After the second day
of the new school year,
Mrs. Borchard calls me
to find out why her son, Andrew,
doesn’t have any homework.
I tell her Wednesday was orientation.
Students followed their schedules
with abbreviated class periods
to get comfortable with the building.
This is important, because the first day
is only for 7th graders. The second day
they have to contend with 400 8th graders
in the halls.
Lockers were assigned,
and students had to practice and memorize
their combinations. They went over
lunch room rules and expectations.
They attended an assembly
so they could meet the principal,
vice-principal, counselors,
and police resource officer.
On Thursday, classroom rules
were handed out, read to them,
and explained. I taught my students
how hallway passes work, placed them
in a seating chart, and talked about
being in their seat when the bell rings,
otherwise they are tardy. Coming in the door
or being somewhere in the room doesn’t count.
It’s like baseball, either you’re safe or out.
I gave a standardized vocabulary and reading test.
Those scores will determine which one of four levels
of vocabulary and spelling Andrew will be placed.
Andrew will have a vocabulary packet and spelling test
every two weeks. During the semester, he will have
a short story, poems, essay, and job speech to give.
In four weeks if you still think Andrew
doesn’t have enough homework, please call me.
Hanging up the phone, I envision her
wearing a beanie with a propeller
revving up, and she flies away
to micromanage her son.
