getting it right

What happens when you have two trainers? Hehehe. First we train her at home for the elocution competition and then yesterday her elocution teacher at school trained her. While she did not change the narration too much, basic differences were there in the approach. I teach to be a little over the top in emotion. A little over emotion is ok. With all the kids going for one or two tones, I like to teach at least five six tones if not more. So not everything is loud. Some words are soft, some loud, some with a chuckle, a sad one, a surprise etc… This ensures she stands out in the crowd. With kids coming and going in a procession, elocutions can get boring for the judges as well. My belief is that only if you first entertain, then will you have a chance to win. The teacher has an obvious emphasis on the clarity. She sacrifices emotion for clarity while I do the reverse. Clarity aa jaaye ga if the emotion is right.
But I guess it is wrong to undermine the teachers experience. So as I was training her today (95% of training is in the car while I drop her to the bus stop), she kept telling me that her teacher taught her otherwise. Like good parents I conceded. I allowed her to keep what the teacher said but I still tried to push for subtle emotions within the words. So that there is still enough variation in the poem. I have to teach something that takes the clarity that the teacher teaches while allowing for the emotion that makes the poem come alive.
What I am also happy is that her teacher does not simply teach the emotion. She explains why the emotion fits into the story. Like one line (“which added up to 46, or its it 52?) Where she says that you can’t be loud because you are thinking and calculating. Fair. I had told her to be loud in – ‘added upto 46’, as she is jumping to a number and then think for ‘or is it 52’ as now you sheepishly think you have made a error.
Aaaaaa. I don’t really bother. It’s right as long as there is a justification. And as long as Jispa understands it, she will be getting it right either way.
The greatest thing in parenting is that I remember my childhood. I remember a lot of incidents even from as long back as 2nd standard. So at least I know which mistakes to avoid. At least I am making fresh mistakes. I clearly remember having conflict when mom taught differently from what the teacher taught. I used to argue with mom, when she insisted otherwise. Some times I was right while I assume that most of the time mom would have been right, but the stress of POSSIBLY getting it wrong was greater the stress ACTUALLY getting it wrong. As the latter is a small thing when you just get corrected, while the former shimmers all through, from when you do home work till you hit school. So with Jispa I never argue with her if she tells me that the teacher taught her otherwise. I merely explain my point and let her do it her way. The stress is just not worth it. She will soon figure. Making mistakes is a better way to learn than to get it right all the time.
One incident jumps to memory. While I was an average to above average kid in class (rank 8 to15 out of 60 kids), in tenth standard I really started doing well in maths. I was always good but in tenth, focussed studies and better practice helped me shine in my favourite subject. Also my teachers were pretty cool. I even figured a different way of solving a sum which I thought was right. My school teacher Mr Thomas, allowed me to keep that way while just telling me to write down the calculation in steps and not jump to the answer. That was great motivation I guess. So in tenth in one of the unit tests I scored 49 on 50. Mr. Thomas looked at the final score and asked if I knew where I went wrong. I showed him and he got pissed. He said he should have cut more marks for that mistake. I had done everything right everywhere but in one sum in the end I had totalled 7+5 as 11. That was my only chance of scoring a perfect score ever in my life. I had blown it up. I knew in the finals the boards wouldn’t let me score a perfect score. Sure enough, I got 74 on 75 in algebra and 73 on 75 in geometry. There was only a one mark error in algebra where there was a fill in the blank on a technical math issue. So yes, I missed my perfect score as 7+5 is 12 and not eleven. Till today whenever I see 7+5, I will first think 11 and then see that problem in front of me and I know the answer is 12, and I regret missing the perfect score. I remember solving the sum in the exam, I remember checking it, I remember saying to myself – 7 +5 = 11. Then I remember the paper duly corrected and I remember Mr. Thomas’s words. This was all in 1990. I just won’t forget it.
Look at the trade off, if I had got it right, this would have not been a part of my memory. At best I might have remembered the perfect score, that’s all. My memories would have been worse off. Aarrggghhh. I want the score and I want the memory.