Erin has reflected, Norm has emailed, and I have blogged

On Apr 4, 2006, at 8:59 PM, Norman Boyer wrote:

Hi, Angelo,
Take a look at Erin Conlon’s second “Becoming a Teacher of Reading and Lit” blogs. . . .
Norm

Erin–In the matter of https://bonadonna.org/~conlon/trl/trl_blog_reflection2.html, I have smiled to recall a reading life never lived, but similarly lived. I have seen images of myself as a child sitting in my mother’s lap and of myself as a parent holding my young sons and daughters at bedtime. And what I felt in both instances, and everything in between, in that long evolution between stages, has all come back to me and reminded me of what I needed to remember. I have learned how, once again, books connect and extend us–but not in that order, for first they extend, as they take us out into the wide world of adventure and magic and conflict and love and happy and sad endings, and we are marvelously changed, only to find, the next day that someone else had the very same experience, and we can talk about it and laugh and cry again, but this time with someone else, with whom we begin planning our next adventures. I have become astounded at the ironies of summaries, which compress and delete, but also lead on and expand, and involve me in a whole world of process and thought and new activity. I have been inspired by the gentle beauty and vitality of “reflection,” which can play like a movie in my mind, full of life and character and shared things, rather than sit there as part of an educator’s jargon. I have taken hope in a student’s evolution into teacher, only possible when the student really, really, works at it, really, really cares, and really, really transcends the dictates of all those assignments. And finally, I have been heartened to receive a colleague’s email full of quiet pride and admiration.

Thanks for starting my day with a smile, Erin! :) –Angelo


 

NOTE: For those lacking the password to Erin’s blog, here is the text (March 8, 2006):

TRL becoming a teacher of reading and literature blog 2

I began thinking about my journey from a student to becoming a teacher of reading. What has this journey entailed? When I was a baby in my mother’s arms, I said goodnight to the moon and learned how to love and give from a tree. I grew up and ate green eggs and ham, and explored the unknown with a curious monkey named George. I visited many friends in the woods including Hansel and Gretel, the seven dwarfs, and even a group of bears named Berenstain. I learned where the sidewalk ends and what it was like to have a younger brother named Fudge. I explored new places with the BFG, learned in inside outs of a chocolate factory with a boy named Charlie, and a young girl named Matilda encouraged my love of books. I saw how scary the world could be by the goosebumps on my arm. I even questioned where God was with Margaret. I babysat with a club of girls and went to sweet valley high with a set of twins. Ann Frank and a boy named Pony taught me how to be brave. I learned about love in Verona, Holden showed me how to look at the world, and Hester showed me the darker side of human nature. A group of little women showed me individuality, Lenny and George taught me true friendship, and Boo Radley taught me equality. I have grown up since all of this I have looked at the beauty and love in the world with Keats and Shelley, and seen its injustices with Blake. I have traveled on the road with a man named Jack and have learned for who the bell tolls. I have fallen in love with the Darcy’s of the world and my eyes have watched for god with Janie. I have a favorite book, Beloved, and a favorite poem, She Walks in Beauty. I have grown with all of these rich characters and places in my life. I have discovered that through this journey of moving beyond student to teacher I would like to do for my students what has been done for me. I want them to be able to look back in amazement at all of the places they have been through these stories. At the beginning of this class, I hadn’t really reflected on what and how I would teach. I have since revisited many of the cherished stories that I read when I was a younger student and saw with new eyes what these stories really did. When I was a child, I didn’t know I was exploring all things unknown with a monkey named George. All I knew was that it was funny and a good story. I didn’t realize the dangers that lie in the woods were taught to me by a lost brother and sister or a girl on her way to see grandma, but I did. It’s only now that see that Ann Frank and Pony Boy taught me bravery and Lenny and George taught me friendship, but they did. And how is it that I came to understand these themes? Why it’s so obvious but its was my teachers. I knew them all along but sometimes we need that little push to vocalize it. When I look through these books now all of the themes jump out at me and I cant stop myself from thinking about I would help my students to understand them. I think that it is one of the most important steps we can take towards becoming teachers of reading and literature. We are now able to see books with the eyes of a teacher as well as a student’s. Because we will always be students and will always take new journeys with the stories we read, its in understanding the difference between the two is what is going to make us great teachers.

The Word Spy – defensive pessimism

Well, it turns out there is a word for it–this strategy of control, which leads to an ironic optimism:

The Word Spy – defensive pessimism

“A strategy that anticipates a negative outcome and then takes steps to avoid that outcome….”

Intriguing how this strategy reduces anxiety for some and increases it for others…. There’s the real lesson: the absence of an objective signification for any term, situation, strategy….

This term is a good fit for my “toolbox” approach to teaching. An important tool, here, for all those melancholy, back-door optimists.

