My last post was not very mature and I feel sort of bad because it made Kevin feel bad for dragging me to Home Depot and so now I feel bad for making him feel bad. It’s not that I hate going, it’s just that once I get there I am overwhelmed with how many things are in this world that I know nothing about. I don’t even know that most of them exist, and every time I learn about some new quangle wangle I’m amazed that someone — probably many someones — worked hard to design and develop and refine and produce an object with such an incredibly specific application. Maybe I grew up with parents who were so innovative and clever that they fixed every problem with only five or six different items. Or I just wasn’t paying attention.
Since one of the very few things I got in trouble for when I was a kid was not listening for my name, it’s probably that I wasn’t paying attention.
And this is where we see where Nicolaus gets two of his primary challenges in life:
1. Listening for his name or being addressed in general.
2. Pushing himself to learn something difficult.
Because as much as we cajole and beg and wheel and deal and go talk to our manager to see what we can do to get him into this conversation today, it’s only fair to admit that he inherited a lot of the basic structure of my brain. In some ways that’s good! He is full of interesting ideas, he has an amazing memory and can articulate deep emotions. He is never bored. But he is also in his own world most of the time. And when he runs into something that’s hard to understand or confusing or difficult, he instantly throws a wall up around it and walks off to look at paint chips and rugs.
That’s only a metaphor because all of the things in Home Depot make perfect sense to him. Unlike his mother he understands how tools work and he loves them dearly. But other hard things like reading and forming his letters properly and riding a bike, things that are just plain difficult until it all clicks, those are things that make him fold his arms and walk away.
We want to help him overcome this tendency. I spend a lot of time thinking about how to help. What would’ve helped me as a kid? What helps me now?
Once in awhile when I’m overwhelmed by something I don’t understand, just for fun I decide okay, screw it. I’m going to stand here and ask stupid questions until I understand this. It takes a lot of energy. But eventually oh! Ah ha! I do understand now! If just barely! So that’s how a sewing machine does it — it’s got TWO NEEDLES that is so clever! Oh so that’s how an engine works! Well isn’t that cool! Wow. People should use this for everything.
But pushing myself to understand something complicated either happens because I’m forced to learn it or because I decided on a lark, like picking up a crossword puzzle when you normally don’t. Hey, let’s see if I can understand how this works?
Is it possible to trigger that “hey it would be fun to challenge myself” impulse on purpose? And could I help an eight year old do the same thing?
His reading sometimes improves dramatically for a week or two and I start to breathe again. See there, he just needed time. See there, the practice is working. See there, I’m a good teacher for him after all. But then all of a sudden we’re back to tears and frustration over words that he knows. Words that he reads in a flash if you hold them up individually. But put them in a sentence and it all goes to hell.
Same for writing. I can stand there and focus with laser beam eyes and WILL him to start letters at the top. But if I break concentration for even a second, he’s right back to laboriously drawing them from the bottom and wondering why writing is so exhausting. Days when his eyes well up in tears or he puts his head down, I can see the wall going up and those are the times when I feel like I’m not qualified to teach this kid.
Then we have days like today where the good news is that the kids are cheerful and unflappable. Getting along really well. The bad news is that they are so locked in to each other, so ready to say something that will make the other one laugh, that getting any real work done felt ridiculous. I wonder if anyone ever delivered the exciting news to the king of England that hey guess what! The American colonies have settled their differences and gosh, actually, they are getting along GREAT these days. Constantly getting together to plan things and come up with ideas, writing things together. And we even heard they’re planning to get together in Boston for a party! Isn’t that neat?
Today we started early; we worked on math and reading and history and handwriting, and all of it was in counterpoint to their many, many opposite-day jokes and random words and poop-related puns and oh my god the day left me feeling like one of those substitute teachers in movies with spit balls in her hair. Poor Kevin came home in time to hear me lecturing his sons on rudeness and not interruptingness and RAWR JUST WRITE THE LETTER THE NORMAL NONHILARIOUS, NON OPPOSITE, NONPOOP-RELATED WAY because guess what! On opposite day, you can still be punished. The opposite of a time out is not in fact a trip to the Lego ‘n Donut store. The opposite of a time out is me killing you because oh my gosh, forget public school, today I was ready to send them to public crocodile farm where the vision statement on the sign outside reads: A high-achieving farm where every crocodile gets to reach their greatest potential and talent for eating children.
And then what happened? I don’t remember why, but at some point in the day, everything changed. I showed them the TMBG song Science is Real and that led to clicking on the one about Elements and that led to both kids being very excited. They pulled out the Science bin and spent the rest of the afternoon working as scientists. They replaced the batteries in the old microscope and found all of the slides and read the different specimens. Then they put polymer beads into a beaker of water. Then they worked on experiments with lenses and water and oh – back to the microscope. They jumped into each other’s questions, they pulled different stuff apart to study it, they drew pictures of what they saw. They made guesses, they refined their ideas.
The during dinner, I reviewed some of the geography we’ve been talking about and Graham asked a few questions which led me back to a lightening review of the history of humankind. They didn’t make a single joke about underpants. They listened and — wait, there was one joke about the name Mesopotamia hahaha Messy-Potty-Me-A get it? — then at some point in my lecture they quietly pulled out paper and markers and started working on maps of their own. Without being told, they just decided that this would be more fun to listen to if they could draw related pictures at the same time.
And it was great.
Whenever Nicolaus puts up a wall to block himself from learning something new, the problem may be in his physical brain or it may be a bad habit or just part of his personality, but it isn’t his fault if he doesn’t learn it. It is MY job to break through it. It’s easy to feel frustrated and ready to give up on teaching a kid like Nicolaus how to read. There is a perfectly fine public school just up the street. It’s easy to throw my own dang wall up! See? Full circle? This is something that’s hard to do and doesn’t have easy answers and I can’t go back or around it or sidestep it. It’s a puzzle. If humans can solve all of the puzzles they solve with all of the millions of solutions that are for sale at Home Depot, surely I can solve the one little puzzle of helping one little kid learn how to solve the frustrating puzzles that he inherited from me.














