The Boy loves Pokemon cards. We play sometimes, but I’m not sure he understands quite how to play because the way he taught me seems a little overly simplistic. But we still have fun.

For some time now he’s been participating at the card trading table the teachers have set up for kids in after school. Every day he tells me about who wanted to trade what with whom, and sometimes he’s frustrated because someone didn’t want to make a given trade with him and other times he’s upset because he didn’t want to make a trade with someone — rarely are all parties happy, I fear.

During all this trading, he’s had a single-minded goal: to get some super-mega-ultra card with some ungodly number of damage points and virtual immortality. At least that what it sounds like in all his almost-hyperventilating hyperbolic descriptions.

Today, he finally managed to make that trade.

In the evening he had to work on a project that we somehow didn’t realize was a project and got swallowed up in the chaos that is our family life. He got another copy of the project and began working on it tonight.

As a teacher, I always view these things a little differently than K. I find myself sometimes judging work, thinking, “How useful is this really?” And other times I find myself thinking, “That’s a great idea. I’d use that if I were an elementary school teacher.” (God forbid!)

I also find myself a little less worried about our children’s grades. “This might drop your grade significantly!” K fussed at the Boy this weekend when we realized what had happened. My response: “Yes, and?” Grades in elementary school are not something I worry too much about. More importantly: did we make sure the Boy learned some kind of lesson about communication and organization with this adventure? Did we learn anything?