Jonah’s teacher called me towards the end of the school day today to talk to me about a couple of incidents. This isn’t a teacher I hear from very often, in fact she pretty much only calls if Jonah hurts someone or is hurt by someone else (both of which are rare). Last year Jonah had a wonderful teacher who sent me photos every couple of days, updated me via text if Jonah made a new friend, and stopped me to talk about how Jonah was doing almost daily at drop off. I felt 100% confident that she understood who our son was and what his unique needs were and was doing everything in her power to support him and us. This year’s teacher has many more years of experience but hasn’t made as much of an effort to get to know us, which doesn’t help when she calls about problems.
The first issue was that Jonah brought a pair of binoculars to school (his own, which I allowed) and apparently hit Jude with them at some point, so a teacher took them away. (It’s worth noting that all three of our kids dispute this story, and have told me that the binoculars weren’t at all involved in the incident – that Jonah simply pushed Jude and it seems the teacher confiscated them perhaps just because she needed a quick punishment, which I’m not OK with, but I didn’t know that during the phone call). The teacher told Jonah that he needed to talk to her about what happened in order to get the binoculars back, he refused, so they were put up high. Later he snuck them down when she wasn’t looking, and they were confiscated again. I told the teacher to feel free to keep them until he did as he was asked and had a conversation about the incident.
I like to think that I’m not the kind of parent who will make every excuse on behalf of my child so that they’re never held responsible for their poor choices. A bad decision is a bad decision and sometimes there are consequences. I didn’t think that Jonah ought to get his toy back simply because he’d managed to maintain his stubborn position until the end of the school day. I told the teacher that she had our support on that one.
The second issue though, gave me pause, and made me wonder if I’m ever going to be able to fully buy into the norms and rules of the public school system. Music class came after the binoculars incident, and at the start of class apparently there was some dispute about where a good friend would be sitting (again, Jonah’s story doesn’t match that of the teacher at all and he’s not much of a story teller). The teacher claims that a good friend of Jonah’s didn’t want to sit next to him, and Jonah was upset about it. Jonah tells me that a teacher moved the friend because they were talking, which is a very different proposition. We’re talking about four-year-olds here. At any rate, Jonah was probably stewing over the two issues and chose not to participate in music, which isn’t entirely unlike him. He never liked music last year and it often took a great deal of coercion to get him to participate. This year though, he’s been better about it, but on this particular day it made sense to me that he was upset, and he chose to sit outside of the circle and suck his thumb. His teacher was clearly bothered by this.
I spoke to Kristin about it when she got home and told her that I was struggling to figure out how to talk to Jonah about music class because I couldn’t come up with a reasonable explanation as to why he needed to participate. I mentioned this to his teacher during the call, not by way of argumentation, but because I’d hoped that she might offer some early childhood wisdom that would help me to coach him. She told me that she’d threatened to put him in the other music class with the smaller children (which she knew he wouldn’t like), and I told her that I wasn’t sure threats were the answer, and that I’d like to come up with a way to intrinsically incentivize participation. I also suggested that I might mention kindergarten norms for next year, and tell him that in kindergarten he’ll be expected to participate. She responded that it wasn’t about kindergarten; if a teacher asks you to do something you need to do it. That was where she lost me.
Sometimes Kristin has a hard time removing her teacher hat when it comes to questions of school behavior (and parenting in relation to school behavior) but this time she was 100% with me. Neither of us feel that, “you have to participate in music because you have to do whatever the teacher says,” is a reasonable explanation as to why he ought to do something, nor will it do anything positive for his feelings about school or learning or music for that matter. Had he been running around the room or getting out toys that weren’t a part of the lesson or yelling or doing almost anything else at all, we might have felt differently. But sitting quietly just outside of the circle sucking his thumb? He was wrestling with big feelings and upset from just a few minutes earlier and he was trying to cope without bothering anyone or disrupting the class; where’s the problem exactly?
And this is where my dread about enrolling our kids in school begins to seep in. I just don’t think that this is how you cultivate a love of learning and experiences and curiosity in children. I want to raise children who know how to think for themselves, and are moved by things that they’re moved by, not kids who simply know how to listen to directions and follow them regardless of how they might be feeling. Jonah likes music at home; all three of our kids ask to have music turned on during breakfast and in the car on the way to school in the morning. You develop a love of music when you enjoy music, not when you’re told, “you’ll sing because I said so.”
I’m not suggesting that they ought to let him go do something else that he’d rather be doing, but if he chooses to sit silently and wait for the lesson to end, who cares?
So tonight I’m feeling sad and kind of angry about it, and it doesn’t help that Jonah turns five in a few weeks and for some reason that makes me want to cry. I’m not ready for him to be a kindergartener (which I realize won’t happen until next fall, but still, there’s something about turning five), partly because I want him to stay little forever, but also partly because I don’t have a lot of hope for the public school experience. I want to believe in it, but I just don’t. I went through public school and turned out fine I suppose, but I also developed study habits that were entirely about my grades and had very little to do with actual learning and curiosity. Even once I was in graduate school and had the self-awareness to know that my motivations were misguided I couldn’t seem to re-program the way that I studied. I want more for our kids, I want them to learn because they love learning, to discover passions because things inspire them, and to participate because life is more interesting that way.
I’m a pleaser. I hate to disappoint others and find it gratifying to help someone when asked, but I’m also someone who has always asked, “why” and needed a logical explanation as to why something ought to be done. To me, “because I said so,” just doesn’t hold water, especially when we’re trying to teach a four-year-old about the world.