matching tracksuits

When we lived in Asheville, I worked for one year at a day treatment facility for kids who'd been expelled from alternative school. It was a tough bunch of mainly fourteen- and fifteen-year-olds. At one point, though, two boys who'd known each other "on the outside" (as they'd referred to it) were in the program at the same time. At lunch they'd revel in their former football glory, recalling magnificent plays they'd been a part of and sharing in the sorrow of those losses that had stung so badly. At one point, one of the boys mentioned having a recording of one of those games.

"Really!?" The program director was incredulous, but he managed to talk the boy into bringing in the video.

A couple of days later, during afternoon free time, the kid put the video cassette into the VHS player and pressed play. Soon, the director was howling in laughter as he watched a little league game in full chaotic, cute glory.

"Man, I thought you were talking about games you'd played in middle school or something," he laughed. "I didn't realize you were talking about second grade!" He was just good-naturedly ribbing the kids, and they took it fairly well.

Looking back on it this evening as I jogged laps in a parking lot while the Boy had soccer practice, it suddenly took on a newly instructive dimension for me. Had any of us really thought about it, we would have known it could not have been middle school football the boys were talking about. They'd experienced little success in middle school, showing out enough to be removed from the setting altogether. Even the most gifted player is going to have to meet certain standards -- administrators might bend some requirements for such a boy, but there are at least some requirements. These boys couldn't even make it through alternative school let alone the less structured setting of a typical middle school classroom, so there was no way we adults should have assumed they were talking about playing organized football in the last several years.

We made those assumptions, though, because they neatly and immediately fit our assumptions. When a fourteen-year-old boy is reveling in past glory, we don't expect it to be from early elementary school but from the recent past. It's an immediate and logical assumption that we make without even being aware that we've made such an assumption. The thing is, we make these kinds of assumptions constantly throughout the day. We couldn't function, I'd argue, if we were to give extended critical thought to each and every decision we make and every thought that flits through our mind. The trick is being aware enough of our thoughts to have as a conscious option the ability to switch on our critical thinking and go, "Now, hold on there."

It's one of the reasons I enjoy teaching literature to middle schoolers. It's just those "Now, hold on there" moments that critical reading encourages.