Wednesday, January 8, 2014
Tuesday, January 7, 2014
I had a headache this morning and didn't want to go to school. I still have a lingering cold and just wanted to stay in my warm bed and sleep... but I didn't.
Sometimes I have it all planned out what I'm going to do with each class each day and then it gets scrapped because something else more interesting comes up or we didn't finish what we were doing the day before or whatever, so I've learned not to over-prepare. Also, our class periods are only 45 minutes long, so it's usually pretty frantic and limited what we can accomplish on any one day. Some days, though, we accomplish a surprising amount. Another factor is that our school does a lot of "extras" that take away regular class time. For example, the seniors are going away on a one-day trip this Thursday and then I only have them once next week because the whole high school goes into a "special" Performing Arts schedule with daily rehearsals leading up to the all-school production. Other times the students want to leave class to take photos for the yearbook or leave early for sports or have a Quidditch tournament. In the spring, the various grades will be going on one-week trips to various locales. Core subject teachers at our school are extremely generous with giving up their class time to all kinds of special projects! So I just go with the flow...
It's not like college, though, where I am presenting detailed lectures or slides or have a set amount of material to get through. The main goal in high school English class is to discuss the literature we are reading, to do some vocabulary work, and to do creative writing exercises. Beyond that, I go in each day and look around on the internet for interesting literary news or poems of the day (Writer's Almanac is a good resource). Like today was the birthday of Zora Neale Hurston, a fact commemorated on Google and especially relevant to my 11th graders who read "Their Eyes Were Watching God" last summer.
I think they were surprised to see their English curriculum validated by Google, ha. I love that - having them see connections outside the classroom.
So I read them a piece about Hurston's background and we talked about the Harlem Renaissance and some other writers they may or may not have heard of and I told them about Alice Walker "rediscovering" Hurston and then expanded that to talk about how women's studies and ethnic studies in the 1960s and 70s brought about a resurgence of interest in different traditions and canons, etc. etc.
None of that was planned. That was just the 11th graders. Technically, I have designated Tuesdays as Poetry Day, and I do try to be somewhat systematic about that since it is an AP Lit course and they need some technical info. So we moved from Hurston to a discussion of the villanelle as a form. I'm not a poetry expert, so I am truly learning with them. We talked about the form and structure that makes a villanelle and we looked at two awesome examples: Dylan Thomas' "Do Not Go Gentle Into That Good Night," and Sylvia Plath's "Mad Girl's Love Song." Read it, if you haven't: http://structureandstyle.tumblr.com/post/30905701054/mad-girls-love-song
From there, I threw in another Plath poem just for fun, even though it's not a villanelle: "Metaphors."
I'm a riddle in nine syllables, An elephant, a ponderous house, A melon strolling on two tendrils. O red fruit, ivory, fine timbers! This loaf's big with its yeasty rising. Money's new-minted in this fat purse. I'm a means, a stage, a cow in calf. I've eaten a bag of green apples, Boarded the train there's no getting off.
Here's the funny part, though... We had a surprise classroom visit by head of school right at exact moment students were *enthusiastically* discovering the meaning of the poem. I mean, not that that doesn't happen EVERY DAY, haha (not), but they were REALLY into this poem and it was really perfect timing. Whew.
So that was one class today.
