Marriage!

Hey, friends.  I totally got married.  I'm not sure where this post is going from there.  Let's cut right to a photo.

It was a lot like that.

It was also a little bit like this...

Meaning awkward and sweaty  but clearly awesome.  That's my brother, not my husband.  My husband looks even cooler when he dances.

The wedding was the most surreal experience I have ever had.  No one told me that walking down the aisle would feel like an episode of "This is Your Life."  I honestly felt surprised that I could draw a crowd of 160 people who would look at me that happily.  Should I start using plural pronouns?  Yes, obviously, the mister had a few fans there as well.  But he was not wearing such a pretty, pretty dress.

It rained during our ceremony, which was held outdoors at Grounds for Sculpture in Hamilton, NJ.  Everyone gushes that it was so atmospheric and quiet and magical and this is all very true, now that we know it didn't downpour and ruin my hair.  I mean our vows.  There was the slightest drizzle through the whole twenty or so minutes, and I have to credit myself by saying that I managed not to be seized by panic and wish away the whole experience.  Which is good, because it was an incredible experience.  Standing in front of all of those people, there were moments where it really did feel as if it were only Mike and me, really well dressed, grinning away and doing this crazy, hopeful thing.

Good Ol' Fashioned Reflections

It's 2 pm and I'm sitting in my classroom, awaiting dismissal time.  The students have half days this week, and they leave loudly at noon.  I've taken down the posters from the walls, and recycled thousands of pieces of paper from filing drawers and piles around my desk.  Looking through the handouts and the student work from the beginning of the year makes me feel as strange as does sitting here in this quiet and emptying classroom.  Some of the papers are evidence of lessons and units that seem misguided now- and I can see that they have done nothing more than sit in piles for seven or eight months.  I can already feel September crowding in on me, expecting much better. 

But what an overwhelming feeling it can be: to finish one year and dust your hands of it, but to know that only two short months separate this finish line from the starting gun, and come that time you are meant to outperform your present self.  What have I learned?  What will I do differently and so be better?

I'll try and make a list.

1. Simplify.  Teach skills first as simply as possible.  Then try some big ideas.
2. Lock my books up.  Sign them out to the students.  Sign them back in.
3. Establish a clear authority immediately, even when I want to just be nice so that the kids will start the year liking me.  Remember that they need to feel safe, and that that means there needs to be expectations and consequences.  Remember that they will like me eventually, and it will be because I am fair and help them learn.
4. I don't want to keep student notebooks in my room anymore.  Students should just bring them to class every day.  Make this a graded assignment for the first month until they learn they have to do it.
5. Read every day.  And at the beginning of the year, it should be for at least twenty minutes.  Keep telling the students why it is so important.  Show them evidence.  Don't let them leave the classroom or put their headphones on or write a note. 
6. Make them hand write rough drafts before we go to the lab! Period 2 did that this year for their Kindest Thing essays and theirs were so much better than every other class'.
7. Tell them they will never be allowed to go to the bathroom during the first five minutes of class, or anytime I am teaching.  They may go during independent work, but if it starts to become a habit I will dock this privilege. 

That's all for now.  I'll get back to this.  I think it's helping. 

But now it's quitting time :)

Home Stretch!

That's right sports fans, today and tomorrow I am meeting with my classes for the last time before finals begin.  I still feel stressed!  There is no reason to be stressed this week: I am not teaching anything, I have done all of the good I can possibly do for their adolescent brains, and I will not be teaching them ever again!  And yet, my man had to talk me through a string of anxiety-ridden topics yesterday before I could calm down enough to brush my teeth.  (I don't mean that I need to be especially calm to brush my teeth.  That's just what I do before I  go to bed.)  What is my problem?  Why can't I relax?  I feel very angry with myself when I think that I might already be getting stressed about next year.  Chill out, me!

The mister thinks it might be wedding planning too, encroaching on my anxiety hideouts now that teaching stress has subsided.  But mostly I am just excited about wedding stuff. 

!

One last thing before I go back to grading: my annoyance with the incorrect pronoun usage on facebook has reached a critical mass.  It's Paul's birthday?  No I do not want to write on their wall!  I understand that this is a difficult problem to fix, because FB officials can't very well start saying "his/her" without totally undermining the sentiment of community they have so carefully constructed.  But maybe it could just read:  "It's Paul's birthday.  Write on Paul's wall?"

I know you are weary, but we all must live within the confines of good grammar. 

Teaching Poetry

It was last period on a Friday afternoon and April was finally warming up.  I had finished reading Wilbur's "The Writer" to my class, and finished coaxing out every last comment on metaphor and meaning that this crew was capable of on such a fine spring afternoon.  Cruel to hold them captive in my classroom, and crueler still to ask them to follow this reading with an attempt at imitation.  If it had been within my scope of authority to dismiss us all for the day, you can be sure I would have.  But as it wasn't, I continued my month-long work of guiding these kids to finding their poet potential.

Most of the kids had settled in to write their own metaphor poems without much reluctance, but J, sitting front and center, had been squirming in his chair for the better part of ten minutes.  When I finally made my way over to him, I leaned down to his level, resting my hands on his desk, and asked him how it was coming.

