Some Things Require Repetition

I Liked to Talk

When I entered second grade in 1966-67, our classes were tracked. I was placed in the advanced class. Mrs. Painter was my teacher. She was stern and not very patient. I was precocious and not particularly interested in the lesson of the day. I ended up in the office regularly. As fifth of six at home I had learned to speak up for myself. I later learned that my family has a long line of boys who were auditory learners.

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I don’t recall feeling particularly concerned about reading but getting those

books in the mail was a big deal.

The Grand Conspiracy

As the fall progressed, a variety of adults would take me out of the classroom to do numerous activities that involved reading. At home my mother was trying to get me to read to her as she completed chores around the house. My parents also got me a subscription of “I Can Read” books featuring children’s classics including Dr. Seuss. Getting those books in the mail was exciting.

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I thought I knew what I needed to know.

I was not interested in schoolwork and completed few assignments. My brother was a college football player, and I naturally assumed that I would be too. I also loved the outdoors and played in the woods around my house. School did not seem so important. I thought I knew what I needed to know.

Who Needs Words When Drawing Will Do

Around the beginning of the second semester, I was moved to the class of lowest achievers. All I remember from that class was that I had Mrs. Jones, who I liked, and was not sent to the office. I simply remember drawing elaborate war scenes all around my paper every day.

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I doubt I finished one school assignment second semester.

I was enamored with reruns of the TV series Combat, and it, along with my brother’s exploits on the gridiron became the inspiration for drawing. I won a school wide art contest that spring. Mom encouraged my interest in drawing and got me drawing pads and coloring books. I loved to work with my hands. I doubt I finished one school assignment second semester.

The Preacher’s Kid

My Dad was the Rector at St. Paul’s Episcopal Church in Chattanooga. St. Paul’s was my second home, and I was full of myself there. I can remember having a conversation with friends in Sunday School bragging about passing second grade. I assumed that I would never fail.

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I remember a fellow student told me it said second and that it meant I

was going to repeat second grade.

The next week was the last in school. On the last day we all received our report cards. All my classmates were getting their report cards that said “promoted”. When I received mine, it said “second.” I wasn’t familiar with the word as written. I was confused. A fellow student told me it said second and that meant I was going to repeat second grade. I was shocked and distraught.

A Principal and a Dad

My first year as a principal was also my first as an educator in elementary school. The previous year our son was having academic difficulties in first grade like I had. My wife and I decided it would be prudent to move our son with me to Myers Park Elementary. One day as I monitored the halls, I looked through the door window to his classroom. There he was flipping a pencil and looking inside his desk while the other students worked dutifully on their classwork. When I got home, I chuckled and told my wife that she was raising her husband. I don’t think she found that amusing.

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When I got home, I chuckled and told my wife that she was raising her husband.

I don’t think she found that amusing.

He had a wonderful teacher who had a substantial pedagogical tool kit. She set up activities for him that limited distractions and as time went on, he began to experience more success. However, learning deficits appeared that were not due to immaturity. My son understood most concepts, but, getting them on paper was a struggle. This challenge continued throughout the year, so it was determined that he would have an Individual Education Plan.

A Different Strategy Required

Although he and I were both latent readers, easily distracted, and auditory learners, his processing challenge kept him from performing at his intellectual level with writing. His teachers’ excellence got him going in the right direction, but he needed more support.

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His teachers’ excellence got him going in the right direction, but he needed

more support.

The special ed teacher did a great job making his environment feel normal. He spent very little of his week with her outside of the classroom. He got an award at the end of the year for his improvement and was recognized by his peers as a future writer, which was ironic given that was his learning disability.

Why Are We in Such A Hurry with Our Children?

I have observed too many students who have missed important things because adults have over focused on task over substance. If a child struggles to read or comprehend, schools should develop a variety of approaches that may take a little more time. Over emphasizing early achievement hinders the potential for too many.

© Paul A Bonner