Genuine Appreciation for the Growth of Mockingbirds

"always be on the lookout for the presence of wonder"- E.B. White

It's in genuine authentic moments that I see growth from students that strongholds me through many of the difficulties and challenges that come with teaching. As school years close I find a few more of these reveal themselves, much like the true song of the mockingbird.

Recently I sat at my desk for a moment watching my students complete a group project. As I watched a young lady, perhaps the quietest of all my students, approached my desk. I admit I was surprised. I was surprised because she hadn't truly said five words to me all year. Talking out loud in a large group setting is just uncomfortable for her. But here she was.

The night before she had been inducted into the National Junior Honor Society along with a group of about 35 peers. As part of the ceremony and celebration teachers in my school are asked to write inducted students letters affirming their hard work. Juanita was there to say thank- you. I had written her a letter and despite the discomfort she wanted to say thank you. What a thrilling moment this was for me, not because she thanked me, but more because I understood how challenging it is for her to step outside her comfort zone, even to share some brief conversation. In turn I expressed my gratitude for having had the privilege of watching this young lady blossom as a student this year.

And blossom she has. She is a wonderful writer and careful reader. I know this because I have witnessed her development as a reader and writer. I've had the honor to watch her take notes and annotate text as part of her learning. I've had the great fortune to read her written words, offer her feedback, and watch her improve. She's really quite brilliant. Yet, while I experienced the joy of her these songs I worried her true voice was not developing.

I worried Juanita's words might never lift off the paper and into the air where they could be heard and shared and praised as they deserved to be. I worried that her words might stay hidden out of earshot and away from other voices that could further help her find even more to celebrate. So this first conversation, which lasted several minutes was a beginning and a gem. And I'm happy to admit has led to additional new music. Her song has finally brought joy to the entire class and I got to be there and present when she sang. Better yet, I'm confident she's found her voice and will continue to sing and that her world will be better for it.

As the school year winds down, take a look around. As E.B. White suggests if you look you'll find your mockingbirds too. Having witnessed mine will easily stronghold me into summer planning for next year. Sing mockingbird sing! Long live the legacy of this mockingbird's song and countless others.

 

 

The Mockingbird
by Mary Oliver

All summer
the mockingbird
in his pearl-gray coat
and his white-windowed sings

flies
from the hedge to the top of the pine
and begins to sing, but it’s neither
lilting nor lovely,

for he is the thief of other sound–
whistles and truck brakes and dry hinges
plus all the songs
of other birds in his neighborhood;

mimicking and elaborating,
he sings with humbor and bravado,
so I have to wait a long time
for the softer voice of his own life

to come through.  He begins
by giving up all his usual flutter
and settling down on the pine’s forelock
then looking around

as though to make sure he’s alone;
then he slaps each wing against his breast,
where his heart is,
and copying nothing, begins

easing into it
as though it was not half so easy
as rollicking,
as though his subject now

was his true self,
which of course was as dark and secret
as anyone else’s,
and it was too hard–

perhaps you understand–
to speak or to sing it
to anything or anyone
but the sky.

Watching muted students roar- now that's "extra"- special sustaining!

"I want to be part of creating life- giving learning places, schools that inspire, care, lift, and celebrate; freeing what waits within every child."  -Tom Vander Ark

Getting outside classroom walls and putting energy and life into other school activities is one of the greatest strongholds I enjoy. I am fortunate enough to co- sponsor a drama club/ program with a great friend and colleague. Our "club, which puts on both a fall and spring play, with all the students who participate either on- stage as actors or behind the scenes in one of our crews, is easily the largest in the school. What I love most about drama is that it gives me a chance to see kids in action engaged in a craft and with co-enthusiasts that is often very different from the interactions I might have students in the four walls of my classroom.

The auditorium is our second home and the kids in the club become like a second family. I have born witness to such amazing growth with these students because I get have the privilege of working with many of them from sixth through eighth grades. I have the privilege of seeing students enthusiastically work on math, science, history, language, physics, and many other disciplines all while cultivating the arts. And, I have the even greater privilege of seeing students take care of one another, build each other up, encourage and affirm one another's strengths while we bring shows to life. We sill have alumni who regularly attend our dress rehearsals and share life- giving acclamations with their younger brothers and sisters.

