We agreed for a little girl to live with us while her parents sorted things.
Dad is in jail, mom was on drugs but is trying to get clean.
She is ten, with thick, frizzy brown hair pulled back in a low ponytail. Round, sweet face, eyes made owlish by thick glasses with dark purple frames.
She wears a purple puffy jacket, which should be my first clue it’s a dream.
Those went out of style decades ago. Then again, trends cycle. Maybe she’s ahead of the curve.
We meet at a small, family-owned restaurant with a store attached. Evidently this is where she has spent her after-school hours starting back in pre-school. Her babysitter used to work here but is long out of the picture.
“She was such a good little girl” that everyone else agreed to jointly keep an eye on her until her mother sent a ride home or wandered in to pick her up. Someone noticed she wasn’t growing much in kindergarten and they started providing after-school snacks and a hearty dinner. The undernourished waif grew into a hale and healthy ten year old.
The last few months, they’ve been giving her rides home at closing. A light was always on and she had a key, but finally the cook decided to walk her to the door and found mom sprawled on the floor in a drugged stupor.
She called the police, who called social services. Our small town had no other foster homes available. Since the cook claimed to be a distant cousin and had a clean record, they let the child stay with her for 48 hours while the social worker looked for a foster parent.
These people have been her family for six years. None of them are happy to learn I live clear across town.
“You have to bring her back to see us. Come for dinner at least once a week. On the house,” the owner cajoles.
The cook chimes in, “yes, please do,” in a tone I recognize as, “I’m asking nicely but you can expect a consequence if you don’t comply.”
The child has gone back to her small play area in the rear of the store to tidy up. I follow.
As I pack her things into a plastic green suitcase, the social worker calls my cell. Mom entered the rehab program. This may be a very temporary placement.
For their sake, I hope so, but I won’t mind if this sweet girl stays with us longer.
Suddenly I realize we never finalized sleeping arrangements. I guess we’ll put her in the guest room for now. I wonder if our two will be jealous she gets the big bed.
For that matter, how will they all get along? Will a new addition send them into a tail spin?
Should I put her in class with one of them or in one of the other 5th grade classes?
It’s getting late. I haven’t even thought about dinner. I tug her heavy case toward the door, starting to feel overwhelmed. Will she even like us?
I pause by the door, ready to call her name and realize I’ve forgotten it.
The cook gives me a piercing glare.
“What?” I say.
She replies, “nothing,” but I feel her eyes on my back as I turn.
I shake my head, stress washing over me.
What was I thinking, taking this on? I just started a new job. My kids may not respond well and I forgot to tell them about it. Hubby’s out of town for a week. Wait, who is with MY kids? I suddenly can’t remember.
The girl reappears, hugging the staff as she makes her way to me.
“I’m ready,” she tells me, pushing past through the wooden screen door to the country porch.
I follow, panic rising, and stop, face to face with a huge young buck. I eye his antlers, uneasy with the proximity, and glance around for the girl.
He snorts, demanding my attention, and stomps his hoof on the echoing porch floor boards. He touches his nose to mine, huge brown eyes glaring.
I wake, wild-eyed, stressed and panting, nose-to-wet-black-nose with my German Shepherd.
He needs to potty. He snorts and stomps his paw on the bed once more.
I shake my head and let him pull me out of bed.
Thank God, it was a dream.
Later that day, I pull up photo listings on adoptuskids.org, searching for a round, sweet face with owlish eyes.
This has been the year from heck, educationally speaking.
Thank God for our Assistant Principal. Not only is he adopted himself, he also has an incredible ability to empathize with trauma kids and understand kids with special needs.
If only the IEP team members were all so gifted.
Several times this year, I requested meetings to discuss our boy’s classroom behavior (which is unconventional but explainable when one takes the time to see through his eyes). His Autism Spectrum Disorder has begun to shine through with amazing beauty—or a vengeance, depending upon your perspective.
I requested a one-to-one behavioral aide, which he’s had in the past but never with this particular school. The aide gave him an extra layer of self-control by monitoring the situation for triggers, then reminding him to focus.
We’re lining up for lunch. Other children will be close to you and may touch you. This is okay. You’re perfectly safe.
Sitting quietly during testing is important. You’ll need to focus. No chirping, squeaking or other noises. I’ll give you a check mark for every minute you are silent.
