What if I asked you to rethink the "low" kids?
Growing up, I understood that there were two groups of students: The smart ones and the dumb ones.
The ones who couldn't sit still, who fidgeted, who "got in trouble a lot," who got "bad" grades, who the teachers didn't like – they were the dumb ones.
Maybe it was their fault. Maybe not. Who cares. All that mattered was they weren't as good as the rest of us and somewhere, somehow, I knew school was made for me.
I felt a little sorry for them because their work was never on the walls and they never got picked for anything. Their position was locked forever in the barely shrouded "ability level" groups.
Call it "Group C" all you want, teacher. We know what it means.
I shook my head in irritation and sat back in sweet superiority.
They were the low kids.
I was with the high kids.
Basically, we could never mix. School was MY ZONE. They were interlopers.
Hey. I have one of the "low kids" now.
It's hard to look at your son and know that some teachers will dismiss him as just another problem to be passed on to the next year. And each new school year feels like teetering over the edge of a deep chasm waiting to see if we'll fall, or which teacher we will have.
It's hard to see your son in all his complexity reduced, once a year, to a pdf of psychological assessments and charts and tables, the far right column stacked with numbers correlating to the "low average" and "deficient" and "at risk" section of their bell curve, over and over again like a brick across your face even though the very first line states "high intelligence."
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