At lunch time, Lillian and several of her friends came to visit me, asking for money for snacks and asking for sleepovers. The room is filled with high schoolers studying and talking during lunch time. One senior wants to sit at my desk to talk about the Hamlet homework questions because he's struggling with reading the text on his own. He's working hard at it and so I am THRILLED to discuss with him. He's using my copy of the text and a stack of my notes fall out. He hands them to me and apologizes - I tell him that these were my notes from over the break, when I decided to write down all of Ophelia's lines from the play because I wanted to understand her better as a character. He is more shocked at my nerdiness than anything else and kind of just stares at me, but I think it's important to let students know that teachers do things like that. I'm not a literary dictator just demanding that they "engage" with things - I am truly invested in getting something new out of my own reading or re-reading of each text and in being a continual and habitual student myself. :)
My 10th graders had a double English period, so we continued our reading of Hawthorne's short story, "The Birthmark." The language is really difficult for them, though the concept or theme of the story is pretty simple. But I want them to appreciate the *language.* So we read it slowly, and together. Then I decided that, even though they aren't having formal poetry study like the AP class, I would have them read the Thomas and Plath poems, too. The villanelles. Poetry is still new to them. Their favorite poets are Shel Silverstein and Dr. Seuss, though one student mentions Pablo Neruda and another shows me he is looking up Shakespearean sonnets on his phone. They want to know what "forked lightning" is. They want to know what makes two non-rhyming words "count" as a rhyme (Plath rhymes "again," "insane," and "men," for example, and this really bothers some students). They want to know what "counts" as a poem in the first place and we talk about epic poems and prose poems and song lyrics. You never know where the discussion will lead.
I had a big plan to start reading the Book of Job with the 9th graders today. It is next on their curriculum and it is something that I've had to do some pre-studying about because I was really not sure how to approach it with them. But yesterday for Creative Writing they started class-produced stories (one person starts a story and each person in the class adds to it) and today they wanted to finish reading them. They were having such a blast that I put Job aside for another day. The stories got a little bit out of control, though, so probably good that we didn't get any head-of-school visits during that period, haha.
I didn't have the 12th graders today. They have an elective or college advising period on Tuesdays. I have assigned them an essay to read for tomorrow: "How Should One Read a Book?" by Virginia Woolf. It came up in a review essay I read via facebook the other day and I'd never read the essay, so I found it and decided to discuss it with the seniors. The main point of the essay is how to be an active rather than passive reader, and that reading and writing must go hand-in-hand. I hope it speaks to them on some level. One of them already sent me their required short response to the piece.
The seniors are not yet college students (as I would like to treat them), but they think they already know everything they need to know from high school. I don't care *what* specific thing we are reading together - there are a million combinations you could put together for a class syllabus - my goal is just to make them THINK about literature and to encourage them to be SEEKERS. But still, some are reluctant to expend the effort. They want to do the minimum - they are put out by any expectations on my part. Not joking - when I handed out this essay yesterday, one of them said, "But we're already reading Hamlet, we're not supposed to read anything else." I try not to take it personally - I know they are the class that misses their regular teacher the most, but, unfortunately, they are the oldest students and should be the most adaptable. Life post-high school is going to be about adaptability. They are going to have a lot of different teachers and different expectations in college. They are not going to have their hands held the entire way. In a small school and a small class (18 students) the expectations are high - for the students and for myself - but everyone feels entitled to express their opinion, for better or worse. Because it's a small class, it is a struggle to NOT let such vocal students set the tone for the entire class or interfere with those individuals who have a more open attitude to learning. Because there ARE those seniors who recommend literary articles TO ME (love that) or email me with their assignments before they're actually due or volunteer to read parts in class or silently turn in brilliant writing or who come in at lunch to discuss the readings. Those things make my day. :)
Sometimes I start to doubt myself and I start to panic. Am I teaching them the right things at the right time? Are we doing enough? Am I working with them enough on their individual writing skills? Do they know enough vocabulary? Will they all succeed on the AP, the SAT, and in college? Of course, that's not all my responsibility right now, and it's not the definition of "education" that any of us subscribe to on the surface, but I still think about it. Other times, I trust I am just a guide and if I have good resources and follow the students' leads, the only definition of success is that they take responsibility for their own learning journey. And some days I just have a headache or can't think of what to make for dinner or have too many emails to respond to and if I don't record some of these little moments of fun and discovery, they'll be gone forever.
