There’s a great article by Tom Verducci in SI. Two quotes stuck out for me:
“I never thought of losing, but now that it’s happened, the only thing to do is do it right. That’s my obligation to all the people who believe in me. We all have to take defeats in life.”
Verducci also quotes Henry Wadsworth Longfellow:
“But who shall dare to measure loss and gain in this wise? Defeat may be victory in disguise; The lowest ebb is the turn of the tide.”
What happens in any organization — a team, a school or classroom, a business — that allows them to work through a difficult time?
Cool, short article here…helpful this time of year when there are lots of them that I have no idea what to do with.
We’re drawing to the end of the quarter and there is anxiety everywhere. I’ve tried to minimize the stress as much as I can, but when people care about their work, there will definitely be some moments.
Today, after looking at Eric Foner’s review of Annette Gordon-Reed’s work in the NYT, we played a game of “What’s Clapper worried about ?” I listed the three things that I’ve been seeing and asked them whether I should be worried.
“I’m worried that students aren’t taking notes on their sources.”
“I’m worried that students are writing on the fly, i.e., writing before they’ve gathered all their research.”
“I’m worried that some students are missing context; that they’re missing the forest for the trees.”
(I followed the conversation with a google form for kids to share back what they’re feeling good about and what they need help with…)
It was a rich discussion with many solid ideas…It’s always helpful when the students point at requirements and rubrics instead of the teacher. I think everyone felt better, including me. At least until someone said,
“You’re so old, you shouldn’t be worried about anything.”
Found this today ($2).
Here’s the opening line:
I learned a surprising thing in writing this book. It is possible to move away from a vast, unbearable pain by delving into it deeper and deeper — by “diving into the wreck,” to borrow the perfect words from Adrienne Rich. You can look at all the parts of a terrible thing until you see they’re assemblies of smaller parts, all of which you can name, and some of which you can heal or alter, and finally the terror that seemed unbearable becomes manageable. I suppose what I am describing is the process of grief.
Kingsolver, Barbara. Small Wonder (London: Faber and Faber, 2011), xii.
To read a story, share a song, work through a novel that you love with kids. They’re not going to love it the same way.
I re-read the story we’re taking on today on the trolley this morning. This line left me with tears in my eyes:
No more maybe, in other words. Because that is just what happens. One day it is maybe, and then you just know.
Reminded me of a song I heard for the first time in junior high:
Is a dream a lie if it don’t come true, or is it something worse?
Live version here, 1980, 00:04:26-00:04:34.
Note to self: Get it together, man.
As the school year began, I’d not picked up a novel, so I wanted to get Daniel Gambiner’s book The Boatbuilder, which I’d seen in Bindlestiff’s window. Last copy. Good thing…Amazon won’t have copies until October.
Started yesterday, finished today. Review soon.
Also found a copy of this book, which I’m hoping will help me in the current American history unit I’m teaching.
And for $16.00, I found a huge gardening book — The Flowers and Herbs of Early America — a bargain.
Daniel, Marcus. Scandal and Civility: Journalism and the Birth of American Democracy. 1 edition. Oxford?; New York: Oxford University Press, 2009.
Griffith, Lawrence, and Barbara Temple Lombardi. Flowers and Herbs of Early America. 1 edition. New Haven: Yale University Press, 2008.
Gumbiner, Daniel. The Boatbuilder. McSweeney’s, 2018.
Isn’t this what we ought to be after as teachers?
I hope you find something to love
Something to do when you feel like giving up
A song to sing or a tale to tell
Something to love, it’ll serve you well
Live version here.
Reminded me of another old favorite — Guy Clark, Stuff that Works:
Stuff that works, stuff that holds up
The kind of stuff you don’ hang on the wall
Stuff that’ real, stuff you feel
The kind of stuff you reach for when you fall
I read this about bike parts a few years ago. The author suggested that when you’re selecting parts for a bike, you can only have two. You can have strong and light, but it’s not going to be cheap. You have strong and cheap, but it’s going to be heavy.
I was thinking about this on the walk home yesterday. Are there things in teaching, especially preparing to teach, that will drop out given the time constraints of systems, emergencies, district stuff and the kid thing that will immediately consume all of your time? (And that doesn’t even consider real life stuff like dead cats, teen drama, and sprained knees, all of which I’ve dealt with this week…)
Traits of a good unit, off the top of my head at 6:15AM:
Engaging to the students
Contextualized within a year’s worth of goals
True to the school model
Creative formative and final assessments
How many can you get each time? And how do you look at a year’s worth of projects and figure out a balance? I know there are some teachers whose projects hit it every time — that’s good for them, yo — but for me, can I get a balance where I get most of them, most of the time?
I’m still thinking about both of these works but they’d go well together.
I’d like to read Kwame Anthony Appiah’s piece, Go Ahead Speak for Yourself, with a group of students.
Then I’d like to watch Hannah Gatsby’s special, Nanette. I watched the first half of this last night and was blown away by the performance. Utterly compelling.
Got to start the day though. More later.