Spring Broken

It's spring break here.
Saying that, though, I'm not sure if it has any meaning left.

Let's look at it like this:
You have some "typical" corporate job, and it's a drag, and you have vacation time so you decide to use it. You go to your boss and tell the management asshole that you want to use some of your vacation days to take a week off of work. Your boss gives you that "boss" look and says, "Sure, that's fine. You can skip coming into work next week but, while you're at home, I want you to work on a couple of special projects and bring them back to me complete after your vacation."

"But I wasn't going to stay home..."

"Well, you better just plan to take them with you, then. And make sure you do a good job. Your next raise will depend on it."

What do you do, right? All you want is some time off, a vacation, but you're given even more work to do and there's no real way to get out of it even if it's wrong and, if that kind of thing actually happened to someone, probably illegal.

I don't actually know if that kind of thing happens or not, but I do know that the United States has more unused vacation days than any other country in the world. Why? Fear.
People are scared to use their time off because they worry that taking the time off will reflect poorly on them... in some way or other.
Which is not the point of this post.

It's spring break here.
Spring break is like vacation for kids. Or that's the idea, right? They're kids, and they need a break from school every once in a while. A vacation.
I remember when it was like that. When I was a kid, it was like that. School was out, and there was nothing to worry about for a solid week. Unless you were one of those kids who had put off normal school work and had to use spring break to catch up on that work, but, then, that was on you.

I remember the first time I got a significant assignment over break. It was over summer break between middle school and high school, and I was assigned books to read over summer break. Three or four of them. One of the books assigned was a book I already loved, and I never minded reading assignments; still, I remember feeling like it wasn't okay for them to do that. BUT! I excused it because I was going to be going to a different kind of high school... It was one of the first magnet schools in the country, not that you can turn around anymore without bumping into some kind of magnet or charter school, but, at the time, it was still this kind of experiment, and we didn't know the kinds of changes it would bring... like homework during summer breaks.

And, damn, my daughter is on spring break, and she has a shit-ton of homework. Her English teacher assigned a major project which is due on Monday after break. No, this is not one of those things where my daughter put it off and, now, has to do it over spring break (she never does that); the teacher scheduled a test for the Friday before break, then took 20 minutes of their test-taking time to explain their 200 point spring break assignment. That's just bullshit.

And she has a buttload of chemistry homework. Her teacher assigned them, basically, a homework assignment for each day of break, including the two weekends, as if they were still going to be in school. My daughter already spends two to three hours a night doing chemistry homework, so she's going to be spending that same time on chemistry over her vacation, too.

Not mention that she got homework in history and Spanish, also. Including watching a movie for history class that most of the students will have to pay to rent, another thing I don't find to be okay.

Oh! And she has softball practice and a game during spring break, too.

Excuse me, but what the fuck? Seriously, what the fuck?

My daughter already spends basically all of her time being stressed about school and had been looking forward to a little time off from that; now, she gets to spend all of spring break being even more stressed about school. Why? Because we actually planned (months ago) a small trip during break, the first time we've done that in something like four years (and only the second time we've ever done it), and, now, my daughter has to balance the trip against all of the fucking schoolwork she has to do.

And that's just wrong.
Inherently wrong.

Not that I blame the teachers. Not exactly. They're just part of a system that no longer works, as has become abundantly clear in the news in the last couple of weeks (and, yes, it's all related), and doing the best they can, which includes burying their students in homework and waiting to see who can rise above it all.

Perform monkey! Perform!

No, I don't have any ideas on how to fix it.
Yeah, I'm lying, but what does it matter if I have ideas about what's wrong with the education system in our country? I'm sure you have ideas, too, and those ideas are probably not the same ideas.
Mine are just better. 😏
[Oh, look! My first post emoji!]
So, no, I don't have ideas on how to fix it; I'm just pointing out an issue. Bringing it up. Not that I expect anything to come of bringing it up; sometimes, you just want to put it out there.
Of course, this isn't the first time I've brought up the crushing amount of homework my kids get, and it probably won't be the last time, either.

How the System Failed My Son: Part Eight -- Breaking Out

Yeah, yeah. Just go back and read. Or don't. But don't complain about not knowing what's going on if you don't. No, I'm not providing all the links, because you're all smart people and can find the posts.

