Re:vering PTA:  Part Two

"I" before "E", "U" before me: Two lessons, nicely rhymed, that we were all taught by parents and teachers alike, early and often, over and over, across different settings and audiences, that "in almost all cases, with a few notable exceptions..." Easy Peasy eh? Easy to commit to memory, if not commit oneself in daily practice. But what about, instead of "notable exceptions" we reflect on, in order to bring to mind the roles of those adults who have aligned themselves, to "better (our) lives in education, health, and safety..." How they work together on all our behalf, that both are necessary and neither is sufficient "in and of themselves"...So, what happens when, instead of the ordering of the alphabet, instead of one of the first mnemonic devices in trying to make a run in the spelling bee, we ask ourselves: what happens when we substitute "i" for "e" (or the other way around if you prefer, whatever helps to commit to memory), to bring to mind those that have committed themselves to developing ours...as in complementary as compared to complimentary. Whether we found ourselves as parents becoming part-time, substitute teachers almost overnight, "virtually" commencing in early 2020 or you teachers out there, who were trying to deliver a curriculum, found themselves not only in that role ("virtually" in most cases), also found themselves as parents, trying to not only tend to the "education" of their own students, children, but simultaneously having to tend to the "health, welfare..." of their youngest who were trying their best to be a distraction (as well as the four-legged types if my zoom sessions are any indication)...Both finding themselves having, out of necessity, filling both P/T roles, simultaneously...Giving rise to yet another quotation that can go either way...

"The feeling is mutual" (or not): As in "We're agreeing to disagree...we're at odds but not at extremes...more like 90 degrees" -- which are considered, geometrically speaking, to be "complements" of one another, not as dramatic as those which are referred to as "supplementary" -- "At least we're not completely confusing our children by doing a 180...reversing directions..."😕😕 Regardless of what angle you come from in this P-T equation, tri-angular relationship, hopefully you have, especially after the last few years, developed a sense of mutual empathy, respect even...mutual appreciation for doing "an impossible job under impossible conditions" Which might even eventuate in a sense of mutual admiration, "We appreciate everything you are doing on behalf of your students" -- overheard at some P-T conferences, for example (a focus of yet another post, deserving of our attention). Yes, compliments, always welcome, keep them coming...

"The Whole Lot of Them: Research and at least 125 years of collective P-T experience, as well as my own roles in trying to forge such alliances when they are under strain, perhaps due to exceptional conditions or even students with exceptional needs, re-affirm the 'absolute value' (math again😄) of the roles of both parents and teachers in the "P.O.T." equation (see October 4th post for more explanation, appreciation for "Performance Over Time") -- the long term success of individual students and schools as a whole, as well as specific programs less aligned with formal education (e.g., "extra-curriculars") within various school districts (another post, pending). Whenever parents, in addition to test scores and word of mouth, ask me my own professional opinion as to "where is the best schools around here?" I suggest they take a drive around their community on "back to school" night and count the cars in the parking lot as one "leading indicator" (instrumental to weather and stock forecasts) of what you might realize from a strong P-T alignment; 125 years in the making.