I appreciated this post of C J Westerberg’s on The Daily Riff blog in which she addresses labelling of parents and parenting behaviours.  I have posted on this topic previously as well.  We may create and apply such labels to help solve or clarify a problem — but does it really help?  C J wonders what we are really talking about,

It’s about context.  And place.  And time. And most importantly, behaviors just may depend upon the quality of relationships in the learning process, in and out of school. But how often are we really talking about and thinking about the quality of the relationships in school?

Our society has come a long way in deterring the labelling of children, I think.  Why does it seem to continue so much for parents?  I think it works against efforts to seek to understand parenting trends or confusing behaviour, especially in the context of education.  I thought C J summed up the collective “dance” well in her last sentence on her post,

Until higher education entrance standards change, parents, teachers and students will always be dancing between learning or getting better grades and test scores because sometimes those trains don’t meet.

A recent post by Carolyn Durley, a teacher and parent, also captures the complexities in trying to understand the purpose of classroom assessment.

We all want to be understood, but do we seek to understand — about each other… and learning?

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