In the end, we were left with only two options: continue as we had been doing, the equivalent of throwing ourselves and our son against a large brick wall and hoping to make a doorway, or find some other way, something that was non-system. We figured we'd been bruised up enough by the wall and would look for a way around.

As an aside:
California has what is called the CHSPE, the California High School Proficiency Exam; it is exactly what it sounds like. It is a test to see if you possess the minimum requirements that they expect you to gain in high school. Passing the test is the same as a high school diploma. The only problem is that you have to be 16 to take the test. We weren't looking at that as an option.

But let me tell you a little bit about the test so that you can understand the extent of what I'm talking about when I say that the system is broken.

The CHSPE covers only two subjects: English and math. There's no history. No science. No arts or physical education. If you only need English and math to "pass" high school, why do we require all of these other subjects as part of graduating? And the math is pretty basic, algebra and a small amount of geometry. Stuff my son completed in middle school. The English, also, is pretty basic. That this is all that is required to pass this test tends to affirm my assertion that high school is mostly a waste of time.

Anyway...

We began looking at alternatives, because homeschooling was not an option. Homeschooling, in the general sense of it, requires that you enter into a certified program which, essentially, means you will be doing all of the normal things you would be doing at school but you'd be doing them at home instead. It is the same kind of drudge work we were trying to bypass.

This is an important thing to take note of. The reason for this, which I learned by talking to a few people at our school board, is because if you are not in a certified homeschool course then you can't actually get credit for any of it if you ever decide to return to regular school. You would have to start back where you left off.

The thing we eventually hit upon was something called "unschooling." I'm not going to explain it; you can click the link if you want to know what it is. What I will say about it is that the main guy I spoke to at the school board, the guy who deals with homeschooling and related "alternative" schooling methods, strongly counselled against anything that wasn't a certified program, and unschooling is not. It's not even a "program."

So we were all prepared for that.

Somewhere in there we discovered, though, that there was an exception to the age qualification on taking the CHSPE. The student must be 16 years of age OR must have completed 10th grade. So, well, my son has completed 10th grade. We signed him up to take the test.

I want to reiterate that he is 15 years old.

As I write this, he took the exam this past Saturday. His reaction to it was that it was easy. Granted, we don't know that he passed, but I'm going to operate under the assumption that he did (by the time this posts, we should have the results of the test). Which brings me back to the point of high school being mostly superfluous. Even within the parameters of the test for an average teenager, it is implied that a student should be able to pass the test by the time s/he has finished her/his sophomore year of high school, which is age 16 for most students.

Why, then, do we do high school at all?

Because it's tradition. And, sure, you could expound on all the conventional reasons for doing high school, but all of those come down to tradition. This is how it's done and, therefore, this is how you should do it. However, that's only true if you let it be true.

So we're proceeding, at the moment, with what is basically the unschooling path although we're also assuming that my son has passed high school. He is already hip deep in a (free online) Harvard programming course and having a lot of fun with that. At some point, probably sooner rather than later, we'll be looking into classes at the local community college for him.

All of which brings me to my point:
If my 15-year-old son can take and pass the CHSPE, then there's something very wrong with the system. That there were no avenues for him within the system shows that there is something wrong with the system. That there is this test and it is not presented as a viable option for every student shows that there is something wrong with the system. That the vast majority of what students are required to do in high school is considered nonessential by the state shows that there is something wrong with the system.

In fact, I would say that there is everything wrong with the system.

Right now, the plans for fixing the system mostly have to do with pumping money into it. And, while it's true that there are parts of the system that are in dire need of funds, that general response is about fixing the system by doing it harder. By banging yourself up against the wall over and over again hoping to break through. What we really need is a new system. We all need to be unschooled.

"Unlearn what you have learned."

[I also want to point out that everything with my son is better now. Since we decided back in January to explore other avenues for him, he has come back to himself. Rather than the constant battling over homework and the forcing him to buckle under and do what he "needs to do," we have our old, pleasant child back who is affectionate and jokey and fun to be with. We can do things as a family again. It is all well worth it.]

