Learning Not to Punch the Teacher
When your mom borned you, she took one look and threw you in the trash.
The classmate who delivered this charming nugget to my son probably had no idea how close he was to the truth. No concept of how deep his words would wound.
Afterward, we had a long talk about how it’s okay to want to punch someone but it’s not okay to actually put hands on someone. I am proud that even in the face of such soul-searing spite, our boy did not retaliate.
I suggested that he find a constructive way to deal with the painful feelings. Punch a pillow. Draw a picture. Write your feelings.
Tonight, I take my own advice.
Our son’s teacher vacillates between understanding and intolerant.
She is personally offended by his need to draw while she talks and doesn’t understand his Aspie idiosyncrasies.
But after Dad died, she gave our boy a lot of grace as he worked through the grief in the way all the articles predicted: a nosedive in school behavior and performance.
My emotions conflict often when dealing with her.
Today, I received a text.
I saw your son violently kick a student from another class. Please encourage him to behave appropriately in school.
The text bothered me.
If he “violently” kicked another child, I should have been picking him up from the principal’s office, not finding out after the fact.
This was followed by,
He didn’t eat his lunch today.
During the test today, he took a red pen and drew on his arms.
This last one, I’d already noticed, a fabulous red dragon tattoo. Although I’ve asked him not to draw on himself, I’m not that concerned about impermanent ink decorations. If he sneaks off to get a real tattoo, well, that’s a problem. No tattoos until you’re 25, when your brain has matured fully. That’s the rule.
I responded, “Yes, I saw. Did he do anything right?”
She didn’t answer.
I added, “He mentioned that his friend showed him new shoes that change color and invited him to hit them with his foot. Was this the kicking incident?”
No response, then,
He asked permission to bring a cannonball and a bullet to school. He said you will help him bring the cannonball to school. Cannonballs and bullets are not allowed in school. Please discourage him from bringing these items to school.
Good grief. A family friend gave our little history buff several artifacts collected over the years. Our guy’s first response:
“We’re learning about this in history! I bet my teacher would love to see these!”
I told him that he couldn’t take them to school but that possibly I could get special permission to bring them in so the kids could see the display. Evidently he was too excited and brought it up to her.
This is the kid who smoked me in the “Jeopardy” category World Wars and corrected his teacher (accurately) when she taught about Pearl Harbor.
He’s really thrilled about history. Instead of encouraging that passion, she’s just annoyed.
My true difficulty with the situation is this:
I get it.
I understand fully that he requires ten times more direction than any other kid in class. He needs someone to help him see the connection between his actions and consequences (good or bad). He is frequently distracted by a buzzing light, a whispered word, a tapping foot or a bug doodling around the room. He doesn’t think through actions or words before he does or speaks.
I want to be on her side. I want to be a team.
Maybe the last two years (with fabulous teachers who recognized the diamond shine under the inches of behavioral coal dust) have spoiled me. We worked together to find solutions and they’ve offered advice for his current teacher. Those two years weren’t perfect and there’s no way to dream they were, no matter how flexible your imagination. But we worked together and tried each others’ ideas.
She discards ideas faster than I can suggest them.
Seriously, I just want us to work together to point this kid to success; the success I KNOW he can have. In a recent IEP meeting, his caseworker shook her head and said, “even with all his focusing struggles, he’s still keeping his grades up. I can’t believe it.”
I CAN believe it.
He’s brilliant. When he barely studies, he still passes (sometimes with 100s). With the right guidance and focus, he’ll be unstoppable.
Right now, though, she’s just telling him (and me) what he’s doing wrong. And that really gets me steamed. I have NO problem with consequences and the Assistant Principal can vouch that I lend full support to every intervention.
He responds to consistent recognition of what he’s doing right. If he knows he’ll be consistently rewarded for doing the right thing, he generally does the right thing. I say generally, because he’s far from perfect (aren’t we all) and it doesn’t always work, but 8 out of 10 times, it does.
She says, “it’s too hard” to catch him doing well. She thinks it’s ridiculous to give him a “good” point for eating lunch (which the psychologist suggested as at least one guaranteed good point for the day). She argued against most of the interventions that everyone else (school counselor, head psychologist, principal, case worker, mother) agreed upon. She has 20+ other kids and doesn’t have time to devote to my kid. Just “thank God” when he’s quiet and ignore him.
I get it.
But this constant “tattling” (because that’s what the texts above felt like) is just wearing me out. Tomorrow I’m taking the conversation to show the principal, then asking what can be done.
The last time I asked, every other class was maxed out and there’s no possibility of moving him to another class.
Maybe there’s no solution other than,
“Hang in there.”
We’re in school for about four and a half more months. Almost an eternity, yet I know the time will dissipate like clouds puffing past a skydiver.
Fifth grade is not the end of the world. No one wants to know, “How were your marks in elementary school?” No one asks, “Were you ever sent to the principal’s office before middle school?” Maybe we just need to make it through.
In the meantime, though, Hubby takes me for walks and I write.
Tonight, as we trudged down the moon-drenched driveway, I said,
“I want to punch her in the face.”
This is not entirely accurate; I don’t actually want to punch her because then I’d have to deal with legal action (this is the forethought I hope to instill in our boy). However, I want to write about it, and thereby feel better. And so, with a tip of my hat to the best rhymer ever, I write.
I must not punch her in the face
Though maybe just a spray of mace
Just a smidge, only a sample
No, I must be an example
Must not, must not kick her knee
Shall not, will not put a bee
In her coffee piping hot
Flick her? No.—NO! I cannot.
When I am so mad…I’ll write!
Get some extra sleep tonight.
Go for long walks down the drive.
In her car hide a beehive.
Oh, wait, that last one is wrong;
Instead I’ll sing out a song
Whisper a soft little prayer
That she will lose all her hair.
Oh, no, there I go again.
Paying vengeance is a sin
I must let it go, be done
Show forgiveness for my son
That boy’s always watching me
And I so want him to see:
Great achievement’s possible
Mercy is unstoppable
Even on the hardest day
Grace and faith will make a way.
There. I feel better.
And bonus, I’m not going to jail for punching a teacher. So, there’s that.
When life just isn’t fair, how do you deal with it?
Posted on February 7, 2017, in Adoption, autism, Education and tagged adopted, adopting, adoption, adoptive, Asperger's, Aspie, behavior, cause and effect, guidance, rewards, school, teacher. Bookmark the permalink. 10 Comments.