Nurturing Young Females in Public Schools

Girl in Blue Sweatshirt and Pink Skit in Jumpshot Photo

This is the story of a public school failing to encourage the mental, social, and emotional development of young females. There’s an argument to be made that the impact on young men is similarly damaging, but, for this guide, I will be focusing on the feminine aspect.

My first criticism is about a policy that has been initiated by the school principal. He instituted a policy wherein students were not allowed to assemble in more than groups of 2, and weren’t permitted to walk and talk on the playground at recess. All children were needed to be actively participating in a game or recognized activity, and were prohibited from just chatting together.

This policy directly targeted the female population, according to the walking-and-talking behavior being a mostly female socialization method (with males primarily socializing through shared actions ) If this generally recognized developmental truth isn’t enough evidence of the sex-based discriminatory nature of the coverage, my daughter reports that the principal made a statement to the classrooms once the ban was lifted. His announcement threatened the ban could be reinstated if there was”any more woman drama.”

My daughter was forced to choose which one of her several great friends she wanted to associate with for the afternoon, and was also prohibited from engaging in bonding conversation with such friend. This was cause for her to experience anxiety.

My next criticism will entail my daughter’s experiences with her fifth-grade teachers.

My daughter’s original fifth grade teacher was reported by my daughter to have an extremely rigorous and intimidating demeanor. As a very sensitive child – and with high expectations for herself – my daughter would regularly develop a literal tummy pain in the anxiety of being worried about pleasing him with her performance. Part of her anxiety came from listening to him single-out other children in the classroom, in order to be humiliating public examples of them through pointing out their flaws.

In support of my daughter – both academically and emotionally – I communicated with this teacher through email on a regular basis. I received great reports about my daughter’s performance from him. Immediately following the start of his extended departure from the classroom due to illness, however, the next quarter report card came out. The teacher had recorded a D- for my daughter’s social studies grade before he left, and had left a note that she”needs to learn to ask for help when she needs it.” This is an insulting insinuation that this teacher knows when, where, and that my daughter ought to be asking for help, better than my daughter understands it for herself.

There was no sign in his regular emails to me that she had been in need of academic help. In fact, one of his most recent mails at this time was to let me know that my daughter had received one of the greatest scores on a mathematics test. I also observed a very limited quantity of social studies content in my daughter’s homework. What I did observe, I assisted her to finish (specifically, a PowerPoint presentation about Martin Luther King, Jr., in which I encouraged her to add a mention on women’s rights)

The D- grade and relevant comment on the report card came out of left field, which is not acceptable, taking into consideration the quantity of communication transpiring between the instructor and myself up until there. The tactic employed by the teacher in this respect was a blow to my daughter’s self-esteem, which I needed to work to relieve. She was dismayed upon seeing the caliber and the comment, as she had been receiving feedback that she was doing well up until that point. This tactic was unkind.

My daughter’s current long-term substitute teacher regularly and openly expresses to students his dislike for our country’s president. As an example, my daughter quotes him as saying,”I’ve lived through (several) presidents, and this one I dislike the most.” Disrespect for our country’s leader is not appropriate content for a teacher – who’s in a position to influence young minds and viewpoints – to be sharing with 10-year-olds. Irrespective of our personal positions, compulsory schooling should not include political indoctrination in opposition to the President of america. My daughter also reports he raises his voice aggressively in class, such as by shouting”Silence!” After the course gets noisy. She, as a 10-year-old, has commented that he exhibits a”lack of control” from the classroom. She is wise enough to notice that overt aggression is a indication of internal lack of electricity.

The type of sexist, non-patriotic, competitive, and self-esteem damaging behavior listed here isn’t fitting of people in such a position.

This attendance policy aspect is the last straw in my distaste for the faculty practices. I got a letter (several weeks following the post-date, due to my not retrieving my physical mail with regularity in this digital age) saying that my daughter has too many”excused absences” and that I am required to have a doctor’s note for any future absences. How can there be too many excused absences? I’m not sending my young daughter to school when she is not feeling well enough to attend college, either physically, mentally, or emotionally. It’s not in her best interest for me to do so, and it is imposing an unreasonable burden on a parent to be required to go running to the doctor for a note, particularly when the parent knows full well that no physician’s prescription is needed for the ailment. I have consulted with a similarly-minded physician about it, and am currently gathering community support to deal with this inability of parents to excuse their own kids without getting harassment from the faculty.

Nowhere in these truancy notices is it noted that my daughter regularly goes above and beyond volunteering for school activities, and with my direct support and involvement. She’s been a part of the morning valet team for the previous two school years. She signed up to assist with running a booth for the school carnival. She participates in the optional music program. She’s been part of the School Safety Ambassador Club (SSA) for the previous two years, and frequently consults me ways that she can effectively support other pupils in respect to reducing bullying and increasing self-esteem. Is this the type of behavior related to an at-risk child, in need of truancy intervention?

With the widely reported increase in violence and disruptive behavior on school campuses, and with the lack of teeth in the current school behavior disciplinary policies, I was already strongly considering enrolling my daughter in a homeschool program at the time she reached the 7th grade. The 5th grade experience, here, has convinced me to start that process at the beginning of her next school year. There’ll not be a need for the school district to track her school attendance as of the 2018-2019 school year, as she will not be attending the school. I am enrolling her into a program which better nurtures her overall development to a confident, secure, open-minded, conscientious – and feminine – member of society.

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