![I"m not weird, I'm just five](http://cdn2-b.examiner.com/sites/default/files/styles/large/hash/78/44/78441659ccbb1fabd8432dae0aaea8ab.jpg "I"m not weird, I'm just five")
My five-year-old son recently received his report card. Why preschoolers need a report card is beyond me; aren’t they supposed to just play without worrying about anything? But no; I am summoned to the school for an actual conference, a one-on-one meeting with his teacher, to discuss his progress. I am also expected to micro manage my son’s pre-school experience and stay informed about every single move he makes.
To me, progress is if he goes to bed on time, eats his dinner, and blows his nose without being prompted. According to his report card, which consists of several sheets with complicated codes, my expectations are way too low. There’s “C”, which stands for “consistently”, and that’s good. C is what you want, and luckily, he’s got some. However, there is also “S”, meaning “sometimes”, and that’s not good. If you get an S for something, you will have to work on that something until you get better.
Mendel’s report card has many “S’s”. Apparently, he has not perfectly mastered the areas of coming to school willingly, showing an appropriate attention span, taking turns, being in a positive mood under normal circumstances, following routines independently, interacting with other children non-verbally by smiling like an idiot all the time, and so forth and so on. Okay, yes; I’ll address those things with him at home exactly never:
“Mendel, we are concerned about your inability to interact with other children in a non-verbal manner.”
“Huh?”
Since when do we expect such perfection out of a five-year-old? Isn’t it enough that he does most of these things 80% of the time?
Of course, he also has a few “I” scores. Those stand for “In Progress”, which in everyday language means he sucks at it. He doesn’t express his wishes and preferences clearly, it states. Funny; I always thought screaming “I don’t want to!” at the top of your lungs and pouting in the corner was very clear. Then, it states that he is “very vocal about not liking suggested solutions”. So what is it then? Does he express himself clearly, or doesn’t he?
Defensive much? Yeah, I kind of am. Can you blame me? They forgot to add that extra category at the bottom, the one that says “Your child is a perfectly normal five-year-old. He often behaves quite well, but sometimes kicks and screams and is cranky for no reason.” Now that I would find convenient; that way, the teachers can just mark the box and leave the rest alone.
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Comments
www.examiner.com/x-28964-Anchorage-Conservative-Examiner~y2009m11d4-Education-Teaching-children-to-succeed-and-Teachers-to-Teach
Ahhh-You and I are singing the SAME song, except mine is 13 and expected to act like she is doing post-graduate work.
God artilcle-starighforward with both barrles-THEY need to hear this sometimes...But I have a tendendy to actually go visit them, and say these things myself
I think nextime, I'll print out a copy of your article, and show it to them....
Good Job
The pressure for higher and higher standards, at a younger age will not go away. I know your frustration as a mom, as a teacher. I will tell you the teachers in my building feel the stress, it comes from top down. Let me reassure all teachers love children and are mindfully aware of their students development stages. I enjoy your writing, it makes me smile and I have subscribed. -Parenting--Education-Examiner
Thanks for the comments!
Who does he have?
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