Dear Editor:
Re: Bad marks part of life, In My Opinion, The Record, Jan. 22, by Alfie Lau.
I hope Alfie Lau's self-admitted "peasized brain" isn't an impediment to him understanding my point of view. I'll type slowly and loudly to make my argument easier for him to follow.
Fact: I have higher expectations of my child than anybody - teachers included.
When my child underachieves, my first response is they should work harder.
But suppose for a moment that the marks didn't reflect what the child knew or the teaching was ineffective?
Speaking hypothetically, what if the instructor wasn't wonderful like Alfie's and couldn't be described as "patient" or "appreciative"? Or didn't give a "knowing smile"? Or didn't seem to care "about teaching us the right way"?
What if the teacher wasn't merely "tough" but was something else?
Shouldn't a parent let someone at the school know?
Unfortunately, apprising someone at the school of the situation means making a "complaint." And like most of us, I don't like to complain.
Given the current complaint system, we're told to bring the issue up with the teacher first, and, if unresolved, we're to speak with school administration, and then senior administration, and then the board of education, and ultimately the superintendent of achievement.
The complaint process is arduous and full of pitfalls and nuances that thwart most parents.
The multi-system failure we have now is the end result.
Yes, Alfie, tough experiences and consequences can teach valuable life lessons, but in a structured environment with layers of oversight, such as a school, the learning outcomes and consequences should not be harmful. Or at least shouldn't be harmful if everyone from the classroom teacher up to senior administration is doing their job.
Lisa Chao, New Westminster
