The polar vortex is striking again, and schools have been closed for two more days.
When talking to friends who have kids in school, it’s clear that, even for those who enjoyed a couple of extra days of holiday break, enough is enough.
I had to confess to some of them, eventually, that I was feeling some relief in hearing stories of screwed-up finals, AP classes falling behind, and a general anxiety about when all this missed stuff would get done. By comparison, our own challenges in getting back to a routine this month seem pretty tame, and it is certainly easier for us homeschoolers to make up “lost” time in the summer than it is for a whole school of teachers, staff and students. By comparison, we are doing OK.
Recently, I’ve also had several friends with kids in school talk about the struggle to get teachers to accommodate individual students’ needs—but not too much. Without giving away details—and without pretending to know what the right answer is—I was struck by the way teachers and parents use (and fail to use) not only IEPs and 504 plans, but also individual, informal exceptions to deadlines, time limits, even the amount of homework due. Some parents have been frustrated with a teacher’s unwillingness to follow the official, agreed-upon accommodations, but others have wondered aloud whether a teacher had gone too far in making an exception for their child, rather than providing an opportunity to learn from problems or mistakes.
I promise, I mostly listen to these stories with the intent of being a sounding board and source of support. But part of me, when I hear a similar tale repeated across several families, thinks, “so you have to deal with this in school too?”
As a homeschooler who has drifted among various levels of formal learning and child-led-ness over the years, I’ve never held an especially principled stand on the right amount of accommodation to allow a kid whose hormones, deficient attention, lack of interest, superabundance of interest, or something more serious causes them to deviate from a path we had previously agreed upon. It’s not hard to come across people who will tell you “I’d never make my kid . . .” or “I’d never let my kid get away with . . .” Probably it makes more sense to move back and forth between requiring compliance and letting things slide, even if that means getting it “wrong” sometimes.
But the fantasy that I could put my kids on the big yellow bus and make that someone else’s problem has appealed to me at certain times. More than one tempestuous afternoon has included a parent (possibly me) hissing behind closed doors to another parent (who kindly listens as though I weren’t a broken record) that these girls just need to go to school and learn to be responsible and accountable to someone, to meet deadlines and be punctual, to do their math sitting up in daytime clothes and stop Skyping between paragraphs.
What my friends’ stories about IEPs and unmonitored iPads are telling me is that school is not a magical place where kids snap to it, and no one there has quite figured out the best way to keep them off Tumblr during study times either. Yet again, by comparison, we’re doing fine—maybe not better, but no worse.
All of which led me to think: exactly who am I comparing us to, anyway? Where did I get this expectation of what “enough” should be?
When I started homeschooling, I had to work my way past comparing myself to all these wonderful Internet denizens. Maybe some of these will look familiar to you:
The unschooling family with their quirky, silly, pajamas-all-day photos on Facebook
The competitive family with kids excelling in several organized activities
The holy family and their never-ending supply of activities pegged to the liturgical calendar
The prodigious family, whose kids have started charities and small businesses before turning 12
The I-couldn’t-care-less family who can’t stop talking about how much they don’t know what their kids are doing
I’ve learned something from all of them, but none of them have cracked that secret code for “rightness.” (Trust me – I’ve met most of them in real life.)
The tricky bit is that it looks like I might have replaced them with an even more unattainable, ever-moving standard that is Totally. Made. Up.
So while I’m sorry for my friends who have struggled with closed schools and computer access, I have to thank them and the polar vortex for cluing me in. Choose your yardsticks carefully, use them sparingly, and crack them over your knee when they no longer serve you.
Now get inside and make some cocoa. You look cold.
2 responses to “Who Are You Comparing Yourself To?”
School-at-home is as individual as art work. That’s why it’s hard to explain it to people. We just have to do what works best for our own family–and be thankful we have the luxury to do it.
I just love this, and especially: “Choose your yardsticks carefully, use them sparingly, and crack them over your knee when they no longer serve you.” Oddly enough, I’m often tempted into thinking that “if I would just homeschool” my kids, all of our school-related struggles/problems/challenges would go away. Thanks for the reality check. Miss you!