Traditions? Culture? Growth? I suppose it's all of these things and probably many more. Above all it's pretty awesome to me to watch and be a part of. It's enjoyable to give students a power and watch them excel. Jess and I regularly talk about learning how to simply "just get out of student's way." Getting out of their way allows them to experience great growth and successes beyond imagination.

Here are two more recent examples from students whose work in our crews this past year are particularly memorable. They're perfect illustrations of students excelling outside classroom walls that I witnessed and experienced. They're strongholds too. Stories like these are the reason I always look forward to time spent in the auditorium with my drama family.

During our spring production I was so fortunate to get to know two seventh grade students who joined our props team for the first time. How astonished I was to learn that these two brought a particular joy to getting specialized tasks building props for the show. Their enthusiastic work allowed actor brothers and sisters to look great on stage. They helped build items like squirrel teeter totters, battle axes, and hobo bags. These two found unprecedented joy in using their imagination to create the strangely- required props that made our show an absolute hit. Never once did we talk to them about an item we needed and hear them say no. These young people enjoyed bringing anything and everything we could dream of for the show to life. Their efforts were tireless and appreciated and I got to watch them become part of our drama family as they invented great props. (I'm pretty sure these kids are descended from McGyver.)Needless to say it was amazing to be apart of their success.

Then there's the story of Cale. Cale has been a member of our family since he was in sixth grade. He's now getting ready to graduate and I will miss him when he moves on. We have watched Cale go from novice to expert as part of our A.V. Crew. In our last three productions he has served as a crew chief. What makes Cale's growth particularly memorable is that he is a child with unique needs. Cale has Turret's Syndrome. He is a selective mute, who rarely speaks to adults. He truly struggles to communicate. However, Cale has left his legacy as an expert with computer technology and skills that have made the audio- visual parts of our productions come off without a hitch. He regularly makes our grand visions into wonderful reality for an audience who comes to see the show.

Our final show had a role for a student called sound person. That Cale volunteered for the speaking role was amazing to Jess and I. So we just got out of the way and decided to see what might happen if we didn't say no. Not only did Cale carry off the role flawlessly, but by the end of the final show he and a friend were taking all kinds of new risks speaking lines and inventing bits to carry off in front of a live audience. They were brilliant. Again, this was truly a joy to watch. It was something I could never had imagined from the shy sixth grade boy I first met three years earlier. This is the best kind of growth an educator can ever be a part of.

These memories and experiences are strongholds that keep me going. Building relationships with students through clubs and other extra- curricular opportunities help us create life- giving learning places and sustain us as educators.

I recently read "not everything that can be counted counts, not everything that counts can be counted (W. Bruce Cameron)." I have no data to prove that our family atmosphere in drama club has made an impact on students or my teaching or that students like school more or less because of their participation. I haven't "counted" the numerous memories or gratitudes or skills developed. But I'd bet I could find quite a few current and former students who could tell tales of what counted for them. I bet Jess and I could talk your ear off about how much it counts to us as well. Truthfully, we both admit when a day goes bad, we can always count on drama club after school to pick us up and set us right again.

While I know extras demand more time and energy from us, I'd tell you there is great sustaining value in the time spent. What skills do you have that you could share? I bet you will find students who are enthusiastic about similar things too.  It's a winning combination. At least its always worked well for me and its these extras that free what waits within every child. They're surely worth holding onto.






 
 

Remembering that story matters

I stole an hour this morning; stumbled out of bed early, found a wonderfully dark cup of coffee and a good book the solitude of my backyard deck.

Let me admit formally- I'm a morning person. There is often nothing better for this soul than an early hour to read and think alone (unless you count the birds and the squirrels and my dear old cat who still believes he's going catch of the former)out in the warming morning's waking air.

This morning, cozied under one of my wife's hand sewn quilts, I began with a book I have been reading strictly for pleasure. It's something I picked up for Spring Break, but that I hadn't quite finished. I got a whole chapter in without interruption- glorious. With a little extra time I opened an e-book I had just downloaded on my phone- something more "professional" or so I thought and began to scroll. This was supposed to me teach writing better, a topic I'm keenly interested in, but not necessarily "joyful" about. To my surprise the author caught my attention in a way I was completely unprepared for. She started by telling a story. From get go, I was completely sucked in.

