The two older boys’ first month of school is almost
complete. J is especially excited
because he got the teacher he wanted for third grade. I’ll admit it; this was the teacher I was hoping he’d get, too, because she has
high expectations for her students – she sets the bar high, and then helps the
kids strive to reach it.
The first two weeks of school were, well,
anticlimactic. No homework was assigned,
and the boys settled into their new routines rather quickly. Their afterschool activities began gradually,
so we eased into our new routine.
And then came the homework.
To provide some context, last year, J’s homework consisted
of writing fifteen spelling words five times each and three worksheets. Per week.
That’s it. Seriously. Second grade was a joke as far as homework
was concerned.
Third grade is a whole. new. world.
Monday night means a language arts worksheet and some
math. Tuesday and Wednesday mean some
more math. Thursday means still more
math. Every Friday, there is a spelling
test. This Friday there is also a
science test. Last week, J had to bring
in pictures of plants, herbivores, and carnivores to create a food web at
school. There will also be four book
projects throughout the year.
In principle, I have absolutely no issue with the amount of homework that J has. What I do
take issue with is the crying,
whining, and hyperventilating that precedes the completion of said
homework. Specifically, this spectacle
is reserved solely for the language arts homework.
Last night, J had to read a story called The Fire on the
Mountain (or something like that). The
story in brief: Haptom is a rich guy who
has a servant named Arha. Haptom asks
Arha if he thinks it’s possible to survive a night on the mountain without
shelter, blankets, or fire, and then suggest a friendly wager to prove it. Arha declines since he has nothing to
offer. Haptom says that’s okay, if Arha
can survive a night on the mountain, he’ll give him land, a house, and
cattle. Arha visits Hairu, the village
wise man, for advice. Hairu tells Arha
that he’ll light a fire in the valley, and Arha can see the fire and imagine
that he’s being warmed by it.
…I just had to
interject here. I get that the United
States is no longer a Eurocentric society, and I support the whole diversity
and multiculturalism thrust in education, but if I had a hard time keeping
track of these characters’ names (I kept calling Haptom Hampton), how on earth
is an eight-year-old supposed to? But I digress…
Haptom is impressed that Arha has survived the frigid night
and asks how he did it. Arha says that
he saw the fire in the valley and imagined that it kept him warm. Haptom accuses Arha of cheating and refuses
to pay up. Heartbroken, Arha visits
Hairu, who decides to help. Hairu hosts
a banquet and invites Haptom. He
prepares but does not serve the food.
Haptom asks when the food will be served. Hairu asks if Haptom can smell the food; Haptom
can. Hairu says that if he can smell the
food, then he must be full since Arhu was kept warm by seeing the fire. Haptom is ashamed and decides to make good on
his end of the wager.
Reads a little bit like a Biblical parable, don’t you
think? I don’t know about you, but I’m
an adult and I have a hard time
making heads or tails of Biblical parables.
Imagine how an eight-year-old feels. Cue the waterworks...
The students then have to answer
some questions about comparison and contrast.
Like: How are Haptom and Arhu
different at the beginning of the story?
How are they alike at the end? (this wasn’t too hard for J to figure out; he’s
a bright kid, fortunately, but I still had to talk him through the process… he
kept getting hung up on the character names) Where did Arhu’s test take place? Where did Haptom’s test take place? (J didn’t
make the connection that the banquet was a test for Haptom… did many other students? If they are unfamiliar with parables, will
most third graders make that connection?
Did they discuss this, or similar stories, in class?)
I think my frustration is
this: yes, let’s challenge our
kids. No, we don’t expect enough of them
academically. But if we’re going to
present students with challenging material, which this language arts homework
clearly is (for a third grader), teachers
must teach children the critical
thinking skills necessary to move towards mastery of that material. Simple repeat exposure is not sufficient.