Early on, my husband and I started noticing differences in our son. He was fascinated with spinning items. It began with fans, then came to include wheels. This led to inquiries about how things moved and worked. I still recall him at one and a half years old trying to communicate with the cashier at Dominick’s that the wheels on the bus go round and round, and of him laying on the floor exploring how a spatula spun around, instead of using it for pretend play. His interest in motion grew with a passion, as did his quick grasp of letters, sounds and words. He was an early reader and at times I wondered if he had a book stashed somewhere in my belly before he was born. On most mornings he is nowhere near to being ready for the day and not in the least interested in anything other than the book in front of him.
This year he is finally in an environment where there are all sorts of children with similar, intellectual abilities, interests and intense personalities. Although they are all working beyond their grade level, some are stronger in math or reading than others. Some show traits of perfectionism and are afraid to fail. Some of them get distracted easily, while others have a hard time with transitions because they are so focused on the task at hand. Many have asynchronous development, which means that their social and emotional development is not at the same level as their cognitive development.
This year, he has one of those amazing teachers. She understands all the quirks of these children. At times I cannot even describe how she does what she does in her classroom of 29 students. I have volunteered often and have seen her effortlessly manage behaviors, distractions, interruptions, and misunderstandings. She has multiple groups configured by ability, personality, gender, table and compass direction. Her students are engaged in their learning environment.
Everyday, these children arrive, like little kites, ready to fly. She has 29 strings to manage. It can not be done well if she holds them too close to her for the entire day. She has to consider the classroom barometer to determine what type of weather her kites will be exposed to on any given day. Then she must check for tears and properly woven strings before letting them go, up, up, up into the sky. Each day, she has to decide how much string to let out on each kite, and when to reel them in. She makes sure that the strings don’t get tangled up, or carried away towards trees and wires. Some kites need to fly closer to the ground, while others show their need for space and freedom with little tugs. Some need to be close to others or to her. Occasionally a kite can only stay so long in the sky, before it needs to come down. She watches each uniquely designed kite, and marvels at the dips, swoops and dances that occur in the air and can’t help but smile as she witnesses the extraordinary potential of them all.