measure of a man
October 19, 2013 § 6 Comments
This morning I woke my son early, interrupting our sleepy Saturday routine to deliver him to his high school placement exam. Over an ambitiously balanced breakfast neither of us mentioned the test. It sat between us, an unarguable fact; one step in a path predetermined by impersonal policies to place each child in an academic environment boasting a climate of challenge that might mold students for futures whose success is gauged by graphs of accomplishment.
For my part, I believe tests to be largely subjective measurements of individual mastery void of an ability to capture the character of the student in neatly shaded circles. Still, I respect that this experience is part of a system within which we participate and so I encourage best efforts without weighing my children’s worth in sterile scores intended to measure ability and predict potential. Both children are directed to greet each challenge with a fearlessness to try and a willingness to fail in an effort to succeed. It is with this understanding that my son moved through his morning, mindful of the test and eager to be finished.
The restless waiting that punctuated the time between breakfast and our departure was a medley of directionless busyness. My son resisted the temptation to sneak beneath the still mussed covers of his bed, instead perusing the pile of bedside books for a title to accompany him to his test. Setting aside my half-hearted efforts to tidy the mess of our morning meal I skimmed my son’s book selection from over his shoulder inviting a casual conversation about the subject, his hero, Stephen Hawking.
In our last moments before leaving the house my son directed me to a dog-eared video interview, elaborating on text with technology, eagerly highlighting the following words of wisdom:
“One, remember to look up at the stars and not down at your feet. Two, never give up work. Work gives you meaning and purpose and life is empty without it. Three, if you are lucky enough to find love, remember it is there and don’t throw it away.” – Stephen Hawking
I marveled at the reverence with which my son hung on each counsel, his eyes tender and his presence still. A peaceful consciousness was with him when we parted ways and it sat between us later as we lingered over lunch. It followed us as we squandered an hour of a perfect autumn day looping lazily around a local lake and it was with him still as he gathered a friend into our day, their voices drifting to my ear as I finally tackled the task of tidying the kitchen for the evening meal.
These three truths centered our day and gifted me a beautiful memory; my son’s compass more telling than the scores that map a future we cannot yet see for the stars.
scribblechic 
He’s a teenager and he has a pile of bedside books? I have a feeling he’s going to be just fine, regardless of placement exam scores.
From physics to comics I am certain only of his questions and humor; both of which tend to fall categorically outside the range of measurable knowledge. I only hope curiosity and a sense of humor are loyal companions whatever his path in life.
LOL–my first thought: I’m with Bronxboy! My second thought is there are far worse things in this world than an admiration of Professor Hawking 🙂 Now, as for the tests, and speaking as one with an intimate understanding of that fiend, both the strengths and weaknesses I can state with certainty that you do have a clear understanding of where it all fits in. The evidence we get from tests are one good piece that we can use but should by no means be all of it. There’s always a disconnect between the paper and pencil activities and the reality they are giving indicators on and seasoned professionals work hard to with all of the available evidence before rendering any final grades. Sadly, that’s not always the case and hence, the work continues…
Good, then we all enjoyed a laugh at my false dilemma! In all honesty my own scores were always inconsistent with ability and effort. I’m sure my son’s future will be a product of experiences marginally relative to these early exams.
To add to that it’s been my experience that those who easily score A’s in tests tend not to make the best teachers. Perhaps it’s because that sort of learning came too easy for them so they have no clear understanding of how most of us have to struggle. They have not had to develop the many strategies the rest of rely on.
That’s an interesting observation, evaluating learners against subconscious assumptions.