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You Will Live Many Lives

June 7th, 2011 · Reflections

What follows is the text of my farewell speech, written as part of the final AP English Literature project. We all wrote farewell (valedictory speeches) and delivered them formally in the auditorium. It was a unique experience. See the Wordle I created from all of the speeches in the post below.

You Will Live Many Lives

It takes me 17 minutes to drive to school, if the weather and traffic are right. Those 17 minutes in the car are my minutes, all mine. In the morning, I’m trying to wake up and get right in the head before greeting students. In the afternoon I need to decompress. I’ve driven the same route (or nearly the same) 7,980 times. The way to and from school is so familiar that I sometimes think the car must know the way on its own.

Over the years I’ve watched buildings being built, gardens take shape and burst into bloom, and kids grow up. I’ve witnessed, through my windshield, life in progress. It seems that nearly every day I see something I have not seen before, which could be because it’s actually a new element in the landscape.

Or it could be, and I think this is the more likely view, that the thing was always there, but I had simply failed to notice it before. Danish writer Peter Høeg said, “What we see in nature is not really a matter of what exists; what we find is determined by our ability to understand.” What he means is that our ability to perceive and make sense of our world depends on who we are at any given moment. Let me try to explain further by getting back in my car.

On these morning and afternoon drives I’ve spent 135,660 minutes listening to the radio, CDs, or now, my iPod. Once in awhile I’ll listen to Morning Edition on NPR, or All Things Considered in the afternoon, but if I’ve had too much of the world, which is more often the case than not, I will listen to music—loud music. And since I tend to listen to the same music over and over again, various songs and artists become familiar in the same way my route is familiar. You might think that if you had listened to any one song fifty, even a hundred times, that you would know it so well that nothing new could ever emerge from hearing it one more time. But, that is not true at all.

For example, about a month ago, I heard Spring Song by Lucy Wainwright Roche as if I had never heard it before. The song itself had not changed, of course, but I had. The change in me was a simple one: having recently submitted my intent to retire letter, I began to see everyone and everything in my world from a new point of view—even this song. This shift in my perspective allowed me to see how perfect the song is for the situation you and I now share.

Spring Song is about the songwriter’s decision to end her teaching career to pursue music full time. She sings about the end of the school year, in spring, when students are excited and ready to go home for the summer. And while her students will be back at the books when the “fall rain brightens the sidewalk leaves and autumn hues,” she won’t be, and neither will I. And, in a way, neither will you. Therefore, I will borrow her words and urge each of you to “go ahead now into the summer [and] make the best of who you really are, and mind the things you tend to overlook and hide.” Summer is a welcomed break from school routines, and it allows you to pay attention to things you might not have had time for as you were learning the subjunctive tense or reading the world’s great novels. So take time now. Look around you. Use this summer as breathing space as you reorient yourselves for post high school life.

In September, you will be much like Lucy’s students, who will be “starting again, walking to school in your bigger shoes.” Now, obviously, I don’t think your feet are going to grow over the summer like they did when you were children, but college is going to require you to stand in adult shoes. For maybe the first time in your lives, you won’t have the immediate support of your family. Everything will be new and it will be up to you to interpret what it all means. It won’t just be the campus that is new to you, but the entire imagination of your life. But that is good and as it should be, for like I said before, it is in these moments of new perspective that we find insight.

This leads me to my next point. When Lucy says “go ahead now into the summer [and] make the best of who you really are,” she means that you should seize the day or live in the moment, which is, of course, important. But more important is her insistence that you discover who you really are. So who are you, really? Or who am I?

When I was twelve, I had it in my head that I had everything I needed to be able to live my life. I could cook, take care of the house, and take care of babies. I vividly remember wanting to move out of my parents’ house so I could do what I wanted to do. I reluctantly acquiesced to the fact that I’d have to actually be an adult before I could make that happen. I was not happy, but I survived. What I learned about myself from that moment and others like it was that I am supremely self-aware and confident in my abilities. I think knowing that about myself has given me the courage to try new things.