Update: We received the results of his test last week, and he passed. Not just passed; he totally aced the test. I want to point out, specifically, that he got a 5 on the essay part of the exam (the highest you can get on their 0 to 5 scale). I also want to reiterate that my son is 15. And, now, a high school graduate. So tell me again: What is the point of traditional high school?

How the System Failed My Son: Part Seven -- The System Is Broken

[If you're not caught up, go back and read. Just do it.]

We thought we had everything taken care of. Or, at least, we hoped we had. We had good systems in place and they had worked well during Phillip's freshman year. Or, at least, we thought they had. But, basically, his sophomore year began much as his freshman year had, an email from his English teacher (honors English) telling me that Phillip lacked the requisite intelligence and skills to be in her class and that I should move him to the academic class where nothing would be required of him. [You also have to admire the disdain that the teachers of the honors classes have for the academic classes. (Yes, that's sarcasm, because how is it okay ever for a teacher to have that kind of attitude?)]

Look, I get that there is some burden on my son in all of this. I'm not ignoring that. But the burden on my son was this: "Get with the system and do what you're supposed to do. Quit being difficult." And, well, that's the problem. Get with the system, the only system. The system that was not designed for you and, actually, cares nothing for you other than that you comply.

It's bullshit.

I say that as someone who flowed fairly easily through the system until I got to the part when I was in college working on an Education degree and realized that I couldn't stomach it. That I would never be able to work within that system because the system is shit and cares nothing about the students individually but only about them as a collective that is able to score well on standardized tests.

The system was built for people like my daughter, people who are very achievement oriented and competitive. And, for her specifically, someone who wants to accomplish her tasks quickly so that she can go on to other things. [That's a mindset that makes sense to me, because that's how I was. My goal was always to have as little homework as possible to do at home, so I worked hard during the school day (and on the bus) to get all of my homework finished before I got home; that way, I could do whatever I wanted once I was home. (Of course, my homework load was nothing like what any of my kids have had.) That's exactly how my daughter works. It's also how I wanted my son to be, and I spent years trying to convert him to that approach, pressuring him to work in a system that didn't work for him. It's just not the way he works. It's about like putting a fish on land and trying to talk it into breathing air instead of water.] For instance, her 2nd grade teacher, the same teacher my son had in 2nd grade, loved her. Because she was fast. Even though my daughter made mistakes from working too fast, the teacher thought she was brilliant. The teacher thought she was the "smart one."

[Now, I don't want to make it sound like I have boxed my kids into labels, because that's not the case. My daughter is exceedingly smart, quite above average, but she is not as academically talented asher older brother. If you want to call it that, he is the "smart one;" she is the "sporty one." Those things are just objectively true. Labeling is really for ease of reference, but we don't consider our daughter not smart just because she's into sports. My son, however, is completely un-sporty.]

Anyway...

Our initial reaction to the email was to set up another conference with his counselor and this teacher... only to find out that he had a new counselor, too, and she was also questioning whether he ought to be where he was, not just in that class but math and even the school. I just wanted to scream. I mean, don't these people look at anything other than what's right in front of them? Could they not see that he'd made honor roll the previous year and see his standardized test scores and see everything or anything that came before that one moment? To accomplish anything, we were going to have to start completely over again with everything we'd done the year before.

Was it even worth it?

School, regular school, was clearly hell for my kid. It wasn't getting better. There was no routine that was working for him that involved him getting up and sitting through classes all day, classes he couldn't see any point to (or me, for that matter (but that's a different topic)), and doing hours of homework every night. And, honestly, it had worn us out.

It was time for other alternatives. If the system doesn't work or, more specifically, work for you, you should get out of it. It's like that what I've said about tradition in the past: If it's not working for you, change it. And, face it, school is mostly about tradition at this point. That's why we keep increasing the homework load on kids despite the fact that study after study shows that homework (other than reading) is counterproductive.

But change is hard and stepping outside of the system is, um, more hard. More harder. Look, it's difficult to look at this thing that is the way everyone does it (not counting homeschool (which we were NOT going to do), because homeschool is still within the system even though it might not look like it) and to decide to go some other way. But that's what it's come down to, finding another path because, honestly, there's not anything else he's going to learn at school, anyway, and he's already farther along, by far, in pretty much every subject than most high school graduates.

