One Phrase at a Time.
Bare with me, this is not an interesting post to most of you.
Erik is loving his French class this year. But, in order to take French and fit it into his schedule, we ran into some scheduling glitches at his school. Erik has been fortunate to enjoy advanced Science and Math last two years. (we have some thoughts about what they consider advanced, though). He took Algebra I and Biology I in 8th grade. So, this year, he was supposed to take Advanced Honor level Chemistry (meaning his AH class buddies from last two years would be in it) and AH level Geometry (again with the same group of AH kids from the last two years). But in order to take French he was advised to take Algebra ll with the 10th graders (and Geometry next year with the current 8th graders who would be 9th grade next year) and he was also placed in regular honors Chemistry with 10th graders (meaning they are not advanced honor track kids). So, for two of the major classes he is thrown in with big, unfamiliar 10 graders! (he is 9th grade and he is one of the shortest student). All of this for French and it is so worth it for him... I love how he beams with new French word.
He has done OK in Chemistry but he has had a rough start to the Algebra class somewhat. We believe that the adjustment with an unfamiliar teacher and big 10th graders that he did not know all caused a bit of glitches in his mind. I had a hard time with the fact that he is in the 10th grade Chemistry when he should be in the advance honors 9th grade Chemistry every time Erik reported a bit of issues with some of the 10th graders. Well, simply put, these 10th graders in the Honoros Chem are not as keenly interested and motivated than the 9th grade advance honor group of kids.... .But the school had to be creative because Erik was the minority desiring French,, minority also because he is among the small group of AH kids....
Looking back, two and a half years ago, when the advanced honors placement was announced at the end of 6th grade, Erik was not included in it in spite of the fact that he has performed quite strongly in math and science without ever once studying at home for tests. He just did homework,, and basically, he was not challenged. But, he missed a few points on one of the two assessment test they administered to assess who would be eligible. To make the story short,,, we literally had to beg and even scream to have Erik allowed to enjoy the challenge he needed. It actually took more than a shove to have our voices heard,,, we had to call for an emergency meeting with the school head mistresl!!!! His classroom teachers who taught him math and science did not particularly show interest in advocating for Erik's individual needs for challenge. We felt, no one,, no other but his own parents know him and looks out for him. But this school is supposed to be seeking excellence and promoting to nurture kids to their potential. But i know it is not possible for the school to really know each child.
He did fantastically in the advanced honors classes (again, this schools advanced honor level may not be that advanced comparing with some big name schools in larger cities) and he loved it all. Just to think that he almost was left to remain in the regular classes makes me think that there are more kids out there who could have enjoyed the extra challenges... my Japanese educational background certainly makes me see education in a very different view but I know this was not a coincident.
Erik must be either very adaptable or not interested in the peer too much to tolerate this kind of classmate changes. Rough start on his algebra has made him say, "Maybe I should have been in geometry". once or twice but I believe that he would pick it all up and grasp it.
With all the academic stuff,,, he practices an hour or an hour and half daily to tackle all his short and long pieces at the piano. After all the homework is done, he is quite tired but he knows, he has the piano bench waiting for him... I am grateful for his zeal but I must watch to nurture this young man so he is not over stressed, over stretched or over confident. Knowing who you are working for in a big picture and remembering why you strive to do your best is very important. When a child has a capacity, the ability has to be challenged but not to the extent the child become boastful. Erik often says, "We all make an A in God's grade book". He also has the sweetest and encouraging attitude toward one of his best friends who struggles with math... on one of the recent sleep over, apparently he ended up helping his friend with his math homework. I hope that he will always have the understanding that everyone's gift is different and everyone needs someone else's help on many occasions. We also discuss that the academics is not all there is to life. I know he and his best friend will always be close,,, even with the big difference they have when it comes to school performance. Growing up and understanding your place in the world is a tough thing at times and I am not sure if I am doing a good job here. As I watch and encourage him to tackle new piano pieces or work toward perfecting pieces, I am grateful that this child always has something darn tough to have to work toward. Since some of the academic work (not all) comes relatively easily to him, if he had no challenges, he could easily develop a sense of "I am Good". I think piano has given him many many hours of humbleness.... especially when he receives a 20 page long piece to tackle and works through it over months,,,bits and pieces to conquer it so to speak, and he moves forward through the pages of music notes as well as through the new French adventure. All we can do and all we are assigned to do is to stand and cheer from the side line as he works through one race at a time and one phrase at a time.
