@boomerang,
Another question I have -- what's the timescale? I can't tell if it happened once (yesterday) or if it's been happening a lot.
Thoughts so far:
boomerang wrote:I don't want to be one of those stomping and spitting "ohmygod my kid is being teased" people but, you know, he has enough bullshit without being teased.
I totally get this. At the same time, remember that great thread about bullies? What we really settled on was that not giving a damn was the best deterrent.
The tricky part is, nobody wants to enable bullies. And "not giving a damn" when one DOES give a damn doesn't always work.
My first instinct though is to not add any fuel to this particular fire right now -- that doing so will make things worse for Mo, not better.
I'm trying to think what I do when sozlet complains about stuff like this. Here's a recreated but roughly representative example:
Sozlet: M. kept bothering me today...! She kept telling me that 6:45 minus 30 minutes was 6:20, and I said it was 6:15, and she would NOT shut up about it!
Me: Yikes, I wonder what was up with her today.
What happened when you asked her to stop?*
Sozlet: Nothing! She just kept getting more obnoxious about it!
Me:
What did Mrs. T [the teacher] do about it?**
[possible trajectory #1]
S: Nothing!
Me: Did she see what was going on?
S: No....
Me: If it bothered you so much, why didn't you say something?
S: Errr...
[possible trajectory #2]
S: She gave M. a talking-to for not listening to her explanation on the board and for bothering me about it. ***
Me: I see. Too bad M. was having a bad day. [general commiseration]
* Start with the assumption that the kid did something about it at the time if it was that bothersome. This sets up the assumption that it SHOULD be their first response, for the future, and reinforces if that's what they already did.
** From there, emphasize that it's the teacher's responsibility to deal with these kinds of situations -- ones that Mo feels he can't deal with himself but that seriously bother him. In second grade, the teacher can take it from there. (I specify second grade because it's still young enough that the teacher can deal with it without social kickback -- later on it's harder.)
*** Actual result of this particular actual circumstance.
I think all of this is best dealt with in the moment rather than circling back to it later on. (I think you know this too, just saying.)