See, this is the part where you quit trying to do the same thing over and over and failing every time but doing it again anyway in the vain hope of a different result.

How the System Failed My Son: Part Four -- A Moment of Hope

No recap. Just go back and read the previous posts here, here, and here.

4th grade was better. He had a good teacher that year, a teacher we had been looking forward to him having because of what we knew about him from when his older brother had had the same teacher. He began to enjoy school and quit asking if he didn't have to go. Not that he was being challenged, but it was at least interesting. He also started 6th grade math that year, which was still too easy, but at least it wasn't depressingly easy.

Well, it wasn't depressingly easy at school, at any rate. At home was another story. See, going into middle school math meant a certain amount of homework to go along with it. Unnecessary homework. It's not that he hadn't already been having unnecessary homework (and I would argue that nearly all homework is unnecessary (in fact, I have)), but it had been relatively small amounts of unnecessary homework. 6th grade math stepped that up to levels that became depressing, because, again, it amounted to busy work for him, and he hated doing it. Because he hated doing it, it became a huge ordeal every fucking day. Every fucking day that has lasted for years. That year to this one, in fact.

This homework thing is part of the system that has failed not just my son but is failing pretty much all students in the United States, right now, and we refuse to give it up because, well, it's how we do things. If there's one thing Americans are good at it's taking something that is failing and doing it harder and more intensely and hoping for a better outcome. Homework is a system that has proven to be a failure and, yet, we just continue to give students more and more of it.

As an aside, my kids' school, many years ago, now, did actually take a look at homework and considered doing away with it. That's what the research shows: Homework should be so minimal as to be almost non-existent. Except reading. Reading should be assigned and promoted, because kids need to be reading. However, when it came down to it, the teachers couldn't agree to drop it. Why? Because assigning homework is what they knew.

So... He did better at school, but the homework he was having cancelled all of that out and, rather than his level of dislike for school going down, it just sort of simmered there at the same level. But, other than spending hours on homework every night, the year went well.

About a week before school started the next year, the year he would have been in 5th grade, we got a call: The school had just received back the results from the STAR test from his 4th grade year and he had, essentially, scored a 100% on it (like a 99.5% or something). He had always had high STAR test results, scores in the high 90s, which is why they had done an academic review in 3rd grade, but they couldn't ignore the 100, and they wanted to skip him to 6th grade. Of course, we said "yes."

>sigh<

I mean, of course, we said "yes." Along with the request to skip 5th grade was also an apology for not having listened to me about him for the last several years. Yeah, the principal said something to the effect of, "We should have listened to you. We're sorry. But we'd like to move him up to 6th grade this year." And, actually, they had to know right then because school was going to start in a week.

In hindsight, that was probably the wrong year to have done that. Not because he wasn't ready but because we had finally found a teacher he enjoyed, and he would have had the same teacher in 5th grade as he'd had in 4th grade. We did, briefly, consider that, that he would have to leave that teacher's class, but we figured it would be better to get him more closely aligned to where he was academically.

But the 6th grade teacher, as nice as she was and as much as he liked her, was not engaging in the way his 4th grade teacher had been, and it wasn't long before he'd moved back to being bored with school because nothing interesting was happening, and they weren't doing anything that he didn't already know. Not in the core classes, at any rate. There was some history he wasn't familiar with, but there was nothing in math, science, or English that he didn't already know.

There were two saving graces for him in 6th grade:
1. He was in the middle school musical production of Alice in Wonderland, and he discovered a love of musical theater.
2. I went in once a week to teach creative writing, which he loved. [I discovered that my son is a brilliant writer, which was a surprise. Not that it was a surprise, but just how brilliant was a surprise. At 10, his writing had a fullness to it that most high school students never achieve. It was way beyond what I was doing at 10, that's for sure.]

The problem with all of this is that once the perception becomes a belief, it's really hard to shake. My son's perception of school was that it was a waste of time, and, by the end of 6th grade, that had become a belief. A solid belief. He couldn't see a point in it and found nearly all of the work beneath him. But, still, he had a successful year in 6th grade and, probably, other parents would have been unconcerned with what was going on. People tend not to worry about their kids' performance at school when they're bringing in A's.

