One indication that we’ve settled into the right community for us is the classroom Valentine’s Day exchange. What a FRAUGHT holiday this has the potential to be! Sneering at sweets! Sneering at non-sweets! Sneering at store-bought cards! Sneering at homemade cards!
In my kids’ classrooms, things are pretty much the exact way I would have set them up if I’d been in charge. There is a party, and the party is composed of one Obvious Treat (cupcake or cookie) plus fruit, cheese, crackers and/or pretzels and/or popcorn, and juice boxes. The teacher generally asks that the juice boxes be 100% juice, which is right where I am on the spectrum too, though I’d be fine with it if she didn’t specify. There are no other adjectives used in the list: no “organic,” for example, or “unprocessed.” And I would be okay with two Obvious Treats at the party, but I’d be unhappy if it were none.
Valentine-exchanging is optional but all-or-nothing: you either bring one for everyone or you don’t bring any. This too would be my preference. (The children mentioned to me this year that there is no safeguard in place for making sure an EQUAL valentine is brought for all the students in the class. I too would rather not set up a policy unless it started being a problem.)
The valentines themselves are the true marker of the community. If everyone but me sent clever Pinterest-type valentines, I’d feel uncomfortable; if cards with trinkets/sweets were banned, I’d feel unhappy. Instead, it is exactly the mix to make me feel like I can do anything I want. In a class of 24 kids, the rough breakdown is:
– 2 Pinteresty/crafty/elaborate valentines
– 1 completely homemade valentine, kid-made/construction-paper style
– 1 completely homemade valentine, bigger but non-Pinteresty: for example, a homemade card with a homemade lollipop/cookie
– 1 valentine made with a valentine-making kit
– 7 store-bought valentines, 24-for-$3 type, no added items
– 2 store-bought valentines of the “bag of M&M’s or goldfish crackers with a to/from on it” type
– 5 store-bought valentines where a bonus item is included in the set: a matching pencil or sticker or tattoo or lollipop
– 5 store-bought valentines where a bonus item has been separately selected and added: a Hershey’s Kiss or lollipop or trinket taped to the card, for example
– 1 valentine from the teacher: often a bag with a pencil, eraser, and treat; sometimes also a valentine from the assistant teacher
This is not a strict count, clearly. For one thing, it varies considerably from classroom to classroom and from year to year: one year, one of the kids had to bring valentines home in TWO bags because coincidentally most of the families went more towards all-out (one did a beach pail and shovel, with “I dig you, Valentine!”); other years, a kid is disappointed because he or she got two pieces of candy while siblings got more like ten. For another thing, I wouldn’t notice if one or two kids in the class opted not to bring valentines. But this gives a general idea of the distribution.
For me, these proportions mean I can do ANYTHING I WANT. If I see a fun idea one year, or if I particularly love Valentine’s Day and like to do it up, or if a child wants to go fancy that year, or if a child and I enjoy doing such projects together, I would feel like the community at large would not sneer at that. If I wanted instead to buy a box of valentines and not add a treat or trinket, or cut hearts out of construction paper, I would feel like the community at large would not sneer at THAT.
I feel like I can add candy or not: maybe a parent or two in the class would prefer their kids not have any candy or particular kinds of candy, but if so they’re handling that themselves rather than trying to make all the other parents’ children follow those preferences as well. I feel like it’s fine if I buy TV-show-tie-in valentines or fine if I don’t: maybe one person sneers at SpongeBob, but the community at large has spoken its preferences, and the community at large thinks both ways are fine.

