Dear Ms. Johnson,
I hope this message finds you well! While we haven’t had the chance to meet yet, I wanted to take a moment to introduce myself and share a bit about my approach as a parent. I must confess that I might come off as one of “those” parents—those who are frequently checking in and perhaps a bit overprotective.
Having spent years in education—first teaching children in the very city where I grew up and now training future educators—I’ve gained insights into the evolving landscape of classrooms today. My experience includes teaching university courses on educational policy and psychology. This leads me to ponder how current educational guidelines sometimes contradict what we know from neuroscience. For instance, neuroscience suggests that each child’s brain is unique, so why do we pursue a one-size-fits-all approach?
With that in mind, I know you’re tasked with helping my son reach specific benchmarks, like writing numbers from 0 to 20. While he can count to 10 when it involves his favorite toys, he struggles to connect that knowledge to larger numbers but shows genuine curiosity about what lies beyond. Honestly, I would much rather see him leave your classroom with a love for learning than check off an arbitrary list of skills.
He’s only five years old, and we debated holding him back a year, given how kindergarten has evolved to mirror first grade. I also have some concerns about the expectation for him to use digital tools to publish writing, especially since he is still mastering basic writing skills.
Interestingly, there are countries where formal reading and writing instruction begins at age seven. They recognize the developmental shifts that occur in young children, and perhaps we could learn something from their approach. I would prefer if you could focus on allowing him to explore and play in learning centers rather than stressing over tests.
This summer, I received a list of sight words for him to learn before starting school, which unfortunately remains untouched. Instead, we built a robot from a large box and transformed our living room into a Lego fortress. While we didn’t focus on sight words, we engaged in activities that foster creativity and problem-solving. I believe that authentic learning experiences are far more beneficial than rote memorization.
As for what I hope he gains this year, I would love for him to become a bit kinder, braver, and more compassionate. I know the competitive environment he’s entering can be tough, and I want him to feel confident and resilient, regardless of how he measures up against peers. Above all, I want him to leave your classroom with a deep love for learning. If that happens, I will consider your efforts a resounding success.
I want to support you in this endeavor. If there are materials or resources you need, like building supplies or art materials, please feel free to reach out. After all, it’s crucial for all children to have the opportunity to engage and thrive in their education.
Thank you for your time and dedication to nurturing young minds. If I seem overly eager, please understand it comes from a place of wanting to ensure my son and his classmates have the best educational experience possible—one grounded in curiosity and creativity rather than mere memorization.
And one last note: I’d appreciate if we could avoid worksheets.
Best regards,
Laura Smith
Summary
In this heartfelt letter to a kindergarten teacher, Laura Smith introduces herself as a concerned parent who values creativity and a love for learning over strict adherence to standardized benchmarks. She shares her insights from years in education, advocating for a playful and explorative learning environment for her son. Laura emphasizes the importance of social and emotional growth alongside academic skills and offers her support in creating a nurturing classroom atmosphere.