Frank McCourt is a good teacher

I keep re-reading Frank McCourt’s Teacher Man.

I’m supposed to be reading books about teaching: how to teach.  Something inside my little brain says reading anecdotes will not teach me anything.

Either my little brain has no pull, or it’s entirely wrong;  I honestly can’t tell which.

In many ways, I’m in the same position McCourt was in: middle-aged, and just learning the things most people learn when they’re twenty.  I’m learning through trial and error… lots and lots of error.  I get advice from people and books, and find some of it useful, but more often it’s my own intuition which is useful.

McCourt writes one part in Chapter 15, when a former student asks if McCourt liked him:

Tell him, McCourt, tell him the truth.  Tell him how he brightened your days, how you told your friends about him, what an original he was, how you admired his style, his good humour, his honesty, his courage, how you would have given your soul for a son like him.  And tell him how beautiful he was and is in every way, how you loved him then and love him now.  Tell him.

I did, and he was speechless, and I didn’t give a tinker’s damn what people thought on Lower Broadway when they saw us in a long warm embrace, the high school teacher and the large Jewish Future Farmer of America. (p. 240)

I’m not going to be hugging my students on Lower Broadway.  I probably won’t be telling them how much I love them, either.  But I’ll be thinking it.  I’d like to think they’ll be able to see it in my face.

Ultimately, this is what will make me a good teacher: loving the people enough to want to see them happy in their educational journeys, loving what they bring to my educational journey.  This is what seems right when I pay attention to gut-feeling.

Thanks, Mr. McCourt, for being a good teacher.

Sheila and her books

When I read the Shopaholic books, I identified with the main character.  Not because I knew what the heck a Jimmy Choo shoe looked like, but because I understand the need which arises when faced with an item which will fill your soul to the brim, remove you from all your cares, and stimulate all your senses at once.

‘Course, my vice is books, not clothes, but the physical reaction is the same.

I finally found a copy of Dorothy Butler’s Cushla and Her Books.  I read this book when I was in my early teens (wonder how it came to be in the small-town library, which was comprised mainly of Harlequin Romances).  I probably picked it up because the photograph on the cover shows two hippie-type parents with long hair, and that’s pretty much all that was moving me at the time.  However, something inside the book must have moved me, because I have remembered it every time I’ve been faced with a bored baby.

Cushla was born with numerous health problems, and these invariably lead to learning delays.  What strikes me now is the way her parents chose to deal with these problems: experimentation.  They tested things until they found what worked for their daughter.  What a logical way to raise a child.  They used a constant supply of books to keep Cushla stimulated, and they believe the books are the reason she overcame her developmental delays.

Wicked cool, man.

I didn’t have the chance to overcome developmental delays with my own children, because they were read to immediately.  My father gave me a copy of Timothy Findley’s Headhunter the week before my first child was born, and I couldn’t think of anything else to do with the baby for the one hour he was awake on his first night, so I read him Headhunter.  We haven’t stopped reading since.  I suspect my daughter may have inherited a reading and writing disability from her father and paternal grandmother, but she was also read to from day one, so I’ll never know if she didn’t inherit the disability to the same degree as her relatives, or if she lost it through reading.

I miss reading to my kids.  They still pile on the bed with me, but with their own books.  I don’t get to read Mog stories anymore.  I have a little niece and a nephew who are now victim to my desires for kids’ books.

Sometimes I think my students would benefit from ditching school and sitting on a large bed with a large pile of kids’ books; most of them missed that part of childhood.  Perhaps after we read for an hour or two, I could take them on a field trip to a second-hand bookstore….

Eco-Leadership

Have I mentioned David Berger is really cool?  I think I’ve done that once or twice.

I attended his Eco-Leadership class last week.  Well-worth a day off work and $85.  It’s not about recycling: it’s about considering the Earth in our teaching, and in everything we do.

I took the class because I thought it might help orient my brain in the general direction of deciding what it is I want to do with my life.  It didn’t.  It just added more options.  Which is alright, because I’m beginning to adjust to not knowing what’s coming next.

