Matching Tracksuits

learning

Reading with the Boy

Wednesday 12 June 2019

We try to get the Boy to read a little every night. Tonight we worked on L’s old book about spiders. I found the place we’d left off, but the Boy insisted that he’d finished with K last night.

“Well, it doesn’t hurt to read it again,” I said. It might have sounded like I was just being lazy, but being able to read a tricky passage fluently will build his confidence. We learn by repetition, especially recognition of new words.

“The back part of a spider’s body is called the abdomen,” he began.

“Wow — you read that tough word like a pro,” I added.

“What word?”

“Abdomen.”

He sighed. “Daddy, I recognized the word.”

“I know. And that’s a long word to know. How many letters?”

He counted: “Seven.”

“You recognized a seven letter word!”

“No, wait,” he said, counting hopefully again. “No, just seven.”

He continued, stumbling a bit: “It has the spider’s hear — hear?”

“Heart,” I helped.

“Heart and the spinnerets, which make silk,” he continued.

“Spinnerets?!” I gasped. “Are you kidding? You read that like a pro as well!”

“But daddy, I stumbled over a” and he paused to count. “A five-letter word.” He often stumbles over words, words that sometimes surprise me.  And he recognizes and reads fluently words that sometimes surprise me. It’s part of learning to read.

“That’s okay,” I reassured. “You stumbled over that word, but you nailed ‘spinnerets.'”‘

Many of my students over the years have face similar struggles, and struggling readers are not confident readers. I’ve sat with kids who were reading, asked them to read aloud, and heard difficult passages come out like this: “It has the spider’s hea hear — whatever — and the spin spin — I don’t know — which make the silk.” If that’s what’s going on in their head as they read silently, and there’s no reason to think it wouldn’t be, it’s no wonder they don’t feel confident with reading: the struggle produces nothing but a confusing text. And they’re likely to anticipate all this: before they begin reading, they’ve convinced themselves that they won’t understand it. And all of this builds and calcifies into not a mere reluctance to reading but a positive aversion to it.

Confidence eliminates those “whatevers” and “I-don’t-knows.” And so I have the Boy read books a second, third, and fourth time.

“But I already know this book,” he complains.

“I know — that’s the point,” I think.

Spring Monday

Monday 29 April 2019

I was worried that this would be the first of several very difficult days. With no one here to help with the kids (read: E) in the morning, it’s difficult for me to get out of the house very early. This week, however, is my duty week: I get to spend thirty minutes before my contracted arrival time supervising kids on the eighth-grade hallway. It’s loads of fun, but the downside is that I have to leave much earlier than usual. Which created a dilemma: what to do with the Boy. Two options: ride with the neighbor or leave without breakfast and have it at school.

At around 6:15 this morning, the Boy toddled downstairs, still rubbing his eyes, and presented a third option: “I’m just going to eat breakfast now.”

“Are you sure? You could still sleep another half hour.”

“Nah, I’ll stay up.”

And so the Boy proved once again that life is like calculus: there’s often more than one (or even two) solutions to a given problem.

Once at school, the usually peaceful morning duty transformed temporarily into one of those moments when, as a teacher, I see a student’s future and think, “Wow, if this kid doesn’t make some serious changes, do some serious maturing, she’s in for a long, tough life.” And much of that, in most cases, is due to environment: they’re not choosing necessarily to be a disrespectful kid. It’s something that works on the streets and/or at home, and they just bring it into the school as well.

That particular exchange foreshadowed the discussion I was to have with my honors English kids, who read Plato’s “Allegory of the Cave” last week as their article of the week. We began with a review via video:

Then the kids went through a few discussion questions:

  1. To what extent do you find Socrates’s point about the human tendency to confuse “shadows” with “reality” relevant today?
  2. What could be the elements that prevent people from seeing the truth, or regarding “shadow” as the “truth”?
  3. In society today or in your own life, what sorts of things shackle the mind?

The common theme that came through in all of these discussions was the role social media plays in creating false realities, in preventing people from seeing truth, in shackling the mind. It’s ironic: I see so many of these kids buried in their phones before and after school, yet they’re strangely aware of the negative effects.

After school, I hopped out of the car thinking, “So far, other than the little issue in the morning during hall duty, this supposedly tough day is surprisingly enjoyable. After dinner, it was even more so: one of E’s choices in his literacy log is to find a pleasant place to sit outside and read for a while.

