Thanks for dropping by. The Teacher's Lounge, formerly known as the Visitor's Corner, is a place where you can let it all hang out. I hope you'll use this space to ask questions, share ideas, and offer opinions. Please don't be a wallflower. You'll learn more if you contribute, and so will I.

Please know that I sincerely welcome parent input. I want to know what parents are thinking, and I want parents to know where teachers are coming from. Kids are our common cause and we'll serve them best if we listen to and help each other.

So ... if you want to weigh in on an issue or have a concern, just hit the Contact link and tell me what's on your mind. I will be happy to publish your name and city, or you can have that information withheld. You tell me what you want done, and that's the way it will be. This is YOUR Teacher's Lounge, and YOU are the principal!

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Mom,

Shame on you for saying you are "just" a parent. I've heard that line before and I don't buy it. There is no higher calling than being a parent. Now that we have that settled, let's discuss your dilemma. I wrote a magazine article on this very topic about four years ago, and — because it saves me time — I pasted it below. I think it gives a fairly clear roadmap as to how I would proceed if I were you.

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This is the time of year when parents start thinking about which teacher they would like (or not like) their child to have next year. Some elect to simply cross their fingers and hope, some make an appointment to discuss the situation with this year's teacher or the building principal, and a few wait until the class lists are revealed (in midsummer) and then — depending on whether or not they got their wish — make their move.

I discourage the wait-and-see option. The building principal (using the current teacher's written input) spends a great deal of time making up next year's class lists. First and foremost, he (or she) considers each child's personality and individual needs. He tries to divide the children up so that all classrooms at any given grade level will have approximately the same number of high, middle, and needy students, the same number of "behaviorally challenged" kids (how's that for political correctness), and a near-equal number of boys and girls. Whenever possible, he tries not to put twins or first cousins in the same room, or two kids that have had trouble getting along with each other in the past. It's a tough job.

What happens if one, a few, or several demand a change after next fall's class rolls are posted in late summer? It's back to square one for the building principal. I'm fairly certain this situation doesn't make the principal a happy camper, and I suspect it's not a particularly cheery time for those who have to be around him. So — let's scrap the "scream and demand" last-minute option and look at whether or not you really need to request a certain teacher for next year; and if so, how to go about it.

I cannot stress too strongly the fact that most students do not need to have or to avoid having one particular teacher. I say this because...

• An ineffective teacher for one student can be highly effective with another.
• Every teacher has at least one area of strength or expertise. Most have several.
• Most kids will adapt to any teacher if the parent supports that teacher. The opposite is also true.
• The most popular teacher is not always the best teacher, and the least popular is not always the worst teacher.
• No matter how unpopular a teacher may be, he is probably not incompetent. If he were, he would already have been relieved of his duties.

Of course not every kid fits the "bring-it-on, I-can-handle-it" mold. Children who (because of disposition or personality traits) do not bond easily or adapt to certain personality types, are the ones who may need some advance parent input for determining next year's teacher. If your child is in this category, you will probably want to discuss the situation with the building principal NOW. In order to secure the best possible teacher for your child's individual needs, you need to have in mind and be prepared to share information on the following points:

• What type of discipline works or does not work with your child?
• Does he accept good-natured teasing, or is he repelled by it?
• How does a whole-class, behavior modification lesson (e.g. fanny-chewing) affect her?
• Does he relate best to a warm fuzzy teacher that hugs — occasionally — or to the "just the facts, ma'am" instructor?
• Is she put off, or turned on, by verbal praise? (This method of reinforcement embarrasses some kids!)
• Is he okay with loose-structured scheduling, or must he have routine?

Highly effective teachers vary greatly in these areas. When a parent is aware of a particular personality type or teaching style that his child thrives under (or vice versa), he needs to share that information with the building principal.

There are two more situations when a request for a special class placement is appropriate. If a parent has had an unpleasant relationship or unresolved problem with next year's possible teacher, he needs to make the principal aware of it now. It is to everyone's advantage to avoid situations that have little chance of succeeding. Secondly, if there is "bad blood" between a child and a same-grade neighbor, cousin, or whomever, they should not be placed in the same classroom — if at all possible.

Finally, if you do decide to talk to the building principal regarding next year's teacher, do it now. Keep in mind that informal requests made while waiting in line at the supermarket or leaving church, are likely to be forgotten.

If you are serious about your quest for a particular kind of teacher, you should make an appointment to meet with the principal in his office and take a written list of concerns and/or recommendations with you. If possible, concentrate on the type of teacher your child needs, rather than on one individual whom you do not want. And please leave your Big Stick at home. You will catch more flies with honey than you will with vinegar.

Good luck, Mom.

Jacquie