How the System Failed My Son: Part Two -- Confirmation Bias

The real problems began in 2nd grade...

I just want to point out here that no child should be having problems with school in 2nd grade, at least not problems arising from school itself. Or from the teacher. The kids are just kids. I mean, they are really just kids, and the teachers... Well the teachers should be the adults. [Including when dealing with obnoxious kids in 1st grade. You don't dump them out of your class because you don't want to deal with them. (If you missed the first post, go back and read it.)]

This part is actually very difficult for me to write:
1. Because my inclination is to go into all of the details, both about how the school works (it's a charter school, so not a "regular" public school) and about all of the things that happened while my son was in this woman's class (a 2nd/3rd class group, so he was in there for two years), and that would take too long. That would have to be many, many posts.
2. Because the teacher was not just a horrible teacher but a horrible person, and a large part of me wants to delve into how horrible she was.
3. Because this teacher is directly responsible for my son hating school, something he's never gotten over.

For context, though, undermining a teacher's authority is one of the worst things a parent can do when working in their child's classroom. Usually, it's just the teacher's authority with their own kid, but I've seen it where particular parents have undermined entire classes. As such, it's something I'm keenly aware of and take special pains not to do. Because of this, and because it was at the beginning of my son's first year in the class, I didn't say anything when the teacher began teaching about the "original 12 colonies of the United States."

Honestly, the first time she said it, and because I didn't know her yet, I thought it must just be a slip of the tongue, and I figured she'd correct herself. The second time, I was still in the mindset that it must be a slip, because why would anyone say that? Any adult, that is. By the time I'd realized that she was actually teaching the class that there were 12 original colonies, it was much too late for me to say anything. As it turns out, that was probably actually a good thing, because she was one of those "I'm right because I'm the teacher" kind of people, and nothing good would have come from me trying to correct her in the middle of class.

Instead, on the way home, I explained to my kid all of the correct information. Also, I let him know that he should always ask me if he had any question at all about what he was being taught, which, upon occasion, he did.

But none of this was the problem.

The problem was that he was bored. Not bored of being in school, bored of the work. He was bored of the work because he already knew everything they were doing, and he was tired of doing the same old repetitious stuff every day. We had a long conversation about it so that I could be sure that that's what he meant and not the typical "I'd rather be outside playing" that you'd expect from a kid. The truth was that my kid would have rather been inside doing scholastic-type material or reading, but he wanted something interesting and something challenging to do. He hated "busy work," and everything they did felt like that to him.

Before I go on, there are two things you should know:
1. He's a perfectionist, so he's willing to keep working on something until he has it the way he wants it. Nothing is "good enough" just because someone else says it's good enough.
2. Also, he tends to be rather slow and deliberate with the things he does, even eating. He's almost always the last person to be finished. He doesn't believe in speeding through anything just to get it finished.

And did I mention he was bored?
He didn't want to do the work, and getting my son to do anything he doesn't want to do is like trying to stuff a cat into a toilet. He's willing to just sit and stare, lost in his thoughts about things he'd rather be doing, than do busywork or stuff he sees as a waste of time. [We've spent a good portion of the past eight years or so, everyday, trying to stuff him into a toilet.] Everything they were doing in his 2nd grade class, he saw as a waste of time.

One other thing of note that you should remember in relation to what I am about to say:
Whenever the teacher needed someone to read aloud in class, she always relied on my son because he was by far the best reader. By far. He didn't just read the individual words (as did most of the kids in the class); he read the sentences and was able to read with appropriate emotion.

Now, I knew that he was well beyond the material they were working on in class, but I hadn't known, until he told me, that it was an issue for him. After we talked about it, though, I went to the teacher. I didn't go to her with a request for him to be promoted to 3rd grade, though, because that wouldn't have affected any change in his situation. He was already doing 3rd grade math and already in the most advanced reading group in the 2nd/3rd grade class. All I wanted was for him to be given some more challenging work.

Look, I get how difficult it can be to deal with one kid who is different in a class of 20-30 kids. One child with special needs. It can disrupt the entire class dynamic. The problem is that there is no provision for children on the upper end of the spectrum. If it's a child on the lower end of the spectrum, we have provisions for that... when they can be identified, not that that always happens, but the help is there for kids with disabilities or behavioral issues or whatever. I knew I was asking something difficult, asking that my kid be given special consideration.