This didn’t always work and we went through several aides before finding the right fit, but by the end of first grade we were able to phase out the aide. In fifth, he regressed. We weren’t at physical-aggression-because-I’m-angry level anymore, but his self-management went out the window by the end of September.
There is much to be said for personality match when pairing a teacher with a special needs child. We had stellar matches for him in third and fourth grade; I credit his teachers for the incredible leaps he made both in social and educational arenas.
The fifth grade teacher is a GREAT teacher. Neurotypical kids probably adore her.
But she’s not a personality match for my son, and he’s not a match for her. No one is at fault; it’s just the way things are.
Part of the struggle, I believe, is a simple lack of exposure. Maybe she’s never had a Spectrum kid in her classroom.
Thanks to trial and error, the fourth grade teacher found that putting him in a desk by himself—in the corner with fewest articles on the walls—helped him focus. He began participating more fully in spite of the separation she perceived as potentially problematic.
I suggested (and the school psychologist agreed) that the fifth grade teacher should do the same. Until then, she’d kept her classroom desks in groups of four or five. One of the daily points of contention happened when another child touched his things (inevitable at close range, because his desk tended to overflow). The teacher disagreed with the tactic but said she would comply with the group consensus.
Arriving in the classroom to drop off supplies about a week later, I found that she had placed his desk alone, as asked, but IN THE MIDDLE OF THE ROOM, allowing for three-hundred-sixty degrees of incoming stimulation. Anyone with experience would never consider the middle of the room a viable spot for a kid with ASD.
Our boy is focused on the end result. Consequential forethought is rare; he almost never thinks about how his choices may affect others.
For instance: a friend told him that when he stamps his foot, his shoes light up. He neglected to provide a demonstration. Our guy thought about those lights all day. His impulse control held fast until about thirty minutes prior to pickup. He couldn’t take it anymore. The light-up-shoes called his name.
He ran up and stamped the kid’s foot.
The teacher wrote me a note, stating he had “viciously kicked” another child. Write-up, suspension.
He came home with a packet of papers to complete. He sat in a chair all day and worked (and got almost everything correct).
For this kid, suspension = joy.
He can learn and do his work with no distractions.
About two weeks later, our girl was home sick. Boy wanted to stay home as well. No fever, so off he went.
I sent a note to the teacher and left a message for the assistant principal, letting them know he may be out of sorts or pretend to be ill because he really wanted to be at home.
Thirty minutes into the school day, he pulled a chair out from under another child. He truly didn’t think about whether the child would be hurt (thankfully not); he just figured that if stamping a kid’s foot sent him home, this should also do the trick.
After a phone conference with the Assistant Principal, we agreed on after-school suspension for several days, to prevent a rash of must-find-a-way-to-get-suspended behaviors.
Again, I called a meeting, explaining (for the millionth-ish time) my request for a one-to-one behavioral aide. An aide could help him process the situation. Could see—as I often must—the potential issues and prevent a problem.
For instance, the behavioral aide would have noted he left his desk and immediately required him to sit back down. He would have never made it halfway across the room in the first place, much less had the opportunity to pull out the kid’s chair.
The aide could walk him to-and-from class, preventing the spark of hallway chaos from lighting his trigger fuse. Might recognize hyper-stimulation and ameliorate his angst before it ballooned into behaviors.
The IEP team, in spite of my pleas, turned down my request because
he’s not failing.
In fact, he’s doing quite well.
He’s “unable to focus,” he “refuses to participate” and “doesn’t follow along with the class,” yet his grades are above average.
And because we must keep him in the “least restrictive environment” for his needs, this precludes the need for a behavioral aide.
When they announced the reason, I stared in shock.
You’re telling me that he constantly distracts the class, he’s not able to focus or self-manage, he doesn’t know the material, he can’t get along with others and he’s a problem that must be solved, but you won’t allow me to procure a one-to-one aide because his grades are too good.
Yes, that’s exactly what they were saying.
I Give Up.
Not on my kid, and not on his education.
And I’m sure as heck not telling him this:
I give up stressing about his classroom behavior.
Sometimes, the only thing left to do is give it up.
you have to let go of what’s in your hands before you can pick up anything else.
And because sometimes,
moving on to the next thing is more important.
