Professor Mom
The calling
On my way to my car yesterday, feeling grouchy and deflated, and after a full day of two long back-to-back meetings (I love my job, but I wish the powers-that-be would understand that a week of meetings and workshops right after a long and grueling semester is just not going to sit well with most people) I fell into step with an older woman headed to her car. I'd seen her around, and didn't know her, but she started talking with me anyway. She was headed out of state for a job, and to go to night school, after quitting her current job cold turkey and doing an about-face career change. She must have been in her early sixties.
"What brought about this change?" I asked her, because I'm always intrigued by these things.
"I heard my calling," she told me.
I would have loved to sit down with her and hear more, because I always wonder when people claim to have heard their calling. Did something--someone--literally call her out of the dark? I imagined her being propelled out of her current job, like a sleepwalker pulled by some invisible thread, out to a new job in a state far away. Did her calling come to her in a dream? Was it sent to her from above?
But we parted ways, she heading off to explore her new calling, and I to pick up my L. from school.
***********
In the car that morning as I drove L. to school I listened to him tell me all about a Scientific American article he read in the bathroom the other day about spying in the digital age. He found it remarkable that in the current Hardy Boys novel he was reading on the way to school that morning there was mention of the basics of that same technology, there, in print, decades before most of the devices had even been invented. It was an astounding connection to make, really, and his recall of the Scientific American article was equally amazing. And even though I'm a completely unscientific person I can appreciate how we all want the things in our lives to make sense to us, whether we crave the order and logic of a scientific, mechanical world, as L. does, or whether we want the weighty personal decisions we make to yield results we can feel good about, or the behaviors of others to jibe with our intuitions about just what kind of people they might be.
Which is why, I think, I have been so angry and frustrated and upset over this past school year. Nothing has seemed to make sense, or connect and I have felt often as if we are trapped, along with L., in some illogical Alice in Wonderland-type world made up of rubrics and worksheets and assessment tests. I have listened to him describe in tremendous detail all sorts of scientific and historical information the likes of which would put many college students to shame, yet he's rarely given a chance to demonstrate all this at school. I have listened to L. tell me remarkable things about the books he's read, yet also listened to his teachers tell me he can't summarize a book. I have listened to L. dissect the complicated growth cycle of bamboo plants to us at the dinner table after learning that the deadline for the report had come and gone--unnoticed by L.
It's hard when you're a parent to wait for it all to make sense, when you want the best for your child RIGHT NOW. Yet even as I feel so frustrated I try and bring myself out of it by telling myself that in the scope of things elementary school is but a small blip on the screen of L.'s life, as it is for all of us, really, when held up against the tremendous things we each are capable of achieving--whether it's now, in ten years, or forty years; whether we hear our calling at eight, or sixteen, or sixty.







Comments
I've been reading and watching so much about Asperger's lately. And it's struck me that so many of the experts present an upbeat, optimistic take on the information they're giving and make sure that they point out the advantages of Aspie characteristics, but the application in the real world is so much more mixed--most of them don't deal with what happens when the individual is in a rigid environment that just is not going to bend or step back and appreciate the quirks.
I was an excellent student, but mostly because I craved adult approval more than almost anything, and performing well academically was a quick way to get it. I would like Scooter to have a different motivation, but I know this will mean I have to deal with situations where he doesn't comply with teachers because it's not interesting. On his mid-year standardized testing, he scored well on most areas, except for two his teacher pointed out in our conference. For a shape-sorting exercise and writing his responses to prompts, he wanted to go play, so he put them in random stacks/wrote single words instead of sentences and insisted he was done.
I'm already contemplating how I'll find the balance between emphasizing the importance of academics and encouraging him to be himself in these situations.
(P.S. Are there any magnets in your area, specifically a math-science one? I remember that where Trillian and I had out first house, there was one starting in 6th or 7th grade. I imagine that the sooner L. can get into some specialized studies, the better motivated he'll be.)
Thanks for your wonderful insight, as always. The real challenge we face with L. is lack of motivation--he seems to be missing the genes for trying to self-start, pleases others, complete tasks...! He has zero motivation for completing anything that falls outside of his often narrow range of interests--which is a common issue with individuals with Asperger's. So we have to work very hard to come up with creative ways to motivate him and, alas, this only works well if his teacher is willing to work just as hard.
There are one or two math/science magnets--but he needs the grades to get into them, so we have a catch-22 of sorts...I think there are some middle school options that seem good--including our base school which is quite good. We just need to get through elementary school--somehow, some way.