And after that, a little project: a bird house. Where did this idea come from? I don’t know. The Boy simply talked K into buy him a piece of pressure-treated 1 x 6, and although he originally planned on building a tree house from that single plank, he was flexible enough to realize that a bird house was probably more in the scope of that single plank. So he found instructions on YouTube, gathered tools, and together we built a little bird house.

“Once you’re done, I want to help with the painting,” the Girl declared, and so with twenty minutes to go before the start of E’s evening ritual, they began working.

“Let’s decorate it with birds,” the Girl suggested. They began drawing various silhouettes of birds while I got the dog’s dinner ready, only to discover we were out of dog food.

“Alright kids, you’ll have to do the actual painting tomorrow. E, you’ll have to go with me to the store to buy some food for Clover.” I was expecting a small fit, some protesting at the very least, and I was reluctant to stop the work in progress: it’s so rare that they find something that really engages them both.

Still, the Boy was surprisingly mature. “Okay,” was all he said, and off we went to get some kibble for the pup.

And so at the close of this surprisingly pleasant day that was supposed to be the first of several tough ones, I find myself realizing anew that “tough days” and “bad days” and “rough days” depend more on our perception than anything else, just like Plato’s shadows suggest.

Story

Monday 18 March 2019

His homework: write a realistic story.

“What does that mean?”

“No dragons and such.”

He wrote a story about a little boy who eats cereal for breakfast and watches Tom and Jerry as he eats.

Where do you think he got that idea?

Tuesday Play

Tuesday 26 February 2019

The Boy has wanted a Rubik’s cube for some time now — a week or so. For him, it’s felt like an eternity. We ordered him a pair from the South American River Store: a 2×2 and a classic 3×3. This evening, I worked with him on the 2×2, trying to show him how to move corners around. It’s a two- or three-step process most of the time, and while he’s making progress, he’s still got some time before he’ll feel comfortable working a 3×3. And that’s just working one color.

I never learned how to work a cube fully. I could do one side, two sides. I think I got three sides once or twice. But a fully completed puzzle? It never happened. I had a book, but it just didn’t make sense.

Now we have YouTube — which means I’ll defeat this beast before I die…

Homework

Thursday 31 January 2019

Sometimes, everyone gets a little frustrated with homework.

Tough

Sunday 6 January 2019

No doubt about it — this has been a tough week. Probably the worst week we’ve had in memory, K suggested. A good friend died on Monday; our cat died on Wednesday; Thursday saw two funerals (the friend and the cat, obviously) and a visit to the emergency room with Papa; and Nana still in rehab this whole week. The kids are likely feeling neglected but are showing great patience with everything. The parents are feeling exhausted. And, well, the kids, too.

Breakfast this morning started with a little nap at the table. After breakfast, we went our separate ways: the kids with K to church; I went to spend the morning with Nana.

When we came back, the clear skies, after weeks, months, no years of cloudy, rainy weather, called us outside. First things first: I finally finished up Bida’s grave. We’ve been afraid that the dog might be too curious and tempted by the freshly dug earth despite the fact that we put a large stone to mark and protect the spot.

So today, I spread the best dog-digging-deterrent we’ve found al around: straw. K thinks it’s because the straw gets in the dog’s nose as she’s sniffing around, which would cause a fair amount of pain, I suppose, if the strand of straw got jammed in a dog’s nose just right. Or it could be that it hides odors, because the digging always starts with sniffing. Whatever the cause, we feel better about Bida’s grave now, though we don’t feel so much better about her absence. It’s amazing how much a little old gray grumpy cat adds to the family dynamic.

Next, we went down for some swinging, jumping, and Clover-entertaining.

Next, a little homework. We’re trying to get everyone back into a normal schedule, which includes daily reading and writing, especially for the Boy. The Girl takes her own initiative with the homework. The Boy — not so much.

So we sat on the deck, and between yogurt breaks and tossing the ball for Clover, we finally finished the homework. The Boy was trying his best to make the process more difficult than it needed to be, and I just wanted to get through it all, because I knew what we were planning next:

Today’s task: find a way to cross the creek. We found one, made another. Something tells me we’ll be spending more and more time out there as the weather warms.

Finally, a small dinner with Aunt D, who’s come to stay with her big brother and help out with everything.

Pig Reef

Monday 10 December 2018

The day began as yesterday began: outside.