If you haven’t read Grit by Angela Duckworth, be forewarned and encouraged: the book is long AND it is worth your time. The information is enthralling. Listening to the audio (read by the author) is even more fascinating.
One of my colleagues suggested I read it after I related the latest escapades in our quest to find the best care for our children’s special needs. Grit, according to Angela, is “perseverance and passion for long-term goals.”
When it comes to our adopted kiddos, any social worker, community service board member, child services team contributor, school administrator, teacher or member of the mental health community with whom I’ve interacted would agree that I tend toward dogged advocacy. Our first social worker told Hubby I’m “hypervigilant” (hence the blog name).
Their well-being is my Quest, if you will.
Our kids had such a traumatic start; Hubby and I are determined—as much as is within our power—to make the rest of their growing-up years decidedly un-traumatic. I have to tell you: spending almost every moment of my wake time (and sometimes my dreams as well) finding ways to sow seeds of future success is exhausting.
At my friend’s recommendation, I read Grit thinking it might give me some encouragement.
Perhaps some validation.
Maybe even a little focus.
What I didn’t expect: Angela talks about ways to develop Grit in our children.
Her explanation of Grit indicators enthralled me. Among other things, a huge predictor of future success is a child’s commitment to a challenging activity for a certain amount of time.
At the high school level, two years of involvement in the same activity (whether sport, club or organization) is a solid predictor of future success.
Chess club, lacrosse, football, student government, school newspaper: as long as the activity creates growth and challenges the child to learn more, improve or think more creatively, it counts. (One year of involvement predicted nothing, by the way. That second year matters.)
To grow Grit in their children (and themselves), Angela, her husband and her children all “Do Hard Things.” (As a nerd partial to ancient myth, I prefer the term”Grit Quest.” My paraphrase of quest: an adventurous search or pursuit to secure or achieve something. GQ for short. Gives more of a sense of the “bulldog determination to scale the highest limit of this mountain” ideology our family tends to embrace.)
1. Everyone does SOMEthing that requires practice (pursuit) to improve. Each family member must embrace a GQ.
“Everyone” includes parents—how can we expect the kids to do something difficult while we potato on the couch?
If you’ve followed this blog for long, you know that Hubby and I do fun things like teaching ourselves how to knock out and rebuild walls, replace the bathroom ceiling and restore cars. The kids’ counselor actually told us we needed to take time to relax, to show the kids that adulting isn’t all work. #1 will be no trouble.
2. Everyone chooses his or her own GQ. No one wants to work hard because someone else is making them.
We have a child who would prefer to do nothing at all, so #2 will be more difficult.. If we don’t choose something for her, she will sit in her room and converse with herself. We’ve come to a compromise: there will be a GQ and it will involve music; the kids can choose from the instruments we already have on hand (piano and guitar). They’ve each asked for music lessons (unwitting of the work required), so this technically follows Angela’s guideline.
Other GQ considerations are transportation and impact on family time. For instance, we’ve ruled out football (American) for now because practices every night and games on weekends would effectively preclude any other activities…for anyone, player or not. We’re open to any sports which enable the kids to play together without taking over the family schedule.
3. No quitting. At least, not on a difficult day nor due to bad attitude. Predetermine a timeline or stopping point.
Once they’ve fulfilled the terms of the agreement (e.g., eight weeks,”when you reach x level” or a sport season) they can pick a new instrument or try something else.
Angela Duckworth says, “if I’ve paid the tuition for your set of piano lessons, you’re going to take all those lessons and you are, as you promised your teacher, going to practice for those lessons.”
Sounds great, but #3 is a bit more tricky for us, as we’re still working on motivation.
For over a year, the kids took Karate (THEIR CHOICE). We told them they could quit once they received a green belt. Most of the class attained the first belt within the first three months. Over a year later, our little darlings finally managed to pass the first belt assessment. They simply refused to practice.
No consequences mattered. Rewards, consequences, the teacher calling them out in front of the entire class…nothing mattered to them.
This lack of response to negative consequence or positive reward has been an ongoing burr under my saddle. It’s a “normal” response from trauma kids.
I literally had to stand there and watch them, directing every move. Right, it’s only fifteen minutes a day…but when it took an hour to complete thirty minutes of homework and we had Scouts (one for each) twice a week and counseling twice a week and…and…and…it just became too much.