Erik is loving his French class this year. But, in order to take French and fit it into his schedule, we ran into some scheduling glitches at his school. Erik has been fortunate to enjoy advanced Science and Math last two years. (we have some thoughts about what they consider advanced, though). He took Algebra I and Biology I in 8th grade. So, this year, he was supposed to take Advanced Honor level Chemistry (meaning his AH class buddies from last two years would be in it) and AH level Geometry (again with the same group of AH kids from the last two years). But in order to take French he was advised to take Algebra ll with the 10th graders (and Geometry next year with the current 8th graders who would be 9th grade next year) and he was also placed in regular honors Chemistry with 10th graders (meaning they are not advanced honor track kids). So, for two of the major classes he is thrown in with big, unfamiliar 10 graders! (he is 9th grade and he is one of the shortest student). All of this for French and it is so worth it for him... I love how he beams with new French word.
He has done OK in Chemistry but he has had a rough start to the Algebra class somewhat. We believe that the adjustment with an unfamiliar teacher and big 10th graders that he did not know all caused a bit of glitches in his mind. I had a hard time with the fact that he is in the 10th grade Chemistry when he should be in the advance honors 9th grade Chemistry every time Erik reported a bit of issues with some of the 10th graders. Well, simply put, these 10th graders in the Honoros Chem are not as keenly interested and motivated than the 9th grade advance honor group of kids.... .But the school had to be creative because Erik was the minority desiring French,, minority also because he is among the small group of AH kids....
Looking back, two and a half years ago, when the advanced honors placement was announced at the end of 6th grade, Erik was not included in it in spite of the fact that he has performed quite strongly in math and science without ever once studying at home for tests. He just did homework,, and basically, he was not challenged. But, he missed a few points on one of the two assessment test they administered to assess who would be eligible. To make the story short,,, we literally had to beg and even scream to have Erik allowed to enjoy the challenge he needed. It actually took more than a shove to have our voices heard,,, we had to call for an emergency meeting with the school head mistresl!!!! His classroom teachers who taught him math and science did not particularly show interest in advocating for Erik's individual needs for challenge. We felt, no one,, no other but his own parents know him and looks out for him. But this school is supposed to be seeking excellence and promoting to nurture kids to their potential. But i know it is not possible for the school to really know each child.
He did fantastically in the advanced honors classes (again, this schools advanced honor level may not be that advanced comparing with some big name schools in larger cities) and he loved it all. Just to think that he almost was left to remain in the regular classes makes me think that there are more kids out there who could have enjoyed the extra challenges... my Japanese educational background certainly makes me see education in a very different view but I know this was not a coincident.
Erik must be either very adaptable or not interested in the peer too much to tolerate this kind of classmate changes. Rough start on his algebra has made him say, "Maybe I should have been in geometry". once or twice but I believe that he would pick it all up and grasp it.
With all the academic stuff,,, he practices an hour or an hour and half daily to tackle all his short and long pieces at the piano. After all the homework is done, he is quite tired but he knows, he has the piano bench waiting for him... I am grateful for his zeal but I must watch to nurture this young man so he is not over stressed, over stretched or over confident. Knowing who you are working for in a big picture and remembering why you strive to do your best is very important. When a child has a capacity, the ability has to be challenged but not to the extent the child become boastful. Erik often says, "We all make an A in God's grade book". He also has the sweetest and encouraging attitude toward one of his best friends who struggles with math... on one of the recent sleep over, apparently he ended up helping his friend with his math homework. I hope that he will always have the understanding that everyone's gift is different and everyone needs someone else's help on many occasions. We also discuss that the academics is not all there is to life. I know he and his best friend will always be close,,, even with the big difference they have when it comes to school performance. Growing up and understanding your place in the world is a tough thing at times and I am not sure if I am doing a good job here. As I watch and encourage him to tackle new piano pieces or work toward perfecting pieces, I am grateful that this child always has something darn tough to have to work toward. Since some of the academic work (not all) comes relatively easily to him, if he had no challenges, he could easily develop a sense of "I am Good". I think piano has given him many many hours of humbleness.... especially when he receives a 20 page long piece to tackle and works through it over months,,,bits and pieces to conquer it so to speak, and he moves forward through the pages of music notes as well as through the new French adventure. All we can do and all we are assigned to do is to stand and cheer from the side line as he works through one race at a time and one phrase at a time.
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