At the beginning of the school year, I wrote about SillyBilly’s classroom. About how I was unhappy with certain aspects of the pedagogy and curriculum, and how I was worried about competitiveness at such an early age.
Some of those concerns have died down or disappeared. SillyBilly is now fine with D’Nealian handwriting. He still loves school, and the competitiveness is not at all directed at besting others but rather at achieving goals. I volunteer in the class twice a month, and have gotten to know and love the teacher and the children.
But I’ve noticed something. Parents are expected to read books to the kids at home and then the kids have comprehension (and now, vocabulary as well) tests in the classroom. SillyBilly has exceeded the goals (number of tests taken and passing scores) in each scoring period. This trimester his average book level was at third grade, and he has correctly defined words solidly in the third- to fourth-grade range on up to seventh grade!
I was like this as a child, too. I learned to read at age four, and was always at a much higher grade level in reading. I clearly remember in fourth grade going to reading class with the sixth graders, and being bored there, too.
Clearly verbal skills have been a strength for me, and they are for SillyBilly, too. And I’m noticing myself being very proud of him (justifiably so) and not necessarily looking at the big picture. Maybe this kind of pedagogy is fine for him, as it is playing to his strengths. But am I not really paying attention? What are his weaknesses that need to be brought into balance? Am I providing enough physical and artistic activity to offset the intellectual emphasis?
These are hard questions, as Anthropapa and I both tend to be intellectual (in anthroposophical-speak, we emphasize the nerve-sense pole) at the expense of physical activity. Art is somewhere in the middle with us.
It’s always been a question for me: Is it more important to meet the child where he or she is in terms of strengths, or to provide balancing activities? I think the key is to observe, observe, observe — is the child blossoming in areas of strength, or are deleterious effects arising from overemphasis on a certain aspect?
Have you experienced this, either with children or yourself — this need for balance and the need for playing to strengths? What was your answer?