Just for Today

I arrived at school this morning and saw the big, pink comfy chair sitting in my reading/writing center. It called to me. I wanted to sit, but I know if I do, nothing will get done. I started this poem instead. One of my students told me I could call it Whiny Wednesday....

Rainy
Gloomy
Damp

Eyes droopy
Head aches
Throat sore

I'm whiny
I don't want to correct papers
I don't want to teach
I don't want to do nothin'

Just for today
I want to be the kid in the comfy chair
          in the hall
          in my sweats
I want to put my earbuds in and
                  write
                  chat
                  giggle
                  read
I want to play with my own writing
Throw the words around on paper
         and see how they fit
I want to open a new book and
         sink into its world
         not coming up to breathe
                 until
I shut the door on the very last page

Just for today....
                 

Like a Squirrel Gathering Nuts

Although I haven't been writing for the blog much since the end of March, it doesn't mean I haven't been reading, writing, and thinking.  I've been following through on my New (School)Year Resolutions and reading more professionally. And, like a squirrel gathering nuts, I've been squirreling away resources and ideas to work on over the summer.

Right now I am reading savoring and working through Kelly Gallagher's book Write Like This: Teaching Real World Writing Through Modeling and Mentor Texts.  In this book, Kelly discusses real-world writing purposes. He writes chapters on the six areas he feels students will write long after they leave his classroom.  Kelly provides mentor texts, assignments, and strategies to help a teacher get started.

I'm am loving all that I am learning from this book.  I started reading it fast. Then stopped. Started over. Took notes. Tried activities.  Some are hard. But if I want to use these ideas next year, I want my own mentor texts.

In the first chapter, Gallagher describes and gives examples of each of the purposes. He then shares an activity that has students take one topic they are passionate about and come up with 18 ways to write about it.  I'm working on it, but it is tough for me to do--especially the Analyze/Interpret area and the Propose a Solution area.  My mind doesn't seem to want to work that way. Sure glad that I am trying this first and not just winging it in front of class. Although, when I teach this to the class next year, I will try a new topic and let them see me struggle with it a bit.

The rest of the chapters work through the six purposes. I really like these (they actually incorporate the genres that I now require). I think it will help me give kids more focus in the course. They definitely "fit" better into the common core. I want to work his ideas into the things I am already doing. I'm going to keep doing activities myself and writing and thinking about what I learn.  It's hard. But in the end, I think it will be worth it.

Playing Around

Playing around on the computer--checking our Facebook and Twitter and landing on Pinterest. And found "You Are Your Words" from American Heritage Dictionary. You upload a picture and some of your own words and POOF!  A self-portrait.  I used a blog post....

And POOF again

And one more time

You can change fonts and colors and the contrast, so each picture is unique.  I think my creative writing students would really like this.

Mrs. J

She looked like the stereotypical farm wife--housedress, Keds tennis shoes on her feet, no frills, just her wedding ring and a handkerchief.  She loved deer hunting in the fall and "her kids" the rest of the year. She always had a smile on her face and I don't know if I ever heard her raise her voice.  She didn't need to.


I received the email that she passed away on Saturday.  Mrs. J, as she was fondly referred to, wasn't the world's best teacher--but she was one of the most loved teachers I have ever worked with. Young adults in their 30's remember sitting in her class, vying for the infamous sour balls she kept in her room.  (I'm sure she must have owned stock in the company).  Even when she was a sub in her later years, there were always sour balls for the good, the bad, the loud, the lonely.  I'm not sure what it took exactly to be rewarded with a sour ball, but you felt special when you earned one.


I first met Mrs. J in about 1988, when I took a long term sub position in sixth grade.  She had the room across the hall from me.  I loved hearing the learning and the fun coming from her classroom. Especially considering I was teaching from the notecards in the box on the desk, a sure sign that the teacher I was teaching for never changed her lesson plans. Mrs. J always had practical advice, and she made sure I had back up when I needed it. 


While she loved all her students, boys seemed  to be her favorite. And they loved her. My oldest son's  Facebook status on Sunday, "Goodbye Mrs. J. You're one of the reasons I want to be a teacher." And it's true. His love of history and his wanting to be a teacher are a direct result of her teaching in fifth grade.  


A colleague posted, "When people ask me who my favorite teacher of all time is, the answer is so simple for me. No doubt in my mind Mrs. J was the one. She gave me my nickname of Rah back in 5th grade and it has stuck with me through the years. You have touched so many lives and will be missed by so many!"


Mrs. J had to retire when her husband became ill.  She wasn't ready to go. We all knew that. After he passed away, she came back to sub and continued until about five years ago.  I don't know how old she was, but she continued teaching long after most would have. And she will be missed...

Failure

Failure is a funny thing.
If we don't do something quite right, we failed.
If we don't connect with each and every student, we failed.
If, heaven forbid, a student has more issues than we can deal with, we fail.

We tend to focus on the one
Forgetting about the many.
We want a magic potion to fix what needs fixing.
We want the giant S we wear under our clothing to mean something.

What we really need to do is
Be kind to ourselves.
We need to realize
Even the wisest people on the planet
have failed.
And sometimes, a student has to have the desire
To succeed.

Hades

I am in English teacher hell.  I can't think of what to write.  None of my ideas seem worthwhile. Putting too much pressure on myself, I'm sure.

None of the books I grabbed to read grabbed me.  I've got a great pile.  And some suggestions from others.  Nothing, however, just feels right.

I have Creative Writing to grade. Ugh.  Usually I don't mind, but today my heart isn't in it.

It's Tuesday. I can read and comment on others' blogs.  That usually good for inspiration.
But not today.

But, write I will, because it's good for me!

Dear Mrs. Day

He was never given much of a chance. In fact, one of his teachers declared it Christmas when he was removed from school and sent away.

He was 15 years old.

Academically challenged.
Poor home life.
Anger issues.

Students loved to say and do things that set him off. 

It happened several times. Yelling and screaming. A broken window. A knife.  

People at times were understandably afraid of him.  There were plans in place to handle him. You were never to yell at him in front of others, or even to point out when he was in the wrong.  Basically, if he was in your class, you handled him with kid gloves.

A recipe for trouble.

I remember the first day I really talked to him.

Three years ago in May, I sat in the library while my students were researching a speech.  He was sitting at a different table with the man who was his one on one aide.  The man was a retired teacher hired just to follow this student around, and make sure he got some work done in class. But mostly, this man was hired to make sure the student didn't fight with others in the hallway.

The boy came over and sat down beside me.

"Mrs. Day, can I talk to you about speech?"
"Sure. What do you want to know?"

He, like most freshmen, was afraid to take my class.  Mostly, because it was speech, but, also, he had heard in junior high that I was tough. We talked for the entire class period.

There were minor incidents in my classroom the semester I had him in class, but for the most part, he was a good kid.  He worked hard on his speeches and really liked doing them.  He always did his best for me. And I always let him know when he did well.

He came back for a visit a few weeks ago.  He had just been released from the facility where he was sent. We chatted for quite awhile. I asked about what he did in the facility and how he was doing now.

"It was pretty good, Mrs. Day.  They really helped me handle my anger issues. I haven't hit anybody in months.  I also got caught up on my classes. I might be able to graduate with my class next year."

He wants to go into the service.  I'm not sure how that will go, but it might be just the thing he needs. Structure and discipline. Something he didn't get a lot of at home.

Why did I write about this young man. Because today, you see, I got a letter in my school mailbox.  The grammar wasn't correct, nor was the punctuation.  But it was sincere. And the last line made me cry--

In all Mrs. Day, I would like to say thank-you for believing in me.


And that is why I teach.