I need to address the issue raised by Blake’s teachers during our meeting about his difficulties at school. During what they called a “SBIT” (pronounced “sih-bit”, stands for “School-Based Intervention Team”), the following conclusions were arrived at:
- He thrives on one-to-one tutoring, but they can’t spend that kind of time with him,
- His difficulties with learning in the conventional classroom require more frequent and intense positive reinforcement than is currently given to the children, and,
- The frequent positive reinforcement has to be given in such a way to NOT disturb the other kids and make them feel like it’s unfair.
It is this third point that I want to focus on. On its face, and during the meeting, it seemed reasonable. However, I began later to think more deeply about how defeated I felt following this discussion. Basically, they pretty much said they can’t give him what he needs. We opted instead for a watered-down, inconspicuous method of giving him small rewards (a sticker on a card) throughout the day, and a cumulative one for a good day.
Blake got a card on one day of the following week. The card had 3 out of 6 stickers on it, with no explanation about what they were for, or what the blank sticker spaces were for. The rest of the week, no card came home, no explanation why, and Blake made multiple visits to the principal’s office. They were supposed to notify us when he was sent to the office so we could follow up at home, but they never did. Blake told us he didn’t go to the office, and we rewarded him. We were told on Friday that he visited the office every day that week.
One of these visits resulted in a phone call home, and my husband had to go to get him.
I believe my son deserves more than absence from the classroom, a meeting with the principal, and being sent home. This is the second time he’s been sent home this semester — his first semester of public school.
The reason for sending Blake home is because he is threatening other kids: He pinched a girl once, swung his lunchbox at a bunch of kids another time, and another time he twisted a girl’s arm. I can’t defend this behavior, but I know my son enough to know that there’s something going on in his head at the time he chooses to do these things. Usually, it’s anxiety. He did NOT act like this in preschool. He had his days there (every kid does), but not consistently. Now, it’s expected every day that Blake will act out. They expect it, he expects it, we try to stay optimistic and hold our breath during the day, hoping for good news.
In addition, it is expected that the de-facto remedy is to remove him from the classroom. This is, we are told, to protect the other kids, either from a learning disruption or physical harm. Aside from the obvious half-hearted efforts to work with us to help him, this attitude of prioritizing the harmony of the classroom over my son’s learning bothers me the most. Let me deconstruct before you start blasting me about the fact that these kids are other people’s children, blah, blah, blah.
Keeping the kids safe: totally agree. If someone is acting unsafely, you have to remove them. But, someone skilled with kids should know when a child’s mood is escalating, and head it off at the pass. In my son’s case, it escalates quickly, but the signs are always there. The key is to intervene BEFORE it escalates, so there is no need to remove him. That’s where the positive reinforcement comes in, and is so important.
But, as long as the priority is to not seem unfair to the other kids, vs. my son’s learning, then we will get nowhere. First of all, why not step up the positive for ALL the kids? Are they trying to save on stickers? I’ll buy the damn stickers, or candy, or toys, or whatever. I’ll buy them for all the kids.
Okay, say they don’t want to over positively-reinforce the kids (is there such a thing?). Their choice is: Have too-late attention drawn to Blake for harmful behavior, thus disrupting the classroom, and perhaps physically harming another kid, and for certain continuing to make Blake more and more anxious, defeated, and miserable.
Here’s how I parse this rationale:
- It’s too painful for a roomful of kids to see another kid get repeatedly rewarded for outstanding effort
- It’s desirable for a roomful of kids to see another kid being repeatedly punished for inappapropriate behavior
Am I making myself clear here? This explains a lot to me about our culture at large. We grow up miserly of spirit in our culture. We don’t like to see others getting rewards that we don’t think (emphasis on “we don’t think”) they deserve. It makes us angry. But, we do like folks to get punished. Heck, western culture has for centuries made theatre of it, and America continues with that. The destruction of the spirit, mind, or body of a “bad seed” fills us with glee, makes us feel secure and superior.
The trouble is that, in these early social structures of a kindergarten class are planted the seeds of our later society. Imagine if the children were asked to celebrate how hard another kid is working, even if the results of their work are not so good? Imagine if we taught them how to notice when another kid has trouble, and is working hard to overcome it? Imagine if wonderful, consistent, over-the-top rewards for true effort was not seen as unfair, but desirable for the group? Imagine if the kids were taught to see themselves as members of a team that supported each other, helped each other, and made room for differences?
The story of the prodigal son (Luke 15:11-28) is familiar to many people, Christians and non-Christians. The spirit in which it is taken is to illustrate the expansiveness of God’s love. However, the older brother illustrates the kind of love that people tend to give, based on what will seem a familiar, and childish, sense of abstract “fairness” rather than deeper justice:
“…’Look! All these years I’ve been slaving for you and never disobeyed your orders. Yet you never gave me even a young goat so I could celebrate with my friends. But when this son of yours who has squandered your property with prostitutes comes home, you kill the fattened calf for him!’
‘My son,’ the father said, ‘you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and is alive again; he was lost and is found.’ “
I’d like to see a society that actually comprehends the object lesson of this story. It’s not just that God forgives everything (boy we love that part!), it’s that we have to be magnanimous enough to see when the road others travel may not be as easy as the one we take (boy, we don’t pay attention much to that part). For some, they have inner struggles that manifest in embarrassing and sometimes dangerous choices. Some of us wind up in AA. Some of us wind up never getting there. Some of us wind up in prison. And some of us die in the struggle.
We all deserve the benefit of the doubt, and the support of a caring world. We are not here to judge and punish, we are here to love. I don’t care what your faith is, if you’re an atheist or what, compassion seems like the universal language. Where in the world would it be more important to lay down the groundwork for this kind of society of forgiveness, expansiveness, understanding, and love than in a kindergarten classroom?




