That example has me curious: where is the threshold between helping your kid and undermining things?
If a school assignment is viewed as an assessment, will extra scaffolding break that communication loop?
Or is there authentic learning required to bridge between your child's uniqueness and the teachers style?
This is stuff that I've pondered with very similar assignments. Because DS has motivated teachers who seem really engaged and attuned, I worry if we help too much then the teacher is led astray in terms of ability and their personal effectiveness. I know I can ask probative questions to get DS to open up and restructure things, but I'm not sure how I know it wasn't temporary.
