A frustrated mum believes that primary schools are sending a ‘really shitty’ message to well behaved students by recognising kids who make slight behavioural improvements.
The mum says her 10-year-old daughter, who is in grade five, isn’t as academic as her older brother and sister, but is a ‘lovely child’ who is ‘average’.
“She’s never in trouble and tries her best,” she told an online forum.
“All year, she’s been telling me how she was going to work really hard to get an award given every other month as she’s never got one. (Her older siblings both got lots over the course of their primary school).
“She’s come home tonight in tears which is so rare for her. Naughty kid in her class got it for ‘making an improved effort to listen in class’. Now I know that it’s about equity and that he should be rewarded for improving BUT, where’s her reward for calmly and quietly working her socks off all year? Why is that NEVER, EVER rewarded??? How come her older siblings were forever being rewarded for being super high achievers when it all came so easily to them yet she is never recognised.”
The mum explained that her daughter is in a class with a ‘high proportion of kids with behavioural issues’.
“Any tiny weekly improvement is seized on and rewarded. Doesn’t change anything. Behaviour is still poor. Kids are still hurting other kids and disrupting lessons. All TA attention and support is given to those kids too to enable the teacher to teach. How is that fair?
“How is it fair that the TA supports that group and the teacher ‘stretches’ the high achievers twice a week but the cohort in the middle (apart from one who’s disruptive) are just left to get on with it.
“Why don’t they ever even say to us, ‘look, the class is too big, the teacher is frazzled, the TA is struggling too, your kid is no trouble so they just need to suck it up!’ They never say that. They never say, ‘we know this child has received rewards frequently over the past six years without impact but we still need to try despite how demotivating it is to kids who try all year and get nothing in return’.”
She claims the system is completely broken when a child like her daughter can get to grade five unnoticed.
“I feel so angry on my daughter’s behalf. She’s never going to get the academic accolades that the older two get. Am I being unreasonable to ask why can’t she be recognised for just being a good kid?”
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