The Boy has for some months been obsessed with The Axel Show, and lately, they’ve been going on an extended treasure hunt, set up by the Game Master and continually disrupted by imposter Game Masters who steal clues and create chaos. E desperately wants to have his own treasure hunt adventure, so we set off today to have one. No one’s hidden any treasure anywhere, but as with many things in life, it’s the process — the journey, the adventure — that matters.

When we got back home, we did some cleaning, ran some errands, then played Scrabble with the Girl. We’ve played Scrabble Jr. together before, but as we were cleaning, L discovered real Scrabble and knew we had to play today.

The Boy began and with some help from L, played “pit.” A simple start that didn’t offer a lot of options for continued play, but I had u, r, t, and s, so I played “trust,” which eventually led to “tug,” “rug,” “roar” and “diver,” but the Boy’s next play was to add “ig” to his first word and create “pig.” A few plays later, he took four letters from his holder and suggested adding them to “pig.” The letters: f, r and two e’s.

“You know, like a ‘pig reef,'” he explained.

The Girl and I decided it was the best play of the whole game.

A quick search on the internet revealed, much to our surprise, that there really is such a thing as a pigreef.

The Last Few Days

Friday 30 November 2018

The Boy has been watching the Netflix series Extraordinary Houses. He loves it. Loves it. He’s started designing houses in his free time.

The Girl has been getting into math that requires assistance. K is only too happy to help.

Monday Afternoon and Evening

Monday 19 November 2018

When I got home, E was ready for some basketball practice. We don’t have a basketball goal, and there’s really no place we could put one, so that limits our play to some degree. Fortunately, he’s happy just to practice the basics: chest passes, bounce passes, and a bit of dribbling.

Sometimes K and I worry about his self-confidence, but at times, it seems he has a bit too much. “I’m already very good at dribbling!” he proclaimed as he slapped at the basketball. Certainly, in comparison to what he was doing a couple of weeks ago, he’s much better. But has he, as he insists, almost mastered it? So I have this fine balance to walk with him: keep him realistic but not crush his spirit.

“You’re much better than you were,” I said, “but there’s always room for improvement.”

“Well, yeah,” he said, “of course there’s always room for improvement.”

We took a little break to look at a few unusual clouds. One, in particular, looked as if Bob Ross had taken one of his wide, fan brushes and made a few strokes of Titanium White on Phthalo Blue.

After dinner, we played with his Legos. He took the Millennium Falcon set that he’d completed Sunday, tore it apart, and built something new from it. It’s a common thing he does: follow the directions, build everything in the set, then never build it again. That’s what Legos are for, I suppose.

When it came time for E to work with K on a little homework, I went up to see what the Girl was doing.

“Watching YouTube.” That’s how she spends most of her screen time these days. She watches DIY’ers and slime makers, but more and more, she watches more mature things. Like how to do makeup. She’s growing up.

“Want to play a game?” I asked. “Your choice.” But it really wasn’t. There were a couple of games that I nixed immediately. One, because I don’t even understand how to play it. A board game that has ten plus pages of instructions is not something I have the patience to learn. The other, well, I don’t really understand it either. We settled on Kerplunk, a game that takes longer to set up than to play.

I noticed how different we are regarding our sense of organization. The Girl wanted to segregate all the straws by color and then put them in the cylinder layered by colors, and she wanted the marbles segregated to the same ends. As she pulled out straws, she placed them in color-sorted piles. I, on the other hand, wanted the straws placed as chaotically as possible, and my pulled straws — just tossed in a pile.

After she beat me twice, I said, “Well, that’s fine. But you still won’t get me in chess.”

“Yes, I can beat you!” she cried and headed downstairs to get the chess set. I beat her, but she has improved so much that it’s difficult to believe. Her development followed tried-and-true principles (which is not to say “theoretical principles”–we haven’t talked about openings themselves, only the idea of getting out your minor pieces, castling, and connecting your rooks as basic opening development), and she saw clearly several threats a couple of moves away. As the game concluded, I showed her what backline mate threats are, how to anticipate them, and how to avoid them.

A perfect evening, in other words.

Wednesday Evening Vignettes

Wednesday 10 October 2018

In a flash, the cherry tomatoes were rolling across the concrete floor like greased bearings — E had been unloading the shopping cart when, in a moment of slightly careless abandon, the container of tomatoes crashed into the side of the buggy as he was lifting them out, then crashed to the floor.