I also believe that that is the job of the teacher.

I say that as someone who has spent time in the classroom, not someone with some vague idea of what ought to be happening.

But I wasn't prepared for the response I got...

I explained that the work was too easy for him and that he was bored in class and that he needed more challenging work and... well... she stared at me then told me I was wrong. Not only did she tell me that I was wrong, she explained to me as if I was dense or a little on the dumb side that my child was learning disabled. Somewhere in there she dropped the word stupid. She cited how slowly he worked and that he was almost always the last kid finished with his work. I'm sure by the time she was finished I was staring blankly because I was having trouble comprehending that she was telling me the utter shit she was spewing in all seriousness.

Completely ignoring that he was the best reader of the 40+ kids in the 2nd/3rd grade block, completely ignoring that he was already in 3rd grade math, completely ignoring that he never needed help or further instruction on any of his work, completely ignoring that his papers were always 100% correct; she stood there and told me that my kid, because he worked slowly (and she didn't like slow workers), was developmentally disabled.

And that's where the real problems began...

Math Is Dumb (and Why)

Okay, so to be fair to math, it's not math that is stupid. I mean, math is just math, after all. Math, regular math like addition/subtraction, multiplication/division, algebra, doesn't change. 2+2 will always be 4. Always. The quadratic formula will ALWAYS be the quadratic formula:

Am I giving anyone flashbacks? Or nightmares? Or flashbacks to nightmares?

So it's not math that's the problem; it's the people who write and/or produce textbooks.

There's been stuff in the news recently about how some school districts have been offering classes for parents who need help with their math skills in relation to the new common core math standards. Every one of the news stories I have heard or read make it sound like there is some issue with these adults. They're having to go back to school because they're just dumb. Smart parents don't need help with the math. I don't think this is necessarily the case.

Granted, I don't think a lot of adults have retained much of their high school math and, really, that's okay, because you don't need, in general, much math to get by on. Heck, if you have any kind of cell phone or tablet (and who doesn't? I mean, even I have a Kindle at this point), you can get free calculator apps and stuff, so all you need to know is when to add or subtract or whatever, not actually be able to do it. But I don't think the issue with the new common core stuff is lack of ability or knowledge; I think it's because it's full of made up crap that didn't exist thirty years ago.

And, yes, I mean made up crap because, as I said, basic math doesn't change. There is nothing new to add to it, because, guess what, 2 + 2 = 4! Period (okay, exclamation point). End of story.

So, a few weeks ago, my daughter asked me to help her with her math. This not an uncommon occurrence, nor has it been an uncommon occurrence with any of my kids. I mean, I have spent time teaching both algebra and calculus so getting asked to help with BASIC MATHEMATICS should not be an issue, right? RIGHT? Except what she said was, "Hey, Dad, I need help with this neutral table."
...

...

...

Neutral table? What the heck? I'd never heard of a neutral table. Which is kind of what I said except it went more like:
"What are you talking about? There's no such thing as a neutral table."
"Well, I have to do one for my homework."
Great, my kid had to do some thing that wasn't even real for homework. So I had to take her math book and figure out what the heck she was talking about because, guess what, neutral tables are SO made up that you can't conveniently find them online.

Are any of you wondering, now, what a neutral table is? Well, I'll show you.
Pretend you need to figure out the answer to 7-3 and you can't work that out in your head and you don't have any fingers. Guess what! You can use a neutral table! It looks something like this

+ + + + + + +
-  -  -

only with a box drawn around it. You match the +s to the -s and remove all of those pairs. Whatever you have left is the answer to your problem, so the answer to this one is 4+s. The problem here is that doing it like this does not address something like 7 - (-3), because you still have to know to make that into 7 + 3. To be fair to my daughter, the problem she needed help with was slightly more complicated although not much more. My question was, "Why aren't you just using a number line?"
Remember those?

That, actually, is still my question. And she didn't have an answer for it.