"Miss," he widened his eyes at me, "I'm not made for this."

I laughed, collapsed my head into my arms rested on his desk, and laughed some more.  The delightful surprise of his dramatic (and poetic!) confession was the cherry on top of a long week of comically trying individual conferences and class-wide lessons.  When I looked up at him again, he was gazing at me unamused, resigned to wait out my silliness until I was prepared to take him seriously and excuse him from this and all future creative writing assignments.

I share with J a looming suspicion that I am ill-suited for writing.  Each day I wish that I was writing, and think about things I could write about, and how I could write about them, and how I might write the writing I'm reading better than it's written. But I hardly write.  And so I keep this possibility in my mind that I could write something, maybe even publish something, and maybe by never actually pursuing it I keep it safe as an option. 

My students mostly don't care about being writers, and feel certain that they aren't.  But they are, I tell them every day.  You can even be a good writer!  The only thing you need to be to be a good writer, I tell them, is honest.  I say this like it is easy, and as if this knowledge alone will produce words.  But you've got to write too.  You've got to write even when you suspect you might not be made for it.

Adios

Day One of the Poetry Unit and I am that gooey teachery pie filling that I turn into when my students spend a chunk of time bent over their desks writing intently.  I mean, suffice it to tell you that I am writing this in eighth period, which is usually completely impossible because I have to keep shooting students death stares and getting out of my seat to stand intimidatingly close to the baddies.  There are days where I have "written" in my notebook only for the show of it, scribbling incoherent nonsense about getting. myself. together.

But today is not one of those days.  I read "Adios" by Naomi Shihab Nye to the students, and modeled an approach to poetry designed to help them understand and appreciate poems that can at first seem impossibly dense.  Of course, I chose a poem that was not impossibly dense, so that they could master it.

Now master might be a strong word here, but they did contribute insightful analysis, in addition to the usual randomness.  Best of all, when I asked them to imitate the poem's form, they did. 

I realized during my first in-class reading of the day that I had chosen a poem that reminds me of losing my dad.  I do that pretty often- fail to realize that the reason I love a poem or a passage is because it connects with this most intense emotional memory and experience.  And then I'll be reading it again, sometimes in front of a classroom of students, and think: Oh shoot.  No crying.

No crying today; lots of writing and reading.  And that's really all that I can ask of a Tuesday.

Professional Development

I attended a writing conference on Saturday and even though I wasn't really looking forward to it, I still felt disappointed.  This is so commonly the case with any PD I engage in.  When I complained once about faculty meetings and department meetings and the lack of meetings that address the things I actually would enjoy some meetings about, my mom seemed confused as to why this would be.  I felt frustrated when she asked about it, because I feel like people have been complaining about faculty meetings since the beginning of time and she should just understand that they are intrinsically useless and infuriating.

But actually, why?

Why is it so hard to address things of actual consequence?  Why can't the people in positions of leadership in my field present practical and relevant information that I could use in my classroom?  Or in my life?  I would settle for information that I could just use in my brain, instead of the usual variety that squeezes into my vulnerable, open ears until my brain rejects it, violently.
When you have a captive audience, shouldn't it be a crime to lecture about minutia and run ragged the same tired, old party lines?

Two Teaching Stories

#1. My class of comedians was in rare form yesterday.  I'm starting a research unit on the current upheaval in the Mideast, and I wanted to introduce the topic to the whole class yesterday so that we all had a basic foundation of knowledge before they broke away into their groups for the rest of the unit.  This is all to say that I needed a small degree of attention and quiet.  It was clear from the bell that it was going to be a bit of a wrestling match.
Before I share with you my most impressive move, I'd like to say that I did ultimately subdue them, and they ended up completely engrossed in the lesson.  But before that, I articulated this little gem of a direction:
"Guys. I'm not going to tell you a million times to stop talking.  I'm going to...tell you less than a million times.  And on the millionth time...I'm going to ask you to leave."
I was getting a few giggles before I even hit "less than a million times," probably because it was clear I had no idea what I was saying.  One of my very well behaved girls shook her head at me and quietly said: "I really don't understand."
She sounds sweet, but she had a hint o' self satisfied smirk.  Unfortunately, as she was 100% correct, there was nothing I could do but smile, raise my eyebrows and pretend that their little pee brains simply couldn't comprehend the divine wisdom of my words.

#2. I was giving a quiz on source reliability, which was fantastic because I never get to give quizzes.  About ten minutes in, one of my students raised his hand and asked, in a leading tone, "We can make up a website, right?"  "Yes," I answered offhandedly, eyeing a suspicious pocket of students who hadn't studied and looked pretty capable of cheating or charging out of the classroom to pull a fire alarm to avoid failing.  But after a minute of them doing neither, I thought: wait, what? and went over to my desk to pick up a copy of the quiz.  The only question that called for a website was one that asked students to identify an example of a credible source and explain why.  When I got to the student's desk I found him writing "facts.org" and giggling a little to himself.