Oh, but no.
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  Speaker 6: Man, we're always sleeping in these three, man.
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  Speaker 5: Erica, what's your favorite TV show?
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  Speaker 9: Ah, goodness. I'm below deck at the moment.
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  Speaker 3: Okay.
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  Speaker 5: Now, if I say to you, sit down here, you
• 7:16
  Speaker 5: can either watch 10 hours of Below Deck or 10 hours.
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  Speaker 3: Of the History Channel.
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  Speaker 5: Which one are you going to fall asleep in?
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  Speaker 9: Probably the History Channel.
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  Speaker 3: Exactly, Erica. I'm on your son's side. Team son.
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  Speaker 5: Team son.
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  Speaker 3: Thanks for the call, Erica.
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  Speaker 8: Thank you.
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  Speaker 4: Have a good one.
• 7:32
  Speaker 5: Cheers.
• 7:33
  Speaker 3: My son's also like Erica's son.
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  Speaker 5: I found out that in certain English classes, he finds
• 7:37
  Speaker 5: the sickbay.
• 7:39
  Speaker 3: Oh, really? Because there's a bed there.
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  Speaker 1: Oh, my tummy is not working. Let me go have
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  Speaker 1: a nap.
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  Speaker 3: Yeah, then off he goes to have a nap.
• 7:45
  Speaker 1: Oh, wow.
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  Speaker 3: Made friends with the school nurse.
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  Speaker 5: He even calls me from the school nurse's number sometimes.
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  Speaker 3: It's like, hey, mom, what's up? I'm like, what are
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  Speaker 3: you doing in the school? No, no, I'm just saying
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  Speaker 3: what's up. I just came to visit her. Homework, not done.
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  Speaker 1: Oh, then he skips.
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  Speaker 3: Then all of a sudden, oh, no.
• 8:03
  Speaker 1: I thought he wanted to be fresh from math.
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  Speaker 4: Yeah.
• 8:05
  Speaker 3: No, none of that. Sabrina, you're in Boxburg. Good morning.
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  Speaker 8: Good morning.
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  Speaker 5: How are you?
• 8:11
  Speaker 3: Morning, Sabrina. How are things on your side?
• 8:13
  Speaker 9: It's okay.
• 8:15
  Speaker 4: Thank you.
• 8:16
  Speaker 1: We're good.
• 8:16
  Speaker 3: We're good. Talk to us.
• 8:17
  Speaker 5: What did you find out at parents' evening that you
• 8:19
  Speaker 5: feel you should have been told before?
• 8:22
  Speaker 4: So mine is more of a different story. So my
• 8:26
  Speaker 4: son was a talker in class. He's always been a talker, right?
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  Speaker 4: So I found out that the teacher actually puts his
• 8:34
  Speaker 4: desk outside of the class because he just wouldn't stop talking.
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  Speaker 4: But eventually, I think it got to a point where
• 8:44
  Speaker 4: the teacher just started disliking him. And she had a
• 8:48
  Speaker 4: complaint every single day about my son. And I used
• 8:53
  Speaker 4: to take my lunch hour and it often would go
• 8:56
  Speaker 4: into two, three hours, you know, and I'm stressing. It's work.
• 9:00
  Speaker 4: I have to be back. I have to explain why
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  Speaker 4: it took so long. And she suggested that he goes
• 9:06
  Speaker 4: to a psychologist and she has a very good friend,
• 9:10
  Speaker 4: which is a psychologist. And so we set up some appointments.
• 9:15
  Speaker 4: And this psychologist said to me, it's a retired psychologist,
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  Speaker 4: and she said to me, you know what, between the
• 9:20
  Speaker 4: two of us, there's absolutely nothing wrong with your son.
• 9:23
  Speaker 4: Whenever the spring teacher of hers does not like a child,
• 9:27
  Speaker 4: she will refer the child to me. And just to
• 9:31
  Speaker 4: find out, there's absolutely nothing wrong with this child.
• 9:34
  Speaker 3: No, man, Sabrina. So then how did you handle it?
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  Speaker 6: I think.
• 9:37
  Speaker 4: You know what? I eventually went back to the school
• 9:40
  Speaker 4: and I said, I said, ma'am, I cannot do this.
• 9:42
  Speaker 4: You cannot call me for every single thing. You know,
• 9:46
  Speaker 4: this needs to stop. And eventually I had to take
• 9:48
  Speaker 4: him out of that school. And yeah, I haven't had
• 9:52
  Speaker 4: a problem.
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  Speaker 5: So hang on, because like my child goes to school
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  Speaker 5: and meets with five different teachers.
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  Speaker 3: Yes, you've got a registered teacher that is.
• 9:59
  Speaker 5: Pretty much a to you admin wise and maybe a
• 10:02
  Speaker 5: few subjects, but then they go to other teachers, right?
• 10:05
  Speaker 5: Why is your son only dealing with one teacher in
• 10:08
  Speaker 5: the school?
• 10:10
  Speaker 4: Well, I mean... She would call in other teachers when
• 10:13
  Speaker 4: we're in the meeting and basically she'll be the only
• 10:16
  Speaker 4: one talking on their behalf as well.
• 10:18
  Speaker 3: Okay.
• 10:19
  Speaker 4: You understand? And this is where I realized that she's
• 10:22
  Speaker 4: just victimizing my child now.
• 10:24
  Speaker 1: So she just didn't... I mean, look at... Teachers are human, hey? Like,
• 10:28
  Speaker 1: they're probably going to end up not liking a child,
• 10:30
  Speaker 1: but that's not the right way. That's not the right
• 10:32
  Speaker 1: way to do it.
• 10:33
  Speaker 6: And Sabrina, did you tell the teacher, go to your
• 10:35
  Speaker 6: friend as a psychologist so they can sort you out?
• 10:38
  Speaker 3: Yes, you must go and use your own medicine there
• 10:40
  Speaker 3: by your friend.
• 10:41
  Speaker 4: No, you know what, I had to put her in
• 10:43
  Speaker 4: a place and yeah, the meeting stopped, the call stopped
• 10:47
  Speaker 4: and eventually when the final term was over, I just
• 10:51
  Speaker 4: removed my son from the school.
• 10:53
  Speaker 5: And that's another thing is that a lot, I mean,
• 10:56
  Speaker 5: you hear this a lot.
• 10:57
  Speaker 3: No, I just moved my child out of the school. No,
• 10:59
  Speaker 3: I just moved.
• 10:59
  Speaker 5: Guys, do you know the process to move your child
• 11:02
  Speaker 5: out of a school, especially.
• 11:03
  Speaker 3: Mid-year, right? Where something so.
• 11:07
  Speaker 5: Drastic and heinous must be happening to your child for
• 11:10
  Speaker 5: you to just say, you know what, I'm just going
• 11:11
  Speaker 5: to move my child out.
• 11:12
  Speaker 3: Of the school.
• 11:12
  Speaker 1: It is a lot of admin. It's a lot of admin.
• 11:14
  Speaker 6: It's a disruption to your life, their life.
• 11:16
  Speaker 1: It's crazy.
• 11:17
  Speaker 5: Think about having to buy a new.
• 11:19
  Speaker 3: School uniform in August, right?
• 11:22
  Speaker 1: Yeah, just that, eh?
• 11:23
  Speaker 3: Just that alone.