It’s been a hectic two weeks. And I know it’s just the start.
First, school is in full swing. I’ve been to four open houses. One for each boy and my own.
At my own, I repeated myself five times with the same speech, same jokes with the same silence. I really need a sound machine with the sound of chirping crickets. I talk about the course, my expectations, my joy of teaching their kids. I assure every parent that yes, your kid is doing fine. (Really, it was this last week that they were given the ball to drop; sometime this weekend I’ll learn how many decided to turn in their first homework assignment.)
The first open house was Tornado A’s where I learned he’s so bright and sweet, so smart, so with it. I’d wish you luck, but you already have him. Good luck, any ways. You’re going to need it. Behind that sweet smile lies the mind of a mad genius. I also was stopped by several teachers to ask how my year was going, to exchange notes and ideas, to whisper good luck and congratulations. You have no idea how much high school freshmen are like elementary kids.
Then it was Tornado S’s open house. Usually we discuss his many weird, complex issues. But my parents have already talked to the teachers, and two out of three teachers had already had Tornado E. So I introduce myself. And Tornado S is so sweet and kind, so brilliant; we just need to help him get it out, and by the way, how’s the school year? I exchange notes and ideas with the other teachers, explaining the math common core for a few families while the math teacher talked with another family about homework. You have no idea how much high school freshman are like 5th graders.
Finally Tornado E’s open house arrived. I carpooled with a friend, and I was spoiling for some answers because Tornado E had been bumped to the regular math class because of a pre-assessment. Then he was getting a solid C in his new math class after I had lobbied for a retest or re placement. But since my boy is becoming more cautious in new situations, I don’t start out with, “Hi. I’m Tornado E’s mom; I’m so sorry.” I introduce myself, and immediately I get, “Ah, yes, Tornado E. Smart kid. Really smart. Just quiet.” Yeah, give him time. Then it was time to talk to the math teacher about her methods, expectations, her weighting practices. After all that in front of the parents, I talked to her privately about Tornado E, who is impressing her greatly, who she thinks is capable of algebra with a little help, who she hopes isn’t discouraged. Well, he is. He loves math, and he’s proud of his math scores. Oh, but he took a test the day after he got into my class and got a C without instruction; that was impressive. That C has him off computer and video games. Oh, well, then. We hammered out a plan.
And this is just the beginning. Cub Scouts goes into full swing next week. So does religious classes. Tornado S wants to join Kung Fu with his brothers. Tornado A would like to add a third martial art. Uh, no.
And I should have 140 essays to grade this weekend.