For example, when I was thirty and literally sanding my fingerprints off at Richardson furniture factory, I set my sandpaper down one day and said out loud, “I am made for something better than this.” A few months later, I enrolled at Lakeland College to earn my teaching degree. Being a wife, a mother of an eight and a six year old, and a full-time college student wasn’t easy, but I knew I had to do it, and I was determined to succeed.

Sometimes when I look back at that moment in the sawdust-filled factory, I wonder who I would be now if I hadn’t had the courage to leave one life and head off into the unknown for another. If I had been afraid to change, I would never have had this wonderful journey of the last 21 years. I would never have known each of you or the hundreds of other students I’ve known before you.

In her 1999 Mount Holyoke commencement speech, writer Anna Quindlen asked graduates to discover their true selves, saying “nothing important, or meaningful, or beautiful, or interesting, or great ever came out of imitations.” But Quindlen also acknowledged the difficulty of the task. She said, “There is no zeitgeist to read, no template to follow, no mask to wear. Set aside what your friends expect, what your parents demand, what your acquaintances require. Set aside the messages this culture sends, through its advertising, its entertainment, its disdain and its disapproval, about how you should behave.”

I could not have said it better. If we’re honest, we will all admit that we’ve had moments when we shifted our behavior or changed just this or that about ourselves to fit in or to be liked or to make others happy. But in such moments we lose a bit of our true selves because we are doing something not honest or real. This is why it’s so hard, this self discovery. Discovering who you really are takes effort, but living a life that honors the real you takes even more.

So all of this brings me to my last point, which is to suggest that self discovery sometimes leads to unexpected consequences, such as suddenly deciding that one’s life must go in a new, totally uncharted direction. When Wainright Roche wrote Spring Song, she was trying to understand the upcoming transition in her life that would move her from familiar to unfamiliar, known to unknown. I am in that place now. So are all of you. She calls it “[moving] on into the next big fear,” which is exactly what you and I are doing. It takes courage to move into fear. The root of the word courage is “cour,” which means heart. In one way, high school is about learning what’s in your heart so you will be prepared for life ahead, and you have all done that, with the relationships you’ve built, the obstacles you’ve encountered and overcome, and, believe it or not, the disappointments you’ve suffered. While you are all probably bundles of excited anxiety, I know you’ve also got the heart to move on. You’re ready.

I am ready, too. Before I began teaching in 1990, I had never worked at any job longer than two years. We’re late bloomers in my family, and it took me a long time to become a teacher, something I had wanted to be since Kindergarten. And as much as I have loved teaching, I am also kind of amazed that I kept at it for this long. I’ve always had a restless soul, and I have “miles to go before I sleep.” Stepping into my next big fear, I want to discover what else is out there for me. I want to know what else I can do.

When people tell me that I am way too young to retire, they’re absolutely right. So I’ve decided I’m not retiring. I’m simply changing. Maybe it was my twelve-year-old self who gave me the courage to leap into the unknown, I don’t know. But the unknown it surely is, for I have no idea if I will be successful or not. And still I leap off into the abyss that is the future. My husband holds my hand. We are ready to discover what could never be discovered by standing still.

So, my final advice to you is this. In years hence, when you find yourself where I am, feet glued into one place for far too long, look into your heart and find the courage to go to an unknown place, a place where you can create new steps and find insight in new perspectives.

You will live many lives, but you will only have one chance to live each one.

 

Spring Song

Lucy Wainwright Roche

It’s spring when the year ends
Spring when the year ends
All you kids are in the home stretch
You’ve tried your hardest and you’ve done your best
And now its spring when the year ends
And I’m not coming back
When we saw snow out the window
We weren’t sure if time was moving or pretending
Now we can count the days until the ending of this
Spring when the year ends
And I’m not coming back
Go ahead now into the summer
Make the best of who you really are
And mind the things you tend to overlook and hide
And when the fall rain brightens
the sidewalk leaves and autumn hues
You’ll all be starting again
Walking to school in your bigger shoes
I’d like to think we’ll all remember
As we move on into the next big fear
We’ve taken some steps, however small this year
And now it’s spring when the year ends
Spring when the year ends
Spring when the year ends
And I’m not coming back.

