More Than a Number (Group/Introductory Lesson)

Lenny

Open with Prayer

Opening Story

              Lenny wasn’t cut out for the classroom; his mind functioned in the practical world. By fourth grade, he knew how to change the oil in a car, fix a flat tire, and clean out the carburetor on small engines. He understood machines and could drive most tractors, four wheelers, and lawn mowers. He was bored with conversations about video games and superheroes with his peers, but he tried to follow along.

              When it came to classwork, Lenny struggled. When he read, the letters jumbled together and when he tried to decipher them, he became frustrated. Math was a bit easier, and he naturally understood logical processes. He enjoyed listening and participating during science and social studies, as long as he wasn’t required to read. His mind was a sponge when the material was presented visually and audibly, but the connection between decoding words and comprehending them on his own was impossible to breech.  

              On the fourth-grade hall, Lenny was known as the prankster. He loved playful teasing and banter, often taking it too far with some of the kids leading to fights. Even though Lenny was never a student in my class, he ended up in my classroom often because his teacher didn’t appreciate his sarcasm and teasing. I enjoyed his humorous demeanor and liked having him join my class.

              Lenny also shared his mechanical knowledge with the teachers on our hall. He fixed staplers, pencil sharpeners, hole punchers, computer mice, keyboards, printers, and monitors. He saved the day many times a week with his inborn knowledge of machines. His face lit up any time he took something apart. He was a true problem solver and a highly intelligent kid.

              But the biggest problem Lenny faced in the classroom was the classroom itself. Paper-pencil tests did not measure his intelligence, in fact, they were so overwhelming that he completely shut down. Even with someone reading the test to him, he grew frustrated and mentally threw in the towel, never performing well. He squeaked by with Cs in all subjects unless he was given hands on options for testing, which rarely happened.

              The intervention team set up meeting after meeting with his family and teachers explaining the importance of him performing well in class and raising his grades so he could be promoted to fifth grade. He had an Individualized Education Plan (IEP) and the support facilitation teacher worked with him daily. Every year, his state test scores pulled down the class average and placed a red mark on overall classroom achievement. His numbers were terrible.

              But Lenny was more than a number. We do a great disservice to kids like him. Our educational mold isn’t broad enough. And kids like Lenny are marked as failures because they can’t measure up to our standards and way of teaching. Lenny never excelled academically, but his intelligence was off the charts.

              It’s been many years since Lenny roamed the halls of an elementary school. He’s now married, has several kids, and owns a local fix-it shop that focuses on small engine repair. Every time I see him, he’s covered in grease and grime and shines that old smile he had when we asked him to fix things in the classroom. He’s recognized as a professional in his field; never went to college or attained any formal training. I’m not even sure he finished high school.

              As teachers, sometimes our standard that measures success is off. In my book, Lenny made it. He achieved a huge goal by starting a business and offering mechanic services to people in our town. But as teachers, we often snub our noses at “menial” jobs like this. If our students don’t become doctors, lawyers, nurses, or scholars of some kind, they haven’t arrived. But that standard isn’t how we should measure the success of our students. Our students are more than numbers.

Scripture

My son, do not forget my teaching, but let your heart keep my commandments, for length of days and years of life and peace they will add to you. Let not steadfast love and faithfulness forsake you; bind them around your neck; write them on the tablet of your heart. So you will find favor and good success in the sight of God and man.

Trust in the Lord with all your heart, and do not lean on your own understanding. In all your ways acknowledge him, and he will make straight your paths. Be not wise in your own eyes; fear the Lord, and turn away from evil. It will be healing to your flesh and refreshment to your bones.

Honor the Lord with your wealth and with the firstfruits of all your produce; then your barns will be filled with plenty, and your vats will be bursting with wine. My son, do not despise the Lord's discipline or be weary of his reproof, for the Lord reproves him whom he loves, as a father the son in whom he delights. Proverbs 3:1-12 (ESV)

Discussion

1. What are God’s measures for success?

2.      How do you measure the success of your students?

3.      How does your school/state measure the success of your students?

4.      What should the measures of success be?

5.      How do you measure your success as a teacher?

Homework

Read all of Proverbs 3 and make notes about the way the writer measures success and progress.

Personal Reflection

              What are your personal measures of success? What are your goals? What achievements show the world that you have arrived? Do those measures align with God’s standards?