Also: What uses could a dictionary like Word Spy be put to in teaching vocabulary in schools? Is there any way high schoolers could perceive and enjoy the fun of a dictionary like this (dedicated to neologisms), where the play and vitality and lability of language is uppermost….

Dealing with attendance issues in student teaching

A star student, now at the start of student teaching, writes:

I do want to ask advice about some of the issues that have surprised me. The first issue is attendance. Unfortunately, the lower-level classes [at my school] tend to have poor attendance. This makes it difficult for me and the class on many levels. Obviously, these students are missing precious class time, and they fall behind for the simple fact that they do not get to partake in the class discussions, notes, etc. Furthermore, these students tend to disrupt the flow of class with their constant questions that, while certainly necessary for their academic development, frustrate the other students because we end up covering the same issues over and over again (this becomes a compounded problem when several students are absent on the same day but return to school on different days). Additionally, the attendance problems make it difficult for me to do much group work with the students.

How can I incorporate group work without then penalizing the students who were absent (and without driving myself crazy trying to remember make-up assignments to equal the missed group work)? I’m not as concerned about doing group with with the regular-level class (and later on, the honors classes I will pick up the last week in Sept.) But for this Skills class, it poses a problem for me. The attendance also makes it hard for me to establish routine in the classroom. I have been enlightened by the teachings of Harry Wong, and his explanation and reasoning for procedures/routines can’t be beat. Yet, I’m facing an uphill battle just trying to catch everyone up on missed work while still teaching the planned lessons. And if that isn’t bad enough, we still have a lot of new students entering the classes each day (I had 3 new students in one class period today! FYI, school started on Aug 29).

Your attendance situation gets me thinking in a couple ways. I don’t have any slam-dunk answers, but a few possibilities. I think you have to look for organizational structures that enable individuals at all different points of project completion to work at their own level and pace. You need a clear communication of weekly or daily assignments (on the board each day, or on a weekly handout you could give to students and refer them to). I think if you could make personal responsibility a part of the grade, you might be able to reward productive behavior, and perhaps give the non-achievers a clearer route by which they can earn credit. I think you need to focus fiercely on keeping things positive, giving students as much a way to EARN points for cooperative behavior as possible. You need to communicate relentlessly about all the routes to success in the class. And even when you’re feeling extremely disappointed, you have to bring a positive, upbeat message to the group. As Machiavelli says, praise in public, censure in private. (Of course, sometimes you’ll have to raise hell with them, but that strong spice must be used sparingly. Love them more than you scold them, and even if you find you have to kill them, make sure you do so with kindness rather than with anger.)

As you know, I would advocate as much a workshop approach as possible, where you could counsel kids one-on-one as much as possible (thus not worry about wasting whole-class time catching up the kids needing catching-up). Also, I would advocate the set-up of as much “IEP-type” instruction as possible. (Richard Kent advocates the use of “People Plans” instead of “Lesson Plans”). Can you set up workshop so students are working towards individual goals as much as, if not more than, whole-group or small-group projects? Think of approaching that fragmented group in terms of developing “IEPs” for all of them. How would that change things? (I know things like your lesson plans, mandated curricula, and cooperating teachers might not make these approaches easy or obviously implementable….)

Also: these kids obviously don’t have a stake in class. How could they develop one? Can you ask them? Can you negotiate with them? Can you lay out YOUR absolutes (what are they?)–and then find places to respond to THEIR needs/desires? I’m not suggesting you become a pushover (I don’t think that would happen); you could be very firm, and yet very open and flexible with them. I think you need to meet them halfway on some issues…. What ways are you using to find out their attitudes, feelings, difficulties, obstacles, and struggles? In what ways can you adjust on the basis of what you discover?

This could be your experimental class. You are not having these issues with other groups. Why not communicate to this group their “special” status? They’re your project class: puff them up to be your great success story. Pull out all the stops. Use psychological warfare. Make it personal, and do confide in them how well they are doing when they are doing well–and always SEE THEM to be doing well…. (Is that fighting dirty? All’s fair in love, war, and trouble classes….)

It Starts with a Poem



Untitled Document

A few colleagues have been exchanging poems via our English and Foreign Languages
listserv. The poems have dealt with some less-than-positive learning experiences
the poets had suffered in grade school: bad methods, bad teachers, all producing
bad effects on learning….

The original poem was an unexpected gift from out of the blue—but from
a poet who has led us to expect such generous spontaneity. As usual, a wonderful
read. It was the camaraderie of the poetic response, however, that stimulated
me to plunge—somehow—into this dialogue. What fun….

Continue reading It Starts with a Poem

Difficulty, Toleranance, Love, Survival: Fathers and Sons In, Out, and At War



Untitled Document

"Murderer": A fitting final utterance to Art
Spiegelman’s novel, Maus.

