Our first preschool classroom at Scripps Exploring Academy was wonderful. Ms. Cristy and Ms. Heydy ("Manta Rays" class) were so kind, patient, and skillful. Despite a bumpy second month, our child had a successful first year and grew a lot under their care. They went out of their way to track our child down in his next classroom with gracious good-bye hugs.
Our second classroom at S.E.A. with Ms. Ginger and Ms. Dianne (who teach the "Sharks") could not have been more different. At our first parent-teacher conference, we were told that our child was doing well. The progress report reflected far more positives than negatives. The only support the teachers requested of us was to "read" 20 minutes each night, "point out environmental print," and "work on fine motor skills."
About one month later, we were surprised when the school's director demanded that our child be disenrolled - one day after she returned from vacation. Just 13 days earlier (the night before her vacation), she had assured me that S.E.A. would continue to prepare our child for kindergarten, despite a recent patch of behavioral challenges. To justify this sudden reversal, she lay before us a 9-page, single-spaced log of misbehaviors spanning the course of 5 weeks. In their personal notebook, Ms. Ginger and Ms. Dianne had meticulously recorded in 174 lines numerous date/time-stamped incidents that were never reported to us on the school's "Accident/Incident Form," as required by policy. Nor were a single one of these incidents conveyed to us by email, phone call, or Class Dojo. Nearly devoid of any positive observations, this log read like a grand jury indictment crafted to guarantee a student's failure - not an educational plan aimed at supporting a child's success.
I asked the director why the teachers did not communicate these problems earlier so that we could have taken different action to intervene, as we have in the past. The director replied along the lines of, "Well, that goes to show how ill-equipped this school is to deal with behavioral issues and to support your child." This was a cop-out: everyone knows how to use the "Accident/Incident Form." The director simply covered up what was effectively a hit job against a 4-year-old by two 60ish-year-old women who had decided not to invest more effort to include our child. We were saddened to see S.E.A. act as a business that caters to its teachers more than to its students.
On our child's last day, we hired a behavioral consultant from Y.M.C.A. to conduct a classroom observation for 90 minutes. While she saw nothing extraordinary about our child's behavior, she saw several deficits in Ms. Dianne's and Ms. Ginger's methods. In her opinion, their responses to attention-seeking behavior invited more attention-seeking; they failed to use standard cues to help preschoolers transition; they made conflicts more about how the adult feels than solving a problem; and instead of a neutral tone, emotionally charged responses escalated situations. Based on many preschool audits, her opinion was that Ms. Ginger and Ms. Dianne were not open-minded, inclusive educators. I understand that Ms. Ginger and Ms. Dianne are former elementary school teachers; I question their training and experience in early childhood development. It begs the question what business forces drove S.E.A. to hire two teachers who apparently did not finish their careers on a higher-paying elementary school track.
I am not optimistic that Ms. Ginger and Ms. Dianne are open to learning. After all, they refused to adopt the techniques shared by Ms. Cristy, who had been so successful with our child the previous year. They refused to implement a simple sticker chart, which the director had been open to. Contrary to S.E.A.'s motto "Developing the Whole Child," Ms. Ginger seemed preoccupied with "kindergarten preparedness." Ironically, our child was bored and underchallenged by her academic curriculum. Our pediatrician laughed out loud at Ms. Ginger's entry in the nine-page log: "I felt threatened by [our child's] look & action." This was the same woman who coolly answered, "Oh, I've seen it all," when I tried to explain on back-to-school night that my child had big feelings, as many four-year-olds do.
Our experience is not unique. At a birthday party, I casually asked another parent how the school year was going, she replied, "It's fine, but Ms. Ginger seems to be losing patience."
While one might argue reasons for the result, there is no way to rationalize the process of how our child left S.E.A. While not every school can serve every child, any classroom within any school should serve children before teachers. Parents, who are paying customers, should feel their children are fairly treated. I learned that sending your child to S.E.A. is a crap shoot, depending on which teachers you get. read more