Good news: both of Cooper's teachers love him. They think he's intelligent and funny and a good kid. They also think he's a wildly unorganized ball of papers who never has his shoes tied, but they said that he was really good at managing his chaos. I agreed with their assessment. Cooper was happy that he received such a glowing review.
Good news: three of Peter's teachers think he's wonderful and funny and creative and pointed out that he asks deep and thoughtful questions that move the entire class toward better discussions. The other two teachers were not as effusive in their praise, but also weren't negative. All five of them agreed that he was very smart, so smart in fact that his grades (which currently range from 88 to 95 out of 100) should be higher. They also all agreed that he's chatty, and most of them agreed that the chattiness didn't distract from the class. One teacher kept his thoughts on that matter to himself. Even so, progress!
When I told Peter what his teachers had said about the questions he asks, he chuckled and said, "You know why I do that? I started it a few years ago when the subject was really boring. I would sit and think of a question I could ask that would pull us away from the boring stuff into something more interesting."
I laughed. "You mean those amazing questions were the result of you trying to derail the lesson?!"
"No," he answered, "I didn't want to change the subject, just move it to a more interesting area."
I am thankful for these bright boys.
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