She is not allowed to read materials that are beyond a first grade level, even though she tests at 100% comprehension of fifth grade literature with an eighth grade reading efficiency (191 words/minute, for those keeping score at home). She just wants to have access to more interesting literature and resource materials.Her spelling words this week include "do" and "note." To entertain herself as I went through the obligatory homework review, she wrote "extraordinary" in the margins and included a plea for more interesting spelling words.
When I follow up with the teacher, then the principal, then the director of curriculum, they come back with the same accusation: "You're pushing her."
If they really knew Chebbles, they'd know would never respond to "pushing," even if I tried.
She just wants to have the access and freedom to research the larger topics (history, science, art) that interest her. And in a first grade classroom setting these things aren't just not taught, but they are not allowed. There is a certain order in which material is taught -- never mind if Chebbles is sitting in her chair for half the day, waiting for the other students to catch up to her.
There are strange boundaries that fascinate me within this system. For example, after Chebbles' teacher gave her a reading comprehension test that placed her in a third grade reading group ("N," for those who understand these matters), she said, "She's probably higher than that, but if I wanted to give her another test, I'd have to borrow the materials from a third grade teacher." The way she said it was as though the third grade teacher's classroom was on Mars.
Perhaps the final straw for me was when Chebbles came home from school and said, "Math is HARD."
She had never voiced that before. In fact, the math she was doing at home with me was Saxon 2-100. That's about the middle of second grade. And she was whizzing through it. The only reason we didn't head into third grade is that I stopped homeschooling her and sent her to school, where she promptly regressed to the level of all the other girls in her class... go figure.
I set a bunch of second grade subtraction problems in front of her last night and she sneered and said, "I can't do THESE!? Math is HARD!" then she picked up her pencil and finished them in 8 minutes.
So much for her math mantra.
I am not bitter, just wiser now about the limits of school. Perhaps Montessori schools, or some other private schools, would be different, but for this particular child at this point in her life, the best way for her to receive an education, and to not deaden the raging curiosity that she has for all of life, is one-on-one instruction.
It hurts my heart to think that she'll be missing recess, and lunch, and her buddies from the After School Care program. But it's more upsetting to think that she's going to shut down and concede to the mind-numbing limits placed on her.
I'm planning to have her finish out the school year, so she can solidify some of the friendships she's making. She'll be in Girl Scouts with some of these girls, as well as swim team.
And her homeschooling friends miss her -- already there was a cheer when I told them that Chebbles would be back next year. We have a lot of park days and pottery classes to catch up on.
Homeschooling is a hell of a lot of work, and we will butt heads and we will have hard days. But when we homeschooled, she was soaring.
In a public school setting, she is told not to go too high, for fear she'll bump her head on some imaginary ceiling. But when she's given the reins, she flies so high, all on her own, it's extraordinary.