But I actually know the answer. It's an answer I don't much like.
You can't sell new textbooks without "new" math in them. There's no incentive without new material, after all, other than to just replace books that are falling apart, but how often do schools really need to do that? Judging by the texts I used when I was in school, not more than once a decade at best. But if there's new material... Well, that changes things, so you have to make up brand new "math" to convince schools to re-invest in new texts.

The problem is that it's not really math. I'm sorry (okay, I'm really not); neutral tables are not math. There should not be a section in a math book about how to use neutral tables. They are not a THING. At best, they are an example of a thing, a way of showing a kid who isn't getting adding and subtracting a way to figure it out. So, maybe, you give this info to teachers of 1st and 2nd graders (to the teacher) as a way to explain adding and subtracting, but it does not belong in a 6th grade math text as a THING that you need to know how to use to algebra.

Neutral tables are not the only thing my kids have asked me about that didn't exist in math a couple of decades ago; they are just the most inane thing they have asked me about. And they are inane. It's a waste of teaching, a waste of class time, a waste of brain space. And, now, it's a waste of my own brain space just knowing that these things exist.

Seriously, that our education system is tied up with textbook publishers is one of the reasons that our education system is suffering so much. The education system should not be allowed to become like the military, paying for gold-plated toilet seats and the like. But, again, the education system and what's wrong with it is another topic entirely.

I Hate Homework!

I'm going to come right out of the closet and say, "I hate homework." Is there a closet for that? If there is, I'm coming out of it. If I was ever even in it. Actually, I didn't mind homework so much when I was a kid but, then, I almost never had homework. Not that I didn't have homework, but I almost always made sure that I finished it at school or, at the latest, on the bus coming home. Because, other than reading, that's what the school bus is for.

We don't have school buses here.

Not that we don't have them -- there are some -- but they aren't for busing kids to school like they were when I was a kid where I was from. They are mostly short buses, here, and the regular long buses seem to be used only on special occasions for field trips and stuff. But I digress...

Homework!

There's a lot of conflicting data out there, right now, about the amount of homework kids are doing today as opposed to a few decades ago, too much so for me to wade through for a blog post. However, my experience tells me that there is more homework today. Or, maybe, it's just my kids' schools. Or, maybe, it's just that my kids do their homework whereas most kids don't, which is why the overall amount of time kids spend on homework doesn't seem to have changed much in the last few decades. But I'll get back to that in a moment.

What there is not a  lot of conflicting data about is the efficacy of homework. Most of the newer studies indicate that homework is only effective in rather small doses (except for reading); beyond that, the effect of homework becomes more and more negative the more there is. The problem is that not all kids do homework the same way, so what might take some students 20 minutes to do, others take an hour to do. That, of course, is more and more compounded as you add other classes to that.

Do you want to know the biggest drawback of homework?
It makes kids hate school.

We've had issues with and around homework with each of our kids. Not the same issues but issues nonetheless.

When our oldest was in middle school, he just wouldn't turn in his homework, which we could never figure out. Why spend the time doing it if you're not going to turn it in? But he didn't know the answer to that then and still doesn't know it now. Fortunately (for everyone involved), he got all of that figured out by high school and had a successful high school career. The thing is, though, by high school, he just did his homework, even though it meant hours a night doing it. He would go to his room and take care of it. Later, when he was involved in all kinds of after-school activities, he did it all at school, and it was never an issue. Never an issue beyond the loss of family time, that is, which we weren't having anyway since he wasn't home. Him not being home, though, was more of the issue than the homework.

The younger boy has had escalating issues with homework. Actually, he's a great example of how homework damages kids. For the last many years, he has come home with hours of homework every night. This started before middle school with him. There's more to be said about all of this, but I'm going to sum it all up by putting it this way: For years, the entire family has been held hostage to his homework. Not only does it continue to interfere with us doing things as a family, but it has caused him to miss events because he just has too much homework.

Granted, part of that is because he's meticulous, which makes him slow, BUT...

The youngest, my daughter, started middle school this year. She's like I was when I was a kid and, until now, has never had much homework. Anything she could do at school, she did at school. Sixth grade changed that and, suddenly, she was coming home with two to three hours of homework everyday. Now, my daughter is very active. She likes to be out doing things. She plays softball and the accordion. Between homework and accordion practice (which is only half an hour), she quit being able to go out and play. There have been days when she has come home and broken down into tears over the amount of homework she has. To her credit, she would then go do it, but I'm worried that she's going to start hating school the way  her brother does. She has always loved school.