“It was an accident!” he said, looking up at me.

“Well, clean up the accident, then.”

He began picking up the tomatoes and hustling them to a garbage can. Behind us, a mother and her daughter, probably around four, stood watching. When E returned for another load, the little girl walked over and began picking up tomatoes with him.

When we returned home, K and L were in the midst of figuring out a new board game. Well, not quite a board game — there’s no board to speak of. Still, a game. An exceedingly complicated game. With multiple decks of cards. And two different sets of tokens. And so many rules to remember that it seemed impossible that a human could keep that many exceptions in her mind at once.

Of course, I started making silly comments.

L, very much wanting to play, naturally got a little irritated with my silliness.

E, content to entertain himself, worked with Legos as all this went on.

And K, determined to make it through all the instructions — a multi-page book, mind you, not just a few short paragraphs on the underside of the box — kept explaining the game to us.

“We have fifteen minutes before it’s E’s bedtime,” K said. “We have a little time to play.” Between all the complicated rules and steps, everyone got a single turn in those fifteen minutes.

Scrabble Homework

Wednesday 5 September 2018

The Boy had no homework tonight, so we played Scrabble, which was sort of assigned as homework when you don’t have homework. “Play a word game,” the instructions said, and what better word game than the word game?

We played the basic version of Scrabble Junior, which has words laid out for young players — good for working on spelling and reading. We looked through the instructions but couldn’t find anything on how to play that version. The back of the board is a more traditional, blank graph for players to make their own words, and the instructions dealt exclusively with that, so we made up our own rules.

A pre-game shot when E realized, with K’s help, that he had “CVS.”

We could, in short, build words letter by letter, and one only got a point when one finished a word. E got the first point, finishing “ball” like a champ.

But at one point, I finished a word knowing that the Boy could have finished it in the following turn. K had had the opportunity to do it earlier, but he’d have fallen behind, so she elected not to take the point from him. I was the only one with no points, and I decided to offer him a learning opportunity.

He was not happy.

Storming off to the living room, he declared, “I’m not playing!” At first, we tried to get him back through his competitive spirit: “Okay, you’ll just lose your turns.”

“I don’t care!”

We needed more drastic measures, so I simply and firmly instructed him to return. “This is not good sportsmanship. There is no need to get upset because someone else gets a point. No one else at the table was upset when you got points. Indeed, we were all happy for you. Now, calm down, sit down, and play with a mature young man.”

A few minutes later, he drew a G, which meant he could finish “dog” and “grapes” for two points. (We were playing one point per word, not one point per letter of completed words.)

In the end, he came in last place, but we were all separated by single points, and by then, he didn’t care. Hungry, he didn’t even stick around to count points.

Mission accomplished.

 

Meetings and Homework

Tuesday 28 August 2018

As a teacher, I’ve been in a number of meetings. I’m fortunate to say that I can’t make a claim like, “Not a day goes by that I’m not in some meeting or another,” but I suppose that’s possible.

We have grade-level meetings every Friday. We sit around and talk about what’s going well with the logistics of our grade — moving from class to class, getting materials out of lockers, going to the bathroom, going to lunch, heading back from lunch, getting to related arts classes. All these things and a million more. We talk about students who are showing bad behavior in multiple classes and make a plan for dealing with the kid, hopefully with more positive outcomes for the kid than he is currently experiencing.

Working on math homework

Every Tuesday we have professional development. We learn about new websites, new methodologies, new laws, new tools, new books, new paradigms. We go over how to accommodate children with mental and behavioral challenges in ways that are productive and in accordance with the documentation (IEPs/504s) in place for them.

Lately, we’ve been learning about the new way the district requires us to write our lesson plans. It’s tempting to think that since the lesson plan is a tool primarily for the teacher that the district would allow a great deal of flexibility in this endeavor, but that would be a faulty assumption. Verbiage, formatting, pacing, sequencing — all of this is decided for us. And when the district decides that it wants to make a change to this or that element of our lesson plans, we, as far as I know, have little to no input into the changes and are simply told, “This is how you do it now.” Perhaps some select few teachers get to attend those meetings where such matters are decided, but I’ve never met anyone who’s had a sense of having any input into these issues.

On altering Wednesdays after school, we have faculty and department meetings. These usually just turn into information-dissemination sessions, and I’m sure many participants find themselves thinking, “If you could just give me this in writing, I can read it on my own time.” Sometimes department meetings provide professional development as well.