Sunday, December 29, 2013
I spent the first half of the year ramping up my freelance editing and writing business. I took on numerous dissertation clients (thanks to word of mouth, more than I could handle, actually!) and wrote a dizzying number of textbook chapters, study guides, lesson plans, course curricula, and don’t even remember what else. I also indexed a friend’s fabulous history book, finished up editing a 4-volume encyclopedia on the history of women’s rights in the U.S., and signed on to write/edit a 2-volume work in the history of technology and inventions. I also had the incredible experience of being invited to post a short piece I had written about same-sex marriage that received an overwhelming and stunning number of views and reblogs and retweets. As the numbers piled up and the responses (good and bad) flowed in, I was sure this was the start of my new career as a blogger, but perhaps not, ha. Still, it was an awesome experience, the largest audience I've ever had, and I loved writing it. Lastly, I was (still am) determined to find an agent for my historical novel manuscript, and tried not to be discouraged by the rejections, focusing instead on the fact that *several* agents asked to see the full manuscript, at least. I sent the last big round of queries in July.
Even though my work plate was filling up, I needed something more regular (especially if we were going to be able to send Lillian on to middle school at Mount Madonna School), and so I also spent many months (in 2012 and 2013) looking for a full-time editing or teaching job. I finally broke into the pool to teach an online college course and completed that training over the summer, but I also sent my resume to local charter and private high schools, hoping to find a full-time position and really wanting to do something different than return to adjunct college teaching. I did not rule out the latter, though, as bread-and-butter work, and in late August I was offered two courses at two different local colleges. Surprisingly, I said No. Here I was trying to drum up work for all these months and now I had too much of it. Besides, something told me that the effort (the driving, the prep for new courses) would be more than the benefits. I always hate saying No to paying jobs, but also hate saying No to colleagues in need and to opportunities, as you never know what further doors will be opened. I said No, though, and planned to focus on my writing projects as the kids prepared to start a new school year (7th and 10th grades).
Another factor in my saying No to the local adjunct jobs was that David started a new job with a medical device company on September 1st. The offer came somewhat suddenly and he agonized over leaving his long association with the skateboard company, as they had been good to us, but besides being a positive career move for him as an engineer and allowing him to revamp his workshop and work at home full-time, the new job brought an increase in salary that relieved some of the worry about keeping both kids at MMS. Things seemed to be smoothing out.
Everything changed in September when I was asked to step in as long-term sub for the high school English teacher at MMS. I had subbed for this teacher a few times in the past, but now she needed to go on medical leave for at least 6 weeks. I was (still am) completely honored that she asked me and that she and the head of school entrusted me with the English and Creative Writing classes for the entire high school, grades 9 through 12. I felt that everything had come full circle in a weird way. Taking two years to write my novel and to continue my own literary education. Stepping away from the college classroom and writing high school textbooks and curricula and study guides. And being completely invested in the quality of instruction at MMS, for the sake of my own kids. I have brought all of this to the English classroom in what turned out to be not only a longer-term job than originally planned, but just a BIGGER job than I could have imagined.
When I got the call in early September, it was not that I was simply "available," or wasn't doing anything else. It was that I knew immediately that this was what I was meant to do for now – that it was what *I* wanted to do, more than any other job I had been looking for, but also that this teacher needed me and I would (hopefully) be setting her mind at ease about leaving her job and her students on such short notice. And once I showed up in class on the first day, I knew this would be more than a "sub" job and more than a full-time job. I did not hesitate to tell my women’s rights editor that I couldn’t work on any of the finishing details of the book (timeline, intro, bibliography) and that they would have to do it in-house (this was huge for me, too, as I am such a perfectionist about work that goes out with my name on it – but my priorities had shifted). I immediately emailed my technology and inventions editor that the book would have to be postponed until next year or that they could feel free to find another writer (this was a big deal, too, because if they cancel my contract, I will owe them advance money I’ve already received, but so far they haven’t cancelled it or rescheduled it). I said No to a couple of other freelance offers that came up, but I have continued to teach the online college course because it’s a very flexible schedule and it was difficult to break-in to online teaching in the first place, and I don’t know how long I’ll be at MMS.
