When we assess in the moment we show compassion. We build bridges. The message to the child is, “OK I know that this interacting with a real adult on a human level is new to you. I get that you are surrounded by screens and your parents many not be available for you and that your other teachers aren’t really looking into your eyes to see what you can do every day either. But I am. I am looking into your eyes in every class and when you are ready you can start to think about coming out of that deep hole you find yourself in down there inside that confusing teen body and you won’t have to hide anymore and you can stop thinking about killing yourself and we can have fun and learn some French. I’m waiting for you. I’m throwing little sparkly ladders and ropes with every story and I’m not going to judge you if you can’ be here with me in class because when I was your age I was down there deeper than you hiding inside my athletic accomplishments but I had to eventually break that image of a happy successful runner in Indiana and trade it for a real attempt at communicating with others in the real way and it only took me 50 years to do it and so I can wait for you and in fact I consider it my sacred professional obligation to do so. And if you never crawl out of that hole you are in right now I will love you and honor you by the way I teach you anyway and I will not say you are stupid and my constant message to you is that life is worth living. I will be your champion. I promise.” And then I will do whatever I have to do to assess that child in a loving way. Thanks to this current discussion on assessment here on the PLC, I am increasing my belief in TPRS as being something that can actually exist in schools. When Claire said it was The Missing Piece last week I didn’t get it but I do now. My prayer is “God grant me the strength to help children grow up” – that’s all I’m asking. That’s all I want.