And, see, it wasn't just my son being slow with his work, because my daughter is quick.

I hate homework! I hate it for them, and I hate it for what it does to our family.We spent a huge part of Thanksgiving break overseeing homework, and I'm not really okay with that. Okay, I'm not at all okay with that. I'm tired of my family being focused all the time on whether homework is finished or not. It's too much, and it's wrong. I mean, how many adults do you know who would be okay with going to work and, then, coming home with two to three (or more) hours of more work for which they weren't being paid? Sure, there are some but not most of them.

And this is the part where I want to go into a larger rant about the education system and how the system is broken and mired in tradition -- face it, possibly more than any other system we have (except, maybe, the Republicans), the education system believes in doing the same thing over and over again (only harder and faster) while it waits for a better result -- but this post has gone on long enough, and I'm going to leave all of that for some other time. But expect something about math soon, because math is stupid (with respects to Tina Downey). Okay, not all math... You'll just have to wait for me to explain.

Back in the School of Things

School is in full swing again. It started last Wednesday for the younger two and on Monday for the oldest. Back to school means a lot of things:

• back to biking -- and, oh, man, after, really, all of the spring and summer away from it, it was a lot harder adjustment than I thought it would be. Not the actual doing of it, but, evidently, my butt got out of condition, and it had an argument with the bike seat the first few days. My younger son said the same thing. My daughter, however, just gloated about how comfy  her seat is. [I have to add here that it was my daughter's fault we didn't bike through the spring. She caused an accident by arbitrarily stopping that ended up with me flipping over my bike and breaking the rear axle. Yeah, it took me a while to get around to getting it fixed.]
• back to making lunches in  the mornings  -- Of all the things related to school, I hate getting up and making all of the lunches the most. I've tried doing it in the evenings ahead of time, but, evidently, I hate that even more, because I just won't do it on a consistent basis.
• back to badgering the kids about getting their homework finished -- Yeah, I hate this one, too, but lunches are worse.
• back to quiet during the day allowing me to focus on writing for more than 12 minutes at a time before I'm interrupted
• back to teaching creative writing! The class will be two days a week, this year. One day will be for writing and reading and the other day will be for technicals such as grammar, punctuation, and story structure. [My son will only get to be in the class half of the year because of Spanish and art, which are both required while my class is just an elective. He's not happy about it.]
• back to reading The House on the Corner! I've been asked to read the book to a new class of kids this year. I'm actually pretty sure none of these kids have ever heard any of the book before, or, if they have, it was years ago while I was still writing it. I think, though, this is the in between group that has not had any overlap from the reading in either of my son's or my daughter's class. At any rate, none of my kids are in this class this year, so it was a nice surprise to be asked to come in and read by a teacher that does not have one of my kids in her class.

Speaking of reading in classes, I found this

in our family folder last week. It's a thank you book from one of the classes I was reading in last year. Each kid wrote me a note, and some drew pictures.

A picture of the house.

Me reading to the class.

The thank you book was completely unexpected and completely awesome.

Since I'm going to get to spend more time on the technical aspects of writing this year, I'm going to be doing some posts related to that stuff. It makes me glad to be able to work with kids interested in writing and help them to develop their technique at an earlier age than most people get to. I mean, most of the writing samples I run across online aren't any better developed than middle schoolers', anyway, which makes me wonder what happened to their schooling, except, then, I remember the state of the education system and the lack of importance given to anything in the arts, which includes knowing how to write a decent sentence, and I quit wondering, but, then, I wish they would take it seriously enough to learn how to do it rather than just blowing it off and writing in 1st person because they think they can get away with it that way. I don't know... maybe, grammar lessons will be boring, but they will probably be accompanied by a decent amount of ranting, which can make pretty much anything entertaining, so I guess we'll see.

Hmm... It seems like I had one other thing for this post, but, if there was something else, it's gone now. At any rate, for those of you with kids going back to school, I wish you a very merry school year. Or, you know, the nearest approximation.