Even though the teacher was telling everyone she would be gone for 6 weeks, the message I was getting from the school was to be flexible and, in my mind, I knew I would be there at least through final exams and winter break. Indeed, the original six weeks came and went without anyone really commenting on the date, as her medical condition was raising more questions than answers. I still don't know exactly how long they will need me, perhaps through the school year now, perhaps off-and-on if she plans to return at least part-time.
YES, I would like to stay at MMS through the year as I am very invested in the work I’ve done with these particular students and have loved every day of it! I wish I’d kept a blog of it all, but I HAVE, at least, kept a really messy handwritten notebook of what we’ve done every day. It’s been very emotional at times, filling the shoes of a very beloved teacher who is out due to difficult circumstances, but the head of school, the other faculty, and the parents have all supported me 100%. And what an amazing opportunity I have had to put everything else aside and not only get to know all of these students and get new insight into my kids’ school, but to be forced to read (or re-read) an amazing list of novels, plays, short stories, and poems. That is just what writers always wish for – more time to read – and I do not doubt that, working side-by-side with the students, my own literary education will continue to unfold and enrich my own writing in new and unexpected ways.
The one thing I do miss, then, is my own creative writing. So my goals for 2014 include revising my historical novel manuscript and reviving the agent search. I also have 25,000 words of a Young Adult novel that I am feeling deserves some new attention. I started this novel last year, in 2012, but is it too much to say that it has been a fortuitous happenstance that I have had the privilege of spending the past three months in the daily company of teens, talking about books and their lives?
Wednesday, December 4, 2013
Thursday, March 10, 2011
Lilli has a spelling test today, too. She also completed a fabulous science project on.... rats! You would have guessed it, right? She made a cardboard maze:
Initially, the rat was not too interested - in fact, she jumped out the top of the maze, but mostly she just sat at dead ends:
BUT THEN... we saw a show on TV called "Rat Genius" or something like that - just by coincidence - and the MIT rat researcher explained how rats need "landmarks" to help them create a map in their heads and memorize a route - just like we would use landmarks (turn right at the yellow house, etc.).
So, Lilli put some toys along the maze route as landmarks and... the rat did it! She went through, slowly, smelling & climbing on & even biting at some of the toys, until she finally, for the first time, found the treat. THEN, the truly amazing thing happened.... we put the rat back at the beginning of the maze and she ran through, briefly looking at or smelling each landmark that she had apparently memorized and she reached the end treat in record time!! The landmarks worked!
Oh yes, I remember now... the carrot is just past the bunny & around the corner by the penguin:
Now tell me you didn't learn something new about rat brains today.
(Don't laugh at her shirt - it's her mother's fault.)
The moral of the story is that, if I hadn't let my kids watch random TV instead of studying for their spelling & Spanish tests, the science experiment would have been a bust.
Tuesday, June 1, 2010
We don't have an official battle site or anything like those of you eastward and southward get to experience, but it's the largest Civil War encampment / re-enactment on the west coast...
David, friend Jeff, & Miles getting a very detailed lesson on the Gatling gun:
After gathering information on the weapons used by the rebels, he took it right over to the Yankee side, the little spy.
Ok, so maybe he didn't *quite* fit in, with his skateboarding attire and all...
I didn't get a whole lotta photos of Lilli - she and friend J were more interested in climbing trees & feeding ducks than aiding the war effort. They did wait patiently for President Lincoln's field report, but the sign said come back at 4:00pm...