All the brutality one expects in a poignant presentation of the Holocaust and
Nazi evil is present in this book, this "remarkable work" that Jules
Feiffer describes as "awesome in its conception and execution . . .
at one and the same time a novel, a documentary, a memoir, and a comic book."
As author/mouse protagonist Spiegelman departs from his father at the end of
Book I (subtitled "My Father Bleeds History")—briefcase in one
hand, cigarette in another, head down—he utters this depressing final
statement, "murderer." But he is not talking of the Nazis. His father
is the murderer, for Spiegelman has just learned that his father long ago, distracted
by grief and confusion over his wife’s suicide, destroyed the journals she had
kept of the war and Holocaust—journals she had intended to be a legacy
to her son.

Thus we end on a mighty ambivalence: the son exploding/apologizing, the father
exploding/apologizing, the father shaken at the son’s disrespect, the son pleading
for information, the son, mollified and leaving in peace but uttering alone,
again, and finally, the word, ". . . murderer."

Of all the powerful dimensions of this work—its compelling stories, its historical
sweep, its psychological layers—and of course all the issues of media, text,
poetics, and rhetoric—it is the father-son relationship that I connect to foremost
of all. Art’s relationship with his father is taut with mixed feelings: of annoyance,
respect, understanding, awe, contempt, despair, pride, grief, and more. In this
sense, the book is probably resonant to every child who had a father, or rather
every child who had a father who was present as the child grew into adulthood.
But there is something about the quality, or perhaps the actual content, of
the relationship—both aspects, the positive and negative—that reminds me of
my relationship with my father.

My father could be a difficult man, but reading a book like Maus makes
me look to the Depression, World War II, and all the other stresses of the twentieth
century as causes of that difficulty. And I should be honest: some of the difficulty
stems from my personality, with its inward ways, much like Spiegelman’s. For
I need but look at my brothers, Joe in particular, who has written most lovingly
and accurately of our father’s uniqueness. Take
a look at his touching and fun memoir here
. But there is something in Spiegelman’s
portrayal of his father that rings an eerie bell. The frugality, the directness,
the aggressive care of both men are striking. Nothing of hesitation or shyness
in either of these men. And yet at the same time, the shocking tenderness from
time to time. Can these qualities be attributed, somehow, to the effects of
living through the twenties, thirties, and forties and surviving despite it
all?

Or is it just a matter of being in a family and taking what comes with the
territory? Maus raises questions of family dynamics of incredible and
deep resonance. Spiegelman interweaves tales of marital discord, parental scolding,
and typical family squabbles with episodes of unspeakable heroism, courage,
and good and bad fortune. Through it all there is one given: survival. On the
one hand there is an incredible closeness in this family (all families) that
allows the most extreme circumstances just to be. It all hangs out there—in
"dissolution," I’d call it: an agreement to look beyond the unresolved
matters in a way that is completely natural in families, as it is nowhere else.
On the other hand, there is the opposite of closeness and tolerance and acceptance,
for here are people so different, so uninvolved . . . just so very
different. Part of the magic of Maus is its portrayal of two "aliens"
sharing a space and entering into one another’s world. The father brings Art
into his past—not only the war, but also his youth and life, including
his early romances, his struggles to establish himself, his rhythms of life.
And the son attempts to bring the father into the writer’s/artist’s world he
inhabits. That’s something I never attempted with my father, and I’m not sure
I could, so I envy Spiegelman that expression and honesty.

The depictions of the family ambivalences are not all as poignant and disturbing
as the heart-wrenching final word of Volume 1. Some of the narration is borderline
humorous. There is the episode when Art, at the conclusion of one interview
session can’t find his coat. We soon find that the father—who is a renowned
miser, (a stereotypical Jewish miser, Art fears)—has thrown out Art’s
coat. For the father has (1) bought himself a new coat, (2) decided that Art’s
coat was shabby, and (3) decided to give Art his old coat. Art is incredulous:
"Oh great, a Naugahyde windbreaker!" And here is a case where Spiegelman’s
artistic talent comes to the fore: for the depiction of Art/mouse in the puffy
jacket conveys the archetypal embarrassment every child has suffered at the
hands of parents who find ingenious ways to exert control and inflict humiliation.The
expression on Art’s face as he walks home, slouched in the puffy jacket (it
should be noted he is thirty years old at the time), is priceless, as is his
comment: "I just can’t believe it. . . ."

In the context of such disbelief and anger and frustration, Spiegelman tells
his father’s story. Compassion, awe, and tender love are thrown into the telling
in a way worthy of the complexity of family life and the suffering of a terrible
World War. In all, Maus is a "survivor’s tale" that takes
us into unexpected dimensions of just what survival is. In its seamless interweaving
of tales—further complicated by our own connections to them—we are
often, like Art himself, left incredulous, but we are grateful for the experience,
the honesty of it, the reality of it—all in a comic book about a family
of mice that escaped the exterminator.