The rest of the book worked between story and reminder. It wasn't long, but the tale had such meaning that I couldn't help but be compelled to think about my own journey with story as a teacher of middle school history. This "professional" book quickly became "fun" and meaningful and I think it's because that's what great stories do.

Telling stories isn't something we talk much about professionally anymore in Social Studies. We talk about making kids better readers and writers, but we don't spend much time on "story"... or at least it doesn't feel like we are supposed to. I can't remember a recent time when this was part of the professional development we get from time to time. Outside of conversations with a good friend and professional storyteller, Brian "Fox" Ellis and my co- teacher story just doesn't seem to manifest itself as a major skill we teach or practice.

Story is what brings history to life. Right? The best history teachers I've had, known and or currently know are great story tellers. It's fun to tell stories. It's part of who we are as humans and frankly has been going on in the oral tradition for a very long time.

Story is entertaining. We make connections from ourselves to all manner of tales. So why isn't it ever discussed? Why don't we make time for it much? If we want to help kids engage we have to tell great stories, I think. Rudyard Kipling, famed British writer once said, "If history were told in the form of story, it would never be forgotten". Yet,sadly I think some of it's importance has been forgotten under the weight of standards, mandates, and testing in a less- traditional looking Social Studies class.

So, I wasn't prepared for Ruth Ayers little reminder this morning, but it was well- timed. As we wind down an old school year and start to look ahead, I'm feeling affirmed in my desire to work with colleagues to continue making time for good stories. We have to be intentional about the way we weave them between the tests and standards. After reading my e-book, I'm even more convinced than ever that these stories will help my students find their own voice both orally and on papers as passionate writers.

While it isn't talked about much- there is no doubt story matters! It truly is the heart of my discipline. So let's hold onto it. Let's keep it alive in our hearts and our classrooms.

Forsake not your passion-

 “For there is always a sanctuary more, a door that can never be forced, a last inviolable stronghold that can never be taken, whatever the attack; your vote can be taken, you name, you innards, or even your life, but that last stonghold can only be surrendered. And to surrender it for any reason other than love is to surrender love.”

                                        Ken Kesey, Sometimes a Great Notion

How do you stronghold? 

The idea of strong-holding has become of great importance to me as an educator in an ever changing, fast paced landscape where reform and progress often happen without my consent and or comfort. In my uneasiness I keep "moving forward". I change. Again and again I change. I collect data and I change. (and I'm not sure that change is right or wrong; just sure that it regularly feels fast and continuous)

For me and for multitudes of colleagues I am privileged to work with change is sometimes necessary, but often times hard. Making shifts and holding fast to the gladness in my vocation is even more difficult. To succeed at maintaining my spirit and making needed shifts requires real work. I have learned through the years that to stay anchored to my true values and strong sense of what I believe research says is best for students is also challenging work. To accept the pace of that change is even more challenging for me. So I make time for other necessary work. I make time for reading and writing from texts and encounters that inspire affirm what I hold deep inside. This is my strong-holding.  Time invested in searching for words and works that sustain my teacher heart has become an important part of my journey; my stronghold.

The few minutes I more or less daily spend reading and writing holds me true to myself and my vocation. In creating this blog, I hope to share some of what keeps me strong that in turn we may begin a dialogue that keeps our dwindling community of educators refreshed, dedicated, and filled with passion for the life we breathe to the children and communities we serve.

You'll find I love poetry and quotes. I enjoy drawing and metaphor. All of those things will find their way into this blog. Perhaps you'll share some of what daily keeps you inspired as well. Consider this a public place working people to find some quiet minutes in "splendid isolation"- sharing strength, gathering strength. Let's stronghold together. Yes? Join me then. 

Welcome to our stronghold- a place where we need not surrender what we love, our vocation, our passion, to the pace at which the world often requires us to think and work. Here we can build that which is life- giving and powerful enough to withstand all the uneasiness that comes with required and necessary change.