A story - not just about math homework

I was good at math. In fact in 10th grade I got 100% on my Course 3 (trigonometry) math final. But I got a B in the class. I was good at math, but I wasn't good about doing math homework.

My teacher that year seemed practically addicted to assigning math homework. And not only did we have a long list of problems from the book each night, she had precise regulations - homework must be on college ruled loose leaf notebook paper. Most days I did turn in something for math homework. I usually completed the hardest problems, but most often it was incomplete and messy. Sometimes I didn't have a piece of college ruled loose leaf paper handy. So even with 100% on my final, my overall average was 89.5% because of my homework grade.

I hesitated to share this story. I am opening up my behavior and attitude about homework to criticism. I suppose some would argue it was my job to do what my teacher assigned and I wasn't respecting her authority. But then I could argue that it actually was my job to learn trigonometry and my teacher did not respect my time. I did learn trigonometry. And I spent my time planning a mission trip to New York City, applying for and starting a job at the library, reading, volunteering at the hospital, and even sleeping.

My consequence for not meeting the homework expectations was a B. This was acceptable to me. I was not disrespecting the teacher, I was making a value judgement. My time was more valuable than an A. Although I admit to being a little annoyed that my friends who had a different teacher, with a more lenient homework policy, got A's even though they had lower final exam scores. (My teacher did not give out a single A in the class.)

So my principles:

First of all, grades don't necessarily reflect level of mastery. Grades are relative.

Second, repetitive drill is not always required to achieve mastery.

Third, authority has it limits. My math teacher's authority truly did not extend beyond the 40 minutes I was in her classroom. Even as a parent my authority only extends so far.

And lastly, it is important to consider the goal. I understood trigonometry. Understanding trig has been useful in my life and profession. But I still don't have much use for college ruled notebook paper.

A story - not just about Penmanship...

I never got straight A's in elementary school. I often received almost all A's except for 1 subject, penmanship. My handwriting was readable, but so very ugly. So my otherwise perfect record was marred by B's and sometimes even C's in penmanship.

Then I had a wonderful 5th grade teacher. Mrs. Y pulled me aside one day and asked me if I wanted to work on my handwriting. She gave me a handwriting book and had me start doing the exercises on my own. I was delighted to learn it. I discovered all these interesting things. I still remember the revelation that all letters were supposed to be the same proportion. For example o's, a's, b's etc... should be the same width, and the "round part" should be the same height. Those lessons, which were ungraded and unforced revolutionized my handwriting.

By my junior year in high school my penmanship was so precise that I quickly took notes in tiny writing. In the interest of saving paper I put 2 to 4 lines of notes per 1 college ruled notebook line. I still can write that small and neatly today. In the rare occasions where writing might be publicly displayed I often am told - "You write it, you have the best handwriting."

So my principles:

First of all, having bad handwriting at age nine was not a predictor of my future handwriting abilities.

Second, when I was developmentally ready (about age 10) I learned quickly and easily, and thoroughly retained what I learned.

Third, I was blessed with a teacher who was in tune with my needs and respectful of me as a person. My peers didn't know I was working on handwriting. She presented the option to me as a way to improve myself, not a need to fix something "broken"

Fourth, unrequired and ungraded work can be completed with excellence, if it meets a felt need.