A frustrating moment

While sometimes there’s a distinct feeling in the room that everyone would like to be doing something else (planning lessons? assessing student work? recording grades?), many of these meetings are indeed helpful. A large organization has to have meetings.

Today, however, I attended a first in my meeting-strewn career: we had a meeting about upcoming meetings. A meta-meeting.

Enemies

Thursday 17 May 2018

Sometimes, the Boy can be his own worst enemy. It’s true of all kids his age — and older. He’ll get upset about something, fuss about it, then escalate it when the resolution doesn’t appear to be going his way. The trick is to get him to see that habit and stop it.

Today he was upset about something. About what, it doesn’t really matter, but it involved L, who was helping me clean the bathrooms in preparation for the Boy’s birthday party Saturday. We have too much to do in too little time, so some of Friday’s cleaning shifted to today. The incident spilled over to a whine-fest with his mother, then with me. I sat him down and talked to him about what was going on.

“We’re all getting things ready for you. For your party. Every single thing we’re doing, we’re doing it for you. I think if someone was doing this much for me, I wouldn’t be upset because they weren’t paying enough attention to me at that moment. I’d be thankful. I’d say, ‘What can I do to help?'”

He calmed himself down with the little breathing exercise I taught him — basically, slow, measured breaths, in through the nose, out through the mouth — and then went to ask K if there was anything he could do to help. She set him to washing dishes, a chore he adores.

“Thank you for showing me how fun it is to work together today,” he told me in the midst of his toothbrush session. “If I’d kept fussing, I would have missed out on a lot of fun.”

Later that night, as we read Tashi in bed, Tashi had an opportunity to escape from bad guys who’d kidnapped him. He ran by the river, where he saw the wife of the Chief Bad Guy drowning. I stopped.

“Do you think Tashi should stop and help her?”

“No!” the Boy said incredulously.

“Why not?”

“Because she’s his enemy. If he helps her, she might just grab him and take him back to the other bad guys,” he explained earnestly.

“Or,” I said, thinking carefully how I could explain it, “she could be so impressed and touched that he helped her that she stops being his enemy.”

“Yeah, but in Smurfs: the Lost Village, when [some character whose name I don’t remember] fell of the boat and the Smurfs helped him out of the water, he said, ‘Yeah, but I’m still bad!’ and captured them. And it was their boat. They made it themselves!” His patience in explaining that was enchanting.

“Yes, that happens sometimes,” I replied, “but sometimes, something different happens. Sometimes they stop being enemies.” I knew this was going to happen in the book, and it rings true in my own life.

Just today, I had an encounter with a student that made me feel I was in Groundhog Day. During morning duty, I’m charged with keeping all the kids sitting in the hall quietly and the hall calm and to do this, we teachers enforce a basic rule: “You can whisper, but you can’t talk.” Suzie — not her real name, of course — always talks. She speaks in a fairly low voice, but she’s engaging her vocal cords, which means she’s talking. Plus, I can occasionally hear her thirty or forty feet away.

“Suzie, whisper please,” I said calmly. Respectfully. As I’ve done every day I’m on duty for the entire school year. Her response is to quiet her voice at first but to continue talking, not whispering. Her response to being redirected again is to suggest that because other people are also talking, that I’m unfairly targeting her. Today I explained the simple fact: “That’s because you’ve taught me to expect it from you. The other people are not consistently disobeying me. The other students do it once and a while; you do it every single day.” Again — quietly, calmly, respectfully.

Today, I talked to her about it again. It turns out, she doesn’t know what whispering is. “I am whispering,” she insisted. I explained again that if she puts her hand on her throat when she talks and she feels vibrations, she’s not whispering.

“Go ahead, try,” I said, smiling.

“No!” she cried, breaking into a smile herself. “It’s embarrassing!’

I pointed out to her that I wasn’t picking on her, that I in fact like her a lot and see a lot of potential in her. “As long as you can keep these little things under control.” (She also has a tendency to grow increasingly disrespectful when redirected multiple times.)

Here’s a girl that could have easily become my enemy. I could have simply snapped at her, signed her discipline card, or by this time, probably, simply have written an administrative referral. But instead of seeing an enemy, a rebellious little brat (like many adults would), I try to see something a little different: someone who just hasn’t had anyone take the time to show a genuine interest in her regarding the little things. It’s easier just to brush if off with sarcasm or a referral.

