I used to just hate getting report cards. They were nothing more than a prison sentence to me. I would be anxious all day long waiting to get those little white cards with letters written in columns for each quarter. And I could just predict what some of those letters would be...especially in classes like math or "deportment" (as it used to be called) or in other words, "conduct". Yes, I've had my share of trips to the principal's office or even in getting "demerits" for misbehavior.
This week, my oldest son brought home his report for the "second marking period" from kindergarten. I must admit, I still get a twinge when I look at the envelope. This report card was not the "card" I used to get with letter grades for each of the 6 or 7 classes that were taken. No, this was a "report packet" -- a manilla envelope clasped shut that contained several pages of 8 1/2 x 11 inch paper that went to great detail on my son's progress. And the letter grades I grew up with such as "A", "B", "C", "D" and the letter that did grace my report card on more than one occasion, "F", were not on this one. Instead it was "M" or "S" (meets expectations or some work needed).
The last page of this report was a summary of the teacher's assesment on my son's overall progress. At his age now, he is not too aware of what the ramifications of getting a report card mean, and I don't want to start out his academic experience by making him dread reporting periods. So, I let him climb up in my lap & I asked him if he would like to hear what his teacher thought of how well he did in school. As I read the teacher's summary of his progress, it was actually very difficult to keep my composure. Reading comments that told of how much he loved learning new things & how he was a "natural leader" really got to me. The teacher also described how my son thrived on pleasing others...literally soaking up any attention he could get when he knew he could initiate a positive reaction from his classmates or his teacher. The part reporting on how much he loved to read was a real grabber, too.
However, there was one particular characteristic that was specifically singled out in not just the current "marking period" but in the previous one, too. It was my son's particular weakness for "acting silly" during learning or work times. He finds it quite challenging to get control of his bubbling personality long enough to allow the teacher to present the lesson and to allow his classmates to pay attention. In fact, his teacher added that his sillyness was a "distraction" to the class.
Why did my kid have to pick up that characteristic from his father?
Next thing you know, a guidance counselor will be telling my son that he would be best suited for a career in radio.