Monday, April 12, 2010
Things have been going surprisingly smoothly... my usually tired, cranky, argumentative Miles has been delightful and calm and easy to have around. He sleeps later and we give each other our space, but we also spend a good part of the day working together. He has time to sit on his bedroom floor & play with Godzilla figures, hang out on the computer, read, and even started writing a short story. He very quickly let down his posturing and attitude after leaving the social pressure of school. I'm not saying he won't get bored, or miss his friends... but this past month already there have been plenty of opportunities to meet up with friends - they go skateboarding, they text & talk online, a friend is having a birthday party next weekend, he even takes my Friday class at Lilli's school (ancient Egypt and, starting this next week, a novel-writing course), and plays ping pong & board games, etc. with some of the 5th/6th graders there when we're there on Fridays. And he plays with his sister, of course ;) One of his best friends, who he sees regularly, goes to a different school anyway, so they weren't school friends. It's a real lesson for ME not to try to micromanage his social life - to help facilitate things he wants to do - but to let him take the lead. He is the kind of kid who was enjoying the social life of school, but is also happy with a lot of down time and stay-at-home time. Always has been.
One day we went downtown to the bookstores together and he collected a few more in the series he's reading, plus he bought his first Stephen King book, The Mist. He's always loved horror and the macabre and has graduated from Goosebumps to Cirque du Freak, to now he's currently reading a series called Demonata (by the same Cirque du Freak author), and now King. yikes. He's already written his own horror short story. Another day he spent an afternoon at his dad's office at the skateboard R&D shop & warehouse (where dad's office-mates were positive about homeschooling and gave him a reject skateboard deck to use for wall art).
As for formal curricululm, he asked if he could continue with his Science program (still have textbook & workbook from school, which I'll just keep until the end of the year unless they ask for it back) and I suggested we do a chapter or unit of science per week and alternate two days of science with two days of History (don't worry - I've got that covered ;).
He does Math and his Chinese language program on a daily basis. We search out a lot of online resources for Geography, Science, educational games, the NYTimes lesson plans & vocabulary word of the day, a billion library books... he also started a family tree project, contacting relatives by phone or email to fill in gaps. So much to do, so little time.
At one of the last meetings of my ancient Egypt class at Lilli's school, we talked about Egyptian toys and games (dolls, stone toss, variations on jacks, chess, and mancala), and then I sent the kids out to forage for natural objects to create their own games - it didn't have to be an Egyptian game, that was just our inspiration. It could be a physical activity, a game for two or for many, items to create dolls or instruments, or a board or strategy game.
I broke them up into groups of 2 or 3 so they could work together as a team, and so that everyone would have a part. Here's Lilli (orange shirt, looking at camera), with a couple of friends and the many items they collected - sandstone, large pieces of bark, foxtails, etc. They created an obstacle course of sorts ;)
At first Miles resisted going to my class - wanted to stay home alone - but I bribed him with the offer to take him to do some things afterwards (go to the skate shop, sushi for lunch, etc. ;)
Well, as is often the case with Miles, he had a great time *in spite of* himself. He decided to participate and he paired himself up with one of the older boys in the class (age 10 or so). They know each other already, since Lilli's school is a very family-oriented family-involved school and we have spent a lot of time there. And I think the other boy was glad to have Miles there! They created their own intricate Stratego-inspired board game using found objects:
The class is only an hour long, but they didn't want to leave their game -so Miles and I stayed for hot lunch (Mexican food day) and then the boys went back to their game through lunch recess. We've been doing that every Friday now. Over spring break, some of these friends also visited the Egyptian museum again with us.
I'm just so glad to have this community and for Miles to nurture these friendships. When you're in junior high, the difference between 5th or 6th grade & 7th grade seems like a generation. But when you're just enjoying yourself and making friends, the difference between age 10 and age 12 is not so great.
During the foraging for game pieces and objects, Lilli found this.....
An emu egg! Yes, they have an emu at school, so it's not a mystery to find an eggshell, but it's rare.
Can you see the pretty blue tint at all?
I'm glad he is taking ownership of the decision. His attitude continues to be great. He seems very happy and relaxed and positive about his schoolwork.