Doing Things the Wrong Way

I was in my teens when my mother announced in a fit of supreme annoyance, “You know Andrea, all children rebel, but you’re doing it all wrong!”

This comment required some thinking on my part. Indeed, it rolled around in my head for hours as I tried in vain to make sense of it. Granted, I was continuing to have academic difficulties, but those did not stem from rebelliousness. What was I doing wrong? I didn’t date (so no sex), didn’t drink, didn’t do drugs, didn’t even have my driver’s license to be engaging in reckless behavior, didn’t ditch school (wasn’t truant), and wasn’t grossly disrespectful. If someone had created a list of the Six Dreadful D’s that a teen could engage in, I would have been clear of the whole list.

The “doing something all wrong” part of itself wasn’t the difficulty; that was a sadly familiar refrain. It was attaching “all children rebel” to it. The words implied that there was a “right” way to rebel that I was failing to accomplish. But parents never wanted their children to rebel … what a double-bind! Oh, it made my head hurt. Finally by the next day I decided that her comment simply did not make sense. That would later prove to be the turning point of my tediously slow process of untangling an alarming number of double-binds that had for years tied my head up in knots.

Part of the reason that I had trouble understanding the nonsensical nature of that remark was that my mother was not the only person from whom I’d heard this refrain about “doing things the wrong way”.

I had inexplicably run into problems in art class (of all places surprisingly – this subject was normally a source of outstanding marks) because I wasn’t following the directions for figure drawing. We were supposed to be drawing the person perched on a high stool by creating a series of connected ovoids for the torso, limbs, and appendages, and then connecting those ovals and smoothing them to create the figure. That didn’t make much sense to me; it seemed like a lot of unnecessary work. I simply started at the top of the head and proceeded to draw the silhouette. Sometimes I would erase a small section to refine the line, but otherwise I would work my way around to the beginning point, and then filled in the interior details.

My art teacher however, was a stickler for “Process, process, process!” She had managed to get everyone successfully through single and double vanishing-point perspective by careful adherence to procedure, and she was determined to have all her students complete satisfactory still-life drawings of bottles, cow skulls, and humans by careful adherence to procedure. Initially we’d started our still-life work with the typical assemblages of fruits-as-Platonic-solids, but this class was right before lunch and the props kept disappearing. The bottles proved to be adequate subjects for learning techniques, but the cow skulls proved daunting. The system of Platonic solids and ovoids proved to be no match for the murderous complexity created by the mandible and orbital cavities. I was able to draw a respectable cow skull only by virtue of the fact that I could visualize it as a two-dimensional image and then transfer that mental image to my paper, fait accompli. I have no idea if her distrust of my personal process was related to the fact that I wasn’t complying with the given directions (and thus had succeeded in completing the assignment but left her with little to calculate in her grading rubric), or whether it was related to the fact that she had no idea how I could draw by finished silhouette. Even the token artistic genius of the class had to sketch and re-sketch lines repeatedly, for all her finished product was the most refined.

Trouble was constantly simmering over in my maths class, and boiled over every nine weeks as progress reports were sent home. Whereas beginning algebra had been a minefield of flunked exams, geometry was taking a much different turn, and not always for the best. It wasn’t that I didn’t understand geometry with all its angles and parallel lines and intersections of compass-drawn circles. Indeed, it was the first time I had excelled in understanding anything mathematic. I could consistently answer the homework and exam questions correctly. I just couldn’t consistently show the steps or name the proofs that described how I’d reached those answers. As far as I was concerned, the exam requirements of List the proofs and Show your work were the bane of my life. Generally there weren’t any steps to be had! The answers were obvious. So much so that I spent most of the class lecture time just doodling on the margins of my notepaper, creating recursive labyrinths, spiraling pursuit curves, or re-inventing Voronoi tessellations by marking the areas of influence around random blemishes in the paper.

When my maths instructor had taken me aside one day after class to find out just how I was getting my answers (there were suspicions of cheating), I then stupefied him by announcing answers by glancing sideways at the problems. He was totally flummoxed when he found that I figured sums of several numbers by initially clumping complementary pairs of digits in each column into sets of ten before adding them up, rather than starting at the top of the column and consecutively adding each digit. I couldn’t understand why my approach wasn’t natural to everyone, because after all, we were using a base ten system. At least he was satisfied that I was producing the correct answers on my own, no matter what obscure method I used to produce them.

When I sat and contemplated my place in the grand scheme of things, I found myself wondering just how it was that I could be “doing things the wrong way” and yet still be producing the right results. Were the processes really as important as the results? Apparently so, for I was increasingly finding that style was as important as substance when I found myself in social situations. You weren’t supposed to lie, you weren’t supposed to sit there and not participate, and yet you weren’t supposed to say what was really going on. Amazing how often one could be deemed rude for merely sharing facts or for being specific. I repeatedly found myself doing things the wrong way and thus going against what people were telling me to do. Maybe I was rebelling after all.

It’s just … that wasn’t my intent at all.


  1. 9 August 2007 at 11:53

    […] my mom used to say, “You know Andrea, all children rebel, but you’re rebelling the wrong way.” Because you know, there’s a right way to […]

  2. Grace said,

    9 August 2007 at 8:48

    I add like that, too. Like you said, it just makes sense.

  3. 1 June 2007 at 23:07

    […] my place in the grand scheme of things, I found myself wondering just how it was that I could be “doing things the wrong way” and yet still be producing the right results. Were the processes really as important as the results? […]

  4. qw88nb88 said,

    23 November 2006 at 3:46

    That’s not “lazy” — that’s efficient! (grin)

  5. natalia said,

    23 November 2006 at 3:01

    I do that (math thing) but I don’t remember if I was taught it or figured it out myself as a way to be “lazy”… Or maybe because I ran out of fingers!

    • Kati said,

      31 January 2012 at 15:17

      I found this as I filnaly, filnaly (!), moved past my rage in order to write coherently about this on my own blog. I wanted to update your facts, though, just so you understand. While the State of Indiana does not officially have a restraint and seclusion bill, despite efforts to bring it up in legislature, the Indiana Department of Education *does* have a policy it feels the schools should use as a guideline. The larger issue in this case isn’t that a teacher got away with mistreating a special needs child, though that alone is reprehensible, the larger issue is, instead, that to date, still, no one has effectively brought a complaint against the district on this child’s behalf for violations of this child’s IEP, and therefore the school’s ability to rightfully follow through on their responsibility as a public school receiving Federal funds to educate a special needs student.Let’s not even talk about the the criminal laws, and the possibility of corporal punishment in Indiana schools (we’d be here far too long). The simple fact of the matter is, until parents and educators who *do* care understand that there are policies in place to protect these children, and how they can uphold these policies by voicing proper complaints with the Indiana Department of Education, this child and so many others will be denied the rights they are legally allowed under Federal IDEA legislation and Indiana’s own Article 7 law. maybe I haven’t quite calmed down enough to write about this … man! It is upsetting for so many different reasons, though, and emotional as well. I think it’s easy to get lost in the argument about the need for legislation (and there is a need, and I support this as well) and forget there are protections already in place if someone would enforce them.

  6. Uly said,

    23 November 2006 at 1:20

    “He was totally flummoxed when he found that I figured sums of several numbers by initially clumping complementary pairs of digits in each column into sets of ten before adding them up, rather than starting at the top of the column and consecutively adding each digit.”

    Doesn’t everybody do that? I remember being explicitly taught to do that in the sixth grade, even!

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