For the first few days, Luke evaluated whether he'd had a good day at school by how much he had to write. A good day was not much writing, a bad day was lots of writing. I could see that instead of expending energy writing, he was expending energy on figuring out how to say what he wanted in the fewest words.
Then one day at bedtime he said that he was starting to enjoy writing. "Nathan L. was right!" he exclaimed. "What?" I asked. "He said that if you look deep inside yourself, to your inmost soul, you will find that you like to write."
I was confused. Nathan L. is another high intensity little boy with whom Luke had had some conflicts in the past. I knew that he wasn't in Luke's classroom this year. When I asked when Nathan L. had said this, Luke responded, "In kindergarten." I guess the advice had staying power.
Or maybe not. Today I asked Luke to write a birthday card for his friend, and he made it quite clear that the 6 words I was asking him to write were probably too much. Hopefully he figures it out by college.
Then one day at bedtime he said that he was starting to enjoy writing. "Nathan L. was right!" he exclaimed. "What?" I asked. "He said that if you look deep inside yourself, to your inmost soul, you will find that you like to write."
I was confused. Nathan L. is another high intensity little boy with whom Luke had had some conflicts in the past. I knew that he wasn't in Luke's classroom this year. When I asked when Nathan L. had said this, Luke responded, "In kindergarten." I guess the advice had staying power.
Or maybe not. Today I asked Luke to write a birthday card for his friend, and he made it quite clear that the 6 words I was asking him to write were probably too much. Hopefully he figures it out by college.
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