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AP English Speeches, A Wordle

June 3rd, 2011 · AP English

I wanted my senior AP English Literature class to have an important experience for their end of the year project, something after the exam that would be personally meaningful. I also recognized that public speaking was not something we focused on in AP, but a skill they would need again and again in the future. So I decided we (I did it, too) would write and deliver farewell speeches as we make this transition in our lives, all of them to college, me to a life after classroom teaching.  They went into this project kicking and screaming (even at the end a few were still full of loathing for the project), but all in all the speeches were a huge success, some funny, some nostalgic, all revelatory, and many inspiring. This Wordle represents them all. I will miss this group of 11 seniors, but I know they will be very successful in the years to come. Stay in touch Hannah, Liz, Nate, Callie, Margo, Jamie, Kelly, Jimmy, Heather, Lilly, and Caitlynn.

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Mother’s Day, Poetry, and Technology

April 25th, 2011 · Learning Beyond the Classroom, poetry, writing

Take a moment to write your mother a hand-scribed note, suggests The Academy of American Poets (Poets.org). To help you, they’ve created six lovely blank note cards (pdf files to print). In addition, you can choose from a nice array of Mother’s Day appropriate excerpts from poems to include as an epigram to get you started. There surely is a combination of card design and “poem”  just right for you to give to your mother. So, use technology to access this wonderful idea, to print a card, and to get your inspiration from a poet, but then go off the grid, so to speak, and write the rest in your own handwriting, reconnecting with the child you were, perhaps, when you first learned cursive. Or if cursive isn’t your thing, print your message. It matters not. What matters is the message and this time the medium. In our consumer culture where nearly every message we could convey is available prewritten for us in a card (in a store or an e-card), writing your own will be a special and unique gift to Mom.

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The danger of quantifying everything!

April 18th, 2011 · Grading and Rubrics, writing

Well, I heard a new one today. But first, the context. I had just handed back English 11 essays, for which I did not use a rubric. Instead, I used a traditional means of feedback. I circled, underlined, and pointed out obvious errors (fragments, run ons, point of view errors, etc.). I made comments about logical omissions or organizational flaws. I commented when writers needed to give evidence for their claims. But overall, the score, the grade, came from my experience in knowing what constitutes an A paper or something not quite. Not only that, but students had the opportunity to conference with me in the drafting stage (an option that only four of the 21 in the class took advantage of). They also were encouraged to review peers’ work, to help each other draft a quality essay. They had three days in a computer lab to craft a two page essay. All in all, a pretty basic writing experience for juniors.

Then, I overheard one of my students (who’d earned a 45/50 by the way) that she had gotten only one wrong, but I had taken off five points. By one wrong, she meant that I had only left one comment on her paper. She obviously thought the exchange rate was off.

I’m still somewhat stunned. I had no idea that students equated a comment or an underline on an essay with an item marked wrong, as when you do 25 math problems and you get five wrong, so you get a 20/25. Maybe I should have been a math teacher (only I don’t really love math. I love words).

Holistic grading is truly dead it seems. Everything must be quantified. Rubrics have become itemized reciepts. Every complete sentence given a point value, whether it makes sense or reads fluently or fits the paragraph or moves the argument forward.  Quality lies in the fact that you spelled everything correctly, not in the relationships of the words to one another? Or am I just taking this girls’ comment (complaint, actually) too far?

What do you think?

If you are reading this and have had a similar experience, please leave a comment. This topic seems worthy of discussion.

