Passionate Learning

Yesterday I drove one of my students into town to have a guided tour of our data center.  You see, he had a question about me using a VNC from school to show him stuff on his home computer.  (I have NO CLUE what  a VNC is.  I mean, I understand the concept he’s getting at, but I couldn’t answer the question he was asking.  However, I could connect him to someone who did.)

I had him send his question to our central office person for instructional technology, Becky Fisher. She, in turn, invited him to a tour of the data center and arranged for one of the folks in her department to lead it for this amazingly bright 11 year old.  I was honored to watch the exchange between this kid and the tour guide.

You see, my kid is one of those who doesn’t want to play school, and who stands out in the classroom as somewhat defiant, although he isn’t trying to be. He simply can’t understand why school can’t be a place where he can learn what he wants to learn and he questions the status quo constantly. He wants to pursue his passions in school as well as out and he can’t figure out why he can’t have some time in school to do so.

As an 11 year old, he has learned, though, to shut his mouth and not ask questions sometimes.  He has learned that to NOT lose his ability to have precious moments of free time for his passions, he has to spend time doing rote activities that don’t help him learn much many times. He has learned to play school.

He is writing code and creating his own computer games and has been for years.  He has an intuitive understanding of mathematical concepts and is truly one of the brightest kids I have ever taught–or in some cases, gotten out of his way so he could learn. He stops by my room every morning to touch base and make sure he can have extra time in my room each day.  He comes to my room every recess and lunch to have his own time for learning–to have a 40 minute piece of the day where he can pursue his passions–and I truly just stay out of his way most of the time, watching or asking questions to get an idea of what he is most recently creating. He asks to stay after school so he can work on his own ideas.  He spends hours and hours at home on his wiki, and is the most prolific wikikid I have. His silent leadership has caused me to have at least six kids in my room for lunch each day who are working on THEIR wikis and asking the leader questions OR who are playing his games and giving him feedback on them. They point to his wiki on theirs. By providing him an avenue to pursue his passion and let him bring that into school, he has gone from a classroom loner who was perceived as odd to a leader among his peers.

But, back to the tour…

Becky arranged for a former Murray High School student who is now our Systems Manager to give my kid the tour.  She says Robert is the most brilliant person she has ever met.  I believe her.  Becky was one of the teachers who opened Murray over 20 years ago. (Murray  is our alternative high school, a Glasser school of choice, as well as one of four charter schools in the state of VA, and is described as a school that “honors your heart and respects your mind.”)  Robert attended Murray after Becky had moved to central office, so they never knew each other in that venue.  He says, though, that while she was never formally his teacher, she has taught him much, as she initially gave him his entry into the world of our technology department as a student intern during his senior year at Murray. I have watched Robert grow in the 10 or 12 years he has been with the county as he has moved from his first support technician job right out of high school  to being in charge of all of our technology systems as a 30 year old. Becky and I deliberately wanted Robert to lead this child through the tour, as we knew they would be intrigued by each other.

Robert was amazing with this 5th grader. We had scheduled an hour and Robert gave more than that.  Robert gave this child his undivided attention and answered every question. The child SOAKED UP Robert’s explanations of the server room, the movement of packets of information through our system, and the details of how the redundancy of our system protects our work. He was so excited to be there, and Robert was just perfect as a guide–giving great detail so the kid was fascinated, but not too much so the kid was overwhelmed.  Robert shared reasons and the WHY behind some of the decisions made about our data center and the set up.  He gave enough information that the kid was totally engaged for the entire time. The most powerful piece for me, though, was the last ten minutes or so, where Robert and my kid talked about school.

You see, Robert doesn’t like to play school either, and he ended up at Murray because he was looking for an alternative to traditional high school, where he could learn what he wanted to learn. He was willing to do what was asked through the curriculum, but only if he could show what he knew in reasonable ways and not through doing pages and pages of redundant worksheets as homework. Murray met those needs and allowed him to create his own path of learning through our school system.  He described to my kid how he went from making Ds and Fs in the traditional high school to As and Bs at Murray.  As he described his path through our school system, he often used words my kid has used to describe school and his desires. Again, my kid SOAKED UP Robert’s words–but this time it was hitting him on a very personal level.  This time, those words came from a very successful person who struggled through school as my kid is–but who found a path that allowed him to pursue his passions while playing school.

My kid said in the car that he would love growing up and being like Robert-he would love to have a job like his.  Robert is an idol for this child.

Connecting gifted kids who struggle to survive in traditional school settings to successful adults who survived that system is crucial to give them hope.  My kid has that model now, thanks to Robert. I’m not sure Robert will EVER understand the impact he has had on this one kid with sharing his time and his story. MY whole purpose of this trip was to give my kid hope–hope that he will survive the next 7 years and manage to hang on to his passion for learning.  Thanks partially  to Robert, I think he will.

3 thoughts on “Passionate Learning

  1. Paula,
    Thank you for sharing this inspiring story. We need more people like you making such deliberate moves to connect kids with mentors/role models they can relate to. You have given this boy such a wonderful gift; actually you have given both of them a gift. I got teary eyed as I read this story as it affirms that as teachers we have such a huge potential to reach out and truly understand kids, setting them on the paths to success. Thank you.

  2. Pingback: Who Killed the Curiosity? « Once Upon a Time in Cyberspace.

  3. Hello, I am a student in EDM310 at the University of South Alabama. I am a returning student to renew my teaching certificate. So I teach suring the day and have classes at night. Your blog on organizing a fieldtrip for your student was interesting. My students are resisdents at the facility where I teach and have limited social skills. They are for the most part special needs students in the area of behavior. Often I have wanted to take them out and show them what is available for them. They can be told but actually seeing would do them a world of good. I would like to commend you on your efforts and dedication. Thank you for what you do.

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