Wow they really did not like how much you liked pandas

9 year old "demonstrates immature behaviour" and "likes pandas"

American teachers:

Unqualified dumb fucks lmao

"Oi let me give you some facts about pandas, kid - no complaining and don't make me pull out my rubber knife on you like last time.

We're gonna learn about the recent evolution of the panda's pseudo-opposable digit thumb today..."

I'm just imagining an irrepressible thug of a grade schooler who pounces on other students when they are away from other people to mug them of their time and attention while giving them panda facts and threatening to pull out their "knife" if the other kid isn't compliant.

This is just a joke obviously but now it is headcanon for me.

Oh wow, they gave you assessments? Nice! I barely avoided being put into the "R-Word Kids" class.

The 80's were so cool!

the Chinese name for panda translates as "bear cat"

fascinating that the metric for egocentrism is not caring when someone else speaks about themselves.

Sounds like you were an awesome kid and it makes me happy you’re now a super awesome adult

Pandas 🖤🤍🖤

"often physically and mentally preoccupied with the idea of the panda bear" is a great sentence

Also linking pandas with "rain forest" (Tho I get what they were going for)

They fucked up, shoulda leaned into the panda bears. Now the worldwide panda population is even more threatened than it was back then.

"Does not understand when other children are just teasing"

Which Pokemon did you want to be though

Probably best to run this kind of thing through an OCR and post the output instead, just in case something could be read through the top page.

I got permission to share one of my kids' in-school assessments from when they were also 9 years old!

Within the classroom, ████████ is comfortable answering questions and contributing to discussions but may opt out of activities with which ███ is unfamiliar and ███ does not feel are necessary for academic growth such as partner games or activities. This tendency has also been noted in the gymnasium, where uncertainty about rules or procedures can cause ████████ to prefer to sit out.

At present, we are allowing ████████ to observe and learn activities as above in the classroom and the gym, to ease ███ apprehension and allow ███ to gather the information required to have ███ participate. In one instance in the classroom, ███ had initially opted out of an activity, but then saw how it worked, and the fun others were having and said "I think I want to try now" and joined in with a safe adult as a partner first, then a peer. Similarly, we had a gym occurrence that mirrored the classroom example and we seem to gain greater participation from ████████ through the following strategies:

• do not pressure ████████ into participating
• allow ███ to observe the activity
• watch to see if ███ shows any interest
• ask ███ if ███ would like to try (with you or another safe adult)
• this allows for guidance and practice of the skills in a safe environment if desired
• once ███ is comfortable and confident, see if ███ will attempt this new task with a supportive classmate or peer

STRENGTHS AND INTERESTS

• ████████ voluntarily participates in class when answering questions and contributing
• ███ has an expansive and diverse vocabulary compared to ███ peers
• ███ has a sense of humor and has shared things that ███ finds amusing based on the current conversation's context
• ███ enjoys reading
• ███ is able to express ███self in terms of needs

LEARNING NEEDS

████████ has presented as exceptionally capable in all subject areas, and is predominantly working on social and emotional regulation strategies, such as:

• Social participation (as outlined above)
• Risk-taking in regard to new activities
• Self-regulation and calming strategies

ADDITIONAL NOTES

• ████████ has become dysregulated in the classroom on occasion, but was receptive of help from supportive peers; and seems to respond to the teacher and a calm request or question to ascertain what is bothering ███.
• ████████ has presented as a very capable student who completes individual activities quickly. At times ███ has decided that ███ is "good enough" at a particular skill and is "bored"; including during tests.
• ████████ is raising ███ hand to share in class discussions, but to date these are statements or fact corrections and not yet requests for clarification or assistance.
• ████████ is supported by the peers around ███, and ███ has friends in the class who are willing to help ███ if ███ becomes dysregulated.

Things really have come a long way over the last 40 years. Not quite as funny as yours, but I did like the subtle, "this fourth grader is fucking fact checking me in-class, what the fuck?" note. It's not mentioned in the document, but we also had a few in-person conversations about how this kid will not shut the fuck up about axolotls.

We never addressed that last point. AXOLOTL GANG! They're almost old enough to get a tattoo without my permission, and I suspect an Axolotl sleeve is in the works given what I've spied in their sketchbook recently.

First comments is understandable for any child of yer age

Second comment is adorable, on yer fascination with Pandas. Honestly, you can't go wrong with them.

Though, Idk why you'd wanna be a pokemon at that age lmao

Third comment, with the therapist "how come you always say something about you", I think you probably improved with give-and-take in mutual convos, but I'm pretty sure a kid wouldn't get that right away

Fourth comment: now relatable, I find myself somehow struggle to follow directions, much to my frustration, and I don't have much social interaction as I want to

Fifth comment - wow, you seem quite the opposite compared to me, at that age, when it comes to school subjects interest

Sixth comment

quickly become absorbed in a book and become unaware of {} surroundings

Priorities!

Besides that minor thing, wow, you are quite the brat at that age, lmao

Last comment, on restricted range of interests

1. Limit the time daily that {OP's} can be involved with Panda bears

(why?)

2. (3 questions a day)

wow extra homework, huh

3. Establish firm expectations for work to be done outside {OP's} interest of the panda bear

Wow you might be in quite the shambles, for this

Give assignments that link {OP's} interest in Panda bears to the subject being studied

Use transfixation of panda bears to broaden {OP's} repertoire of interests

I never really understood linking, for example, math questions to cookies or, in this case, panda bears to that matter, but if that works, okay

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