The funny thing is, in spite of the fact that she still grows disrespectful with me, I’m fairly certain she doesn’t see me as an enemy either. Sure, it’s not the same as saving the life of the wife of the bandit who threatened to pull all your nose hairs out like Tashi did, but it’s moving in that direction.

Herding

Wednesday 2 May 2018

We took Clover for her first intermediate-level training session tonight. I was a little worried about it: we’ve been neglecting her training, and I thought for the first few minutes that the Dog might not be up to par with the other students in terms of obedience. Once she calmed down a bit though — she’s always so excited around new dogs — she did just fine.

The trainer, who was a different young lady from the trainer who led us through the beginner training, mentioned that she used to train Border Collies almost exclusively. K and I looked at each other, knowing exactly what the other was thinking.

After class, we asked her about some of Clover’s issues, specifically her continued nipping. She explained that we needed to provide her with a way to exercise that instinct — she is a herding breed, after all — in play and not with us. She suggested using a yoga ball. “It’s too big for her to get her mouth around, so she can’t pop it. But it’s big enough that she can nose it around, which is what she needs.”

L just happens to have a yoga ball. It’s now Clover’s.

In short, she went wild. She pushed that silly ball all over the backyard, nipping at it, herding it.

Training Day 2

Tuesday 13 March 2018

This evening we took the dog for her second group training session. After last week’s fiasco, I was a little nervous about the whole thing: Would she regress? Would she act like she’d made no progress at all? We walked in and everyone immediately recognized us. They might not have been saying it, but they were thinking, “Oh, they’re the ones with the dog that went completely berserk last week.”

The other clients weren’t the only ones who paid attention to our arrival: Sandy, the instructor, walked in and went straight to Clover, loving on her a bit and taking her out for a quick walk around the training area.

Overall, the evening was much less stressful for all of us.

Perhaps working to tire her — and the kids — a bit before we left helped as well…

Science Fair 2018

Monday 12 March 2018

I find it hopeful when we take L for the science fair project display. Of all disciplines, science is the one we as an American populace most obviously show a general, nationwide deficit. The fact that millions of people don’t understand the basic tenants of evolutionary theory, that millions of people think global warming isn’t a reality and if it is, isn’t the cause at least in part of human activity, that millions of people think vacations are a greater risk than they are a benefit, that millions thousands (thankfully not millions — yet) think that the moon landing was faked and the earth is actually flat, that millions of people think the earth is only 6,000 years old despite an overwhelming amount of scientific evidence to the contrary — all these facts make it clear that as a society, we have some work to do regarding basic science education.

It’s not the science education, per say, that is so important — it’s the critical thinking that goes along with it. The methodical, analytical, self-critical way of thinking. The notion that no single answer will always stand the test of time and peer review. The humble idea that you could be wrong. Go to a presentation of scientific findings and you’ll hear people constantly couching their findings in self-effacing comments designed to show everyone in the room that the presenter doesn’t think she knows it all. For every scientific finding, there are other researchers chomping at the cliché bit, attempting to replicate a given experiment, hoping to prove something wrong. Science is about putting forth a hypothesis and then watching a bunch of people try to show you you’re wrong. It must be a humbling experience.

Looking at the other projects around hers

Ironically, on the other end of the knowledge spectrum, we find the Dunning-Kruger Effect, a cognitive bias that essentially says that the less a person actually knows, the more superior that person feels about his knowledge; the less competent a person is, says Dunning-Kruger, the less likely he will recognize his incompetence.

“And what I like about this one is…”

It’s a scary thought, the idea that I could have an inflated opinion about my own talent and knowledge and not even see it. Fortunately, I don’t think I suffer from this: I see what other teachers do and know that I’m a “fair to middling” teacher: I do some things well, but I know perfectly well that I quite frankly suck at other aspects of teaching. The same goes for just about everything else. And K — she’s even harder on herself.

Or perhaps I’m just fooling myself about myself — indulging in self-reflection filtered through a carnival mirror.

At any rate, we walked around the project posters and witnessed kids getting a good first or second (or third or fourth) exposure to experience with the research methods of the scientific process, and I found my hope for humanity lifted just a bit.

Coming home and playing with the Boy did more for me, though.

Memory

Saturday 6 January 2018

The Boy gets on a kick and stays on it for some time. For the last few weeks, it’s been Go Fish. Now it seems to be shifting to Memory.

