So so so so drained.
Today has been exhausting in an unparalleled fashion. To begin with, both Brian and I are in total grading frenzy mode, which means we've not been sleeping enough, and when we do sleep (or at least, when I sleep) it's pretty poor quality. The chamomile tea is helping.
*sigh*
I gave my last final (probably ever) today. It was bittersweet. I already miss teaching a bit. I doubt I'll ever teach at the college level again; even if I hated every second of it, it would still be a bit disconcerting.
We had Alex's annual case conference review today, which went... well... tensely? They're pushing for more interventions, and we're pushing back, but only limitedly. They are concerned, fairly, about Alex's ability to succeed without more one-on-one attention and time out of the chaotic classroom. We, on the other hand, are worried about Alex's ability to learn to cope with conditions he doesn't want to be in, and his ability to work on his own. I don't understand how he will ever learn to be focused and self-directed if he's given excessive one-on-one attention because he can't right now. Are we giving up on his ever being able to do such things? I mean, if we wanted to take this to its logical conclusion, we could just pull him out of school entirely, homeschool him in a quiet, non-overwhelming environment replete with near continuous one-on-one attention. I'm sure he would succeed delightfully at his academics in such a situation--anyone would. But how is that going to help him cope with non-custom-tailored-to-Alex's-needs situations? How will that help him become self-directed? Focused? Coping with chaotic, loud, overwhelming environments? I guess we could engineer such things--that seems a bit psycho to me.
*sigh again*
I guess I'm just tired, and confused, and exhausted, and tired, and I need to grade and cook and make a schedule for tomorrow's Terre Foods activities, and on and on and on...
*sigh*
*sigh*
I gave my last final (probably ever) today. It was bittersweet. I already miss teaching a bit. I doubt I'll ever teach at the college level again; even if I hated every second of it, it would still be a bit disconcerting.
We had Alex's annual case conference review today, which went... well... tensely? They're pushing for more interventions, and we're pushing back, but only limitedly. They are concerned, fairly, about Alex's ability to succeed without more one-on-one attention and time out of the chaotic classroom. We, on the other hand, are worried about Alex's ability to learn to cope with conditions he doesn't want to be in, and his ability to work on his own. I don't understand how he will ever learn to be focused and self-directed if he's given excessive one-on-one attention because he can't right now. Are we giving up on his ever being able to do such things? I mean, if we wanted to take this to its logical conclusion, we could just pull him out of school entirely, homeschool him in a quiet, non-overwhelming environment replete with near continuous one-on-one attention. I'm sure he would succeed delightfully at his academics in such a situation--anyone would. But how is that going to help him cope with non-custom-tailored-to-Alex's-needs situations? How will that help him become self-directed? Focused? Coping with chaotic, loud, overwhelming environments? I guess we could engineer such things--that seems a bit psycho to me.
*sigh again*
I guess I'm just tired, and confused, and exhausted, and tired, and I need to grade and cook and make a schedule for tomorrow's Terre Foods activities, and on and on and on...
*sigh*