Dear Ms. Thompson,
I hope this message finds you well. Although we have not yet met, I am looking forward to our introduction soon. I want to start by acknowledging that I may come across as one of “those” parents who tends to check in frequently. I assure you, my intentions stem from a genuine commitment to my child’s education and well-being.
With my background in education—having taught students in the very city where I grew up and now training future educators—I have gained insights into the dynamics of modern classrooms. Additionally, I teach university courses focused on educational policy and psychology. It’s fascinating, yet concerning, how often educational practices contradict what we know from neuroscience. For instance, no two brains develop in the same way, which raises questions about the push for uniformity in learning experiences.
The reason I am reaching out is to discuss my son, Max. I understand the state requirements, such as ensuring he can “write numbers from 0 to 20,” but I want to emphasize that my primary concern is not his ability to meet those benchmarks by the end of the year. He can confidently count to 10, especially when it involves counting his favorite toys, but he struggles with numbers beyond that. The fact is, I believe he will acquire these skills naturally as he grows.
Max is a young 5, with a summer birthday, and we even considered delaying his start in kindergarten due to the increasing demands of early education. I am a bit worried about the expectation for him to “explore a variety of digital tools to produce and publish writing.” While I appreciate the support offered, I find it troubling that he is expected to publish writing when he is still mastering basic writing skills.
There are countries, for example, that postpone reading and writing instruction until children are 7 years old. This slower approach allows for the significant developmental changes that occur in young children. Countries like Finland, which prioritize early childhood education, have shown impressive results in academic performance.
If it were up to me, I would prefer a focus on hands-on learning rather than standardized tests. In fact, I am exploring the possibility of opting Max out of high-stakes testing altogether, as I believe it imposes unnecessary stress on young learners.
This summer, we received a list of sight words to teach Max before he started school. I must apologize for not completing that task, as we were engaged in building a robot from a large box and turning our living room into a Lego kingdom. We spent our days swimming and playing outside, and while I recognize the importance of those sight words, I prioritize authentic learning experiences over rote memorization.
What I truly hope for Max during his time in your classroom is for him to grow into a kinder, more courageous, and compassionate individual. I want him to learn perseverance, impulse control, and resilience. Most importantly, I wish for him to leave your classroom with a love for learning that lasts a lifetime. If you can help nurture that passion, I would consider your efforts a success.
If there are resources or materials you need to create engaging learning centers, please do not hesitate to reach out. I am more than willing to gather materials that can benefit not only Max but also his classmates. After all, we want to foster creativity and imagination in all children, which is essential for our future.
I understand that educational policies may limit your teaching methods, but I believe we can inspire inquisitive minds together. Please let me know how I can support you this year. If I seem overly enthusiastic, please remember that my intentions are solely to ensure Max and his peers receive the best possible education, where the focus is on a genuine love of learning rather than mere memorization.
Thank you for your understanding, and I look forward to collaborating with you.
Warm regards,
Sarah Johnson