We have an animal-themed version we brought back from Poland, and it has a ridiculous number of pairs. I haven’t counted them, but I’d say it’s close to forty. I can say this because we were organizing them for a morning game and E wanted more than the fifteen pairs we played with yesterday. I pulled out twenty pairs and there seemed to be just as many still in the stack.

“Why can’t we play with all of them?”

I thought of how playing with fifteen went. It was a surreal experience. I wasn’t really trying to remember anything, to be honest; I was turning up cards, letting the Boy see them, then turning them back over. But somehow, as if by instinct, I was turning over cards to make pairs. It’s not that I didn’t want the pairs; it’s not that I was trying to let the Boy win. I just wasn’t putting forth much effort myself, or so I thought.

We compromised on twenty, but it was a bit overwhelming for the Boy: after several minutes, he’d only found one pair, and I’d found two.

Scientific Go Fish

Thursday 4 January 2018

The Go Fish obsession continues. Someone plays with the kids every night, and they occasionally play together by themselves. We’ve yet to tackle a four-player game, though I’m not sure why. The kids don’t seem to eager for whatever reason, and so perhaps that’s why we haven’t tried.

Go Fish last night

Tonight, as I was playing with them, I stood to get something from the other side of the room, and I accidentally glanced at the Boy’s cards. (He has them spread out in a chair beside him, so the natural gesture to avoid seeing someone’s cards — looking down when passing — doesn’t work.) I did notice that he had a yo-yo (we play with a picture-based card set), and since I had a yo-yo, I thought I’d do a little experiment.

“L, do you have a yo-yo?” I asked during my next turn. E was set to go next, and I was ready for him to ask me if I had a yo-yo. He had been a little distracted, though, and asked instead, “L, do you have a yo-yo?”

L looked at me; I smiled back at her.

Afternoon reading

“E, I just asked her that,” I laughed. “You should have asked me that just then. Now, I’m going to ask you for it next turn.”

Playing with dough after dinner

He just smiled.

Last Day of Break

Tuesday 2 January 2018

“Daddy, I don’t understand. On Sid the Science Kid, the teacher calls all of the children scientists.” The Boy paused for a moment: he’s learned how to pause to heighten the moment just a bit. “That can’t be right! They can’t be scientists!”

We were on our way home from shopping, leaving the girls at home this last day of break. K stayed home because of a lingering illness, so we were together for the morning, but the Boy and I headed out after lunch to do the week’s grocery shopping.

“Why can’t they be scientists?” I asked, wondering what he had in mind.

“They’re just kids!”

“So?”

“To be a scientist, you have to have a job. That’s your job. A scientist,” he explained still frustrated, though sometimes with him it’s hard to tell if the frustration is real or just pretend, as if he’s trying it on for size.

I thought about his definition and reasoning for a few moments, thought about why the teacher would be calling children scientists — obvious for an adult, not so much for a child.

“Well, E, it’s a question of scientific thinking. She’s calling them scientists because they’re behaving like scientists. They’re thinking like scientists.” This satisfied him for a few moments, but it didn’t satisfy me. I was wondering if he would ask what it means to think scientifically, hoping he would ask. He didn’t, so I prompted him. “Do you know what that means, to think like a scientist?”

“No.”

“It’s a process. You observe. You think about why things happen. You make predictions about why things happen; you check those predictions…”

I fear a lot of Americans really have no clue what it means to think like a scientist.

The other night, while on a walk, I was listening to an old sermon by a religious leader, and he was railing against “intellectualism.” He never really defined it. He never really explained why it was so bad other than to say it was vanity. He was upset about how some Biblical scholars will spend so much time picking at the smallest little detail, and as he said that it occurred to me that he really didn’t have a firm grasp of what those scholars were doing, how they were examining the text, their methodology and the justification for it.

I think this is a common thread in America, this anti-intellectual position, and it’s directed at all sciences. People dismiss all sorts of things they, were they taught like Sid the Science Kid to think scientifically, they likely wouldn’t dismiss, and they accept things that, were they taught like Sid the Science Kid to think scientifically, they would dismiss out of hand.

So I was very pleased when E later spoke of thinking scientifically. And as he played Go Fish with the girls, it occurred to me that here is a perfect opportunity for some basic critical thinking: observe (listen to what others are asking for); test (ask for a few things in a systematic way); repeat.