What I learned from that experience? Pick a shorter term goal. The idea of allowing them to quit when they hit green was this: by the time they got to green, they’d be so good, they wouldn’t want to quit. Both of them have athletic physiques and our boy has flexibility any ballerina would kill for. We knew if they found success, they’d want to continue.
Problem is, they fought so hard to be complacent, they missed out. Toward the end, they both started realizing goals in karate. Unfortunately, it was too late, because they were both approved for in-home counseling (7-10 hours per week). With school, there’s currently no time for karate.
But hey, once the summer starts, we will have all kinds of time to practice an instrument. (Yep, I plan to practice as well.)
In the meantime, I’m going to go listen to Grit one more time. There was a section about the Seattle Seahawks I didn’t fully catch the first time around, and I want to listen again.
If you take time to read it (or already have), weigh in below.
What do you think? Do you have grit? How do you know?
Tonight, I lost my cr*p.
Monday is Cub Scout night. Every single week, I hear gravel crunching under Hubby’s tires.
And I wait.
Unless he is 100% supervised, our boy always finds trouble. And every week, they burst through the back door in the middle of a reprimand.
Since Dad passed away, our guy has regressed to the impulsive equivalent of a five year old.
I understand from the many, many articles and books about childhood grief that this is normal, but seven weeks of the behavioral equivalent of Chinese Water Torture has chipped away my resolve to stay calm.
He almost made it through the evening this time.
But then, some pestering little kid he can’t stand ran by and hit him (probably explains the “can’t stand”).
Instead of coming to tell Hubby (which is what we tell him to do, every…stinking…time…), he ran after the kid, knocking people out of the way as he tracked his prey.
Hubby happened upon the scene in time to collar him.
We are exhausted.
We can’t leave him alone for five minutes unless he’s asleep.
It’s like we’re back to year one, minus the screaming (THANK GOD at least he’s not screaming. Yep, I can find a blessing anywhere. I’m pretty sure this means I’m mental).
I have another meeting tomorrow about whether the school will allow a one-to-one behavioral aide. I’m trying to get approval for an in-home counselor to help him cope. I am doing EVERYthing I can think of.
I know being at the end of the rope is not an excuse, but tonight, I’d just had it. I went all
It was either that or have an aneurysm, and I just don’t have time for that.
In less-than-quiet decibels, I explained to our boy that although I spend hours and hours and HOURS every week in meetings and filling out paperwork and researching and reading and trying to find solutions that will help them, he and his sister are NOT my top priority.
And I am
watching the kids disrespect, ignore and disobey my husband.
I went nose-to-nose with the kid.
Imagine this, but with longer hair (probably the spit is accurate):
YOU WILL OBEY, DO YOU UNDERSTAND ME SOLDIER?!
Not kidding. I went there.
By the time I was done, he was yelling, “SIR, YES, SIR! I MEAN—MA’AM!”
I don’t really know if it will make any difference.
I know the kid is grieving; we all are. Military Mama is probably not what he needs right now.
Why am I telling you this? Mostly because I’m still pretty upset, both about his behavior and about my reaction. Writing keeps me sane.
I’m telling you this because I think I come across as got-my-stuff-together a little too often, and that’s just not real life. I’m totally winging this.
Also, I want you to know that if you’re in the middle of
Joshua 1:9 is one of my favorite promises: Be Strong. Be Brave. You are NEVER ALONE.
Even in the moments we fail, God is still there.
Even when Military Mama takes over.
Stand strong. Be brave.
You can do this.
Luckily, today was an in-home-counselor day for the girl, so she had several hours to explore the situation with her therapist. After dinner, the counselor suggested my daughter could share with me what they’d discussed.
She was obviously uncomfortable, so we pulled out a game of Uno and talked while we played. I always try to remain level-headed and objective when she talks about how she sees the world, but sometimes…
My daughter shared that she is jealous of her brother because he gets all the attention and she feels she is entitled to more of the attention because she is older. As the therapist helped her share her feelings (she provokes her brother to get him in trouble because she is jealous of him), it became evident that she’d colored a picture of herself as neglected and ignored, while Hubby and I showered our son with attention.
Photo by Adam Koford
First off, he’s been in hot water for the last several weeks due to trouble at school and ongoing infractions at home. The attention he’s getting is the kind I’m sure he’d prefer to skip.