Cross posted at The Polliwog Journal

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Write it in the Cloud

December 6th, 2010 · Technology in Education, writing

This morning on the radio I heard someone say that a document could be stored “in the cloud,” and determined once and for all to discover just what cloud computing means. I’m sure my understanding is quite simplistic, but to me, cloud computing means that resources and tools that consumers use are available via the Internet and therefore they do not have to own these tools to use them. Virtual software (Web 2.0 tools) allows users to create, manage, manipulate, mashup, store, and share words, images, ideas, and projects with a desktop, laptop, netbook, iPod touch, or smart phone.

I’ve been working in the cloud for awhile, but I did not know that’s what I was doing. I am also striving to get students to do the same; they need to understand how the world is communicating.

Then, this morning,coincidentally, I learned from @21stprincipal via Twitter about a cool Web tool called One Page Per Day, where users are encouraged to write just one page per day–presumably towards a novel or other major work.  How wonderful! Seems like a good motivator.

Thoreau told us that if we have built our castles in the air, our work need not be lost. “That is where they should be,” he said. If we write in the cloud, we can imagine and share from everywhere, not just from our desks.  Write in the cloud, and after, put foundations under our castles.

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A new connection

September 27th, 2010 · Learning Basics

Ninth graders are going to start reading The Most Dangerous Game today. One of their questions is about a “booby trap.” As I considered that phrase, my brain made the leap back to last year when our yearbook photo editor was placing a picture of blue footed boobies on her pages about the summer trip to the Galapagos. I had not ever heard of these birds before. They’re quite beautiful, beautiful blue footed birds. I’d never seen blue feet on a bird before either.

So, suddenly now, I am wondering if the etymology of the phrase “booby trap” is related at all, which prompted a Web search.  If my students are as curious as I was, they’ll click on the link to learn more.

The main point that I want to make by posting about my discovery is to remind myself and my students that our brains learn by making new connections. Since I’d not know about the birds before last year, I’d never known there was a connection to make. Students ask all the time, how will I use this. New ideas and information are always important. We never know what will spark a new connection. Why would we ever want to just shut out the world and what we can learn from it?

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Good start

September 18th, 2010 · School Notes

The new school year is off to an excellent start. My students are friendly and conscientious. They want to do well and be well. Most of the ninth graders are involved in some sport or physical activity after school, which is good. We had good discussions in English 11 on Friday. It was fun. And AP students are ready and eager for the challenges ahead.

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Food, Inc.

September 12th, 2010 · Learning Beyond the Classroom

We watched Food, Inc. last night and while I knew about some of the concepts presented, the documentary was really eye opening. I wish everyone would watch it and really think about the power each of us has to change not only the quality of food in our country but also our overall health. Each time we buy food we are exercising our power. Watch the film and see what I mean.

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September 1, 2010

August 31st, 2010 · School Notes

This year is new in many ways:

  • Two new English teachers: Ms Johnson and Ms Harter
  • A renewed and vigorous view of technology (iPods in science classes!)
  • A new 9th grade class (We ARE glad you are all here!)
  • A fresh new perspective!

School is one place where each fall we get to start fresh. We should not underestimate the value this has on our point of view and state of mind. I think it’s healthy. We need to start over in life, to begin from new places.

It’s kind of like picking beans. I have pole beans that grow profusely on an arbor over my garden gate. Just when I think I’ve picked all that I can pick, I look again from a different angle. Or I go away for a minute to pick a tomato, and when I come back, I see what I did not see before. Inevitably I find at least a handful that seemed invisible only minutes before.

Looking at the year ahead, I realize that I am fortunate not only to begin again (for the 21st time), but also to be able to see things in a new way with the help of new teachers, new students, and even “old” students who have stepped back for a bit and can see the beans that they could not see before.

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The Answer Garden. Wayyyy cool.

July 15th, 2010 · Technology in Education

Imagine the possibilities with Answer Garden. What would you use this for? My first thought is to assess prior knowledge with a question. Thirty kids with access to the Internet can give their answers in seconds and there’s your view of what they know. They can see it, you can see it. Very nice!! Thanks to ECNing’s Diigo feed for the link.

Cross posted at The Polliwog Journal.

Why should we read?… at AnswerGarden.ch.

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