Second, while he’s had early bedtime almost every night in the last three weeks, she’s had Hubby and me to herself for almost an hour every night. We ask her what she’d like to do and the answer is always, “Watch Girl Meets World.”
I shared this information with the counselor, then advised my girl, “if you’d prefer to play a game or just talk after your brother goes to bed, Daddy and I would be happy to do that. We only watch TV because that’s what you’ve been saying you’d like to do.”
She backpedaled quickly. “No, no, it’s okay, I like Girl Meets World. We can still watch.”
“So…” I say, “in what way do we give your brother more attention?”
She couldn’t answer.
“I think you’re right; he’s definitely had a lot of attention the last few weeks; we can start giving you the same attention. We’ll put you to bed early and make sure to get on your case as soon as you step a hair out of line.” (We’ve been on that boy like grease on a teen’s face: everywhere and all day long.)
And then I went for it.
“Let me tell you about one of my earliest memories. I was probably about two and a half, and my parents had some friends over for dinner. They put me to bed and went to the living room to play games or talk or whatever it was that adults did before HD cable.
I woke up maybe an hour later to hear them all laughing. I hopped out of bed and wandered into the living room to see my mother bouncing
my baby brother
on her knee. He was grinning and drooling all over his blue onesie. I couldn’t believe it. Obviously I was older. Why should HE get to stay up later than I did? I didn’t even drool.
Of course, I didn’t realize that babies need to eat every few hours. He probably woke up and needed a diaper change or something, then feeding, then had to be jostled back to sleep.
they had the nerve to put me
BACK TO BED.
I stayed mad at that drooly little bugger for years. He ruined my fun, got all the attention and nobody put him back to bed early.
All because I didn’t understand the way the world truly works…or that babies can’t wait.
So, here’s what I think. You’re mad at your brother for showing up and ruining your fun.”
Her face stretched in shock. “How could you KNOW that?!?”
“Because I was a 12 year old girl with a younger brother. And also, when you arrived, you told me some stories about things you enjoyed with your birth family.”
She wrinkled her nose. “I don’t remember.”
“Well, you might not have the memory anymore, but you certainly had it when you got here.”
“Sometimes little kids just make stuff up and think they remembered it,” she shrugged.
“Based on the amount of anger you had about it, I don’t think so. I think you are really angry at him and you take it out on him, but it’s not even real. He doesn’t ruin your fun and he doesn’t take your attention. You get just as much and maybe more attention. What’s making you so angry?”
She frowned. “My feelings.”
“Nope. Remember, Counselor Bob talked with you about how your thoughts create feelings and feelings create actions. You THINK you’re getting less than your brother. You THINK you deserve more because you’re the oldest. You THINK Daddy and I are being unfair. Are those thoughts true?”
Shrugging again, she said, “Maybe not.”
“I guarantee you, they’re not true thoughts. Another way to say that is
So what do you need to change so that your feelings will be different?”
I can tell she’s getting it. Reluctant, she sighs, “my…thoughts.”
We finish the game of UNO as she dissolves into hysterical giggles, throwing herself around and almost banging her face on the table’s edge several times. I admonish her to be careful, worried she might end up with a bloody nose. The therapist looks at me, eyes questioning.
“This is what we get when she has to discuss something uncomfortable.”
Or when her worldview lens gets cracked yet again.
One of these days, she’ll knock that spiderwebbed lens right out and see the world the way it really is.
I just know it.
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?
Photo by Peter Nijenhuis
**We’re up to $35; see below!
We’ve all seen (and occasionally participated in) a Meet & Greet post. You know, “drop your link in the comments and maybe someone will click.”
Instead of posting a hit-or-miss link, let’s change it up. Your mission, should you choose to accept it:
1. Describe your blog in nine words or less.
2. Paste a link to a post you’re proud of writing. Bonus points for adoption, mental health or parenting themes*, but it can be anything.
*With your link, please note the post theme, e.g., “Adoption,” “Mental Health,” “Parenting,” “My Happy Place,” “Honey Badgers are Misunderstood,” etc.
3. Reblog this to increase the number of participants. For every comment below, I’ll donate a dollar* to Compassion International, a fabulous organization committed to child development and rescuing kids from poverty.
*If the comment number rises beyond my ability to personally donate, I commit to raising the money.