Actually, I lie when I say it didn’t help direct me.  It did direct me, just not in any direction which is likely to get me a high-paying job.  I’m really inclined to let my hair grow long again and start some communal, Sudbury Valley-type school.  If I could just fine where I put my overalls…

Endymion and the Bloomsbury Group

One of my favourite students has come back to me, and is doing his last year of English in high school.  I love working with this student.  This is the guy with a cognitive processing delay, the one who fell off Mount Olympus.  We are very different people, but Endymion’s extremely easy to communicate with, and open to learning.  He’s very sensitive, a little naive, and quite certain as to how he used to think the world was…

The students at his school are predominantly Asian, and of lower-to-middle class, frequently E.S.L.  It is, quite honestly, one of the worst schools in the city.  Teachers dread being sent there, and are desperate to leave.  I don’t think there have been any English teachers who have survived this school for more than three years in a row.

Favourite student + terrible teachers = protective tutor

The theme for his course is Feminism in Literature.  Endymion is not much for feminism.  He’s Muslim.  He’s religious.  He doesn’t like rocking boats.  So his teacher tells him to research Virginia Woolf and do a presentation on her.

You can guess how this went over.  Endymion spent a lot of time looking at me with his mouth hanging open.

I give him a lot of credit: eventually, his mouth closed, and he has written an entirely passable presentation.  He covered just about everything to do with Woolf and her contribution to feminist literature.

He even mentioned her suicide, and alluded to her mental health issues.

He couldn’t handle the Bloomsbury Group.   He couldn’t handle Woolf’s sexuality.  He couldn’t handle Orlando.

Basically, what he learned was Woolf was a writer for him to avoid at all costs.  Not that she was a writer who would have appealed to him in the first place, but now there really isn’t a chance he’d voluntarily pick up her books.  He’ll never read anything written by Lytton Strachey, or E.M. Forster (he would have liked Passage to India).

I realise the teachers have 30-some kids in each class, but if you’re teaching a mandatory course, you think you’d wanna know who you’re teaching.  Teaching comes with too many opportunities to mess up.  I’d like to avoid messing up as much as possible, which is why I changed the subject when he asked me how I knew so much about all these writers….

The Proper Way To Do This…

Eighty percent of English is supposedly comprised of nouns.  Many other languages are verb-heavy, and not so hot on the nouns; to each their own.

It would make sense to begin learning English by learning nouns, then, wouldn’t it?  Even if your first language was learned by beginning with verbs? Everyone who has learned English in my presence, regardless of age or other languages, has begun with nouns; verbs came later; grammar was slowly acquired with no deliberate effort.

In China, they teach English by beginning with verbs.  This was explained to me as if this is The Proper Way to do things.

In my opinion, the origins of Chinglish are now explained.

While we could spin the Linguists in circles arguing The Proper Way to do things, I can only argue this: my students need to communicate with me. I speak English (no verb-oriented languages), and will likely only understand a mangled sentence if it’s noun-oriented.  I can correct a mangled, noun-oriented sentence.  I cannot correct a mangled, verb-oriented sentence if I have no idea who or what the subject might be.

Let’s call English a teacher/student-oriented language.  Doesn’t matter what The Proper Way might be, the only relevant things are the teacher and the student (in no particular order).

Makes life simple for me.

Need more bandaids

In his trailer for his readings of Oscar Wilde’s short stories, Stephen Fry (funny man) manages to explain language in a way I can never do.  This is what I want my students to understand: the power of language.  However, given some of them don’t like music, we might have to change the comparison to – God help me – the power of numbers?… the power of video games?

I’ve decided that most of my work with high school students is nothing but a bandaid on the belly of a hari-kiri victim.  Albert Cullum was right in suggesting children are never too young to be exposed to Really Good Literature (he went straight for Longfellow and Shakespeare), but we do grow too old for it.  There comes a time when our perspectives, our interpretations of language are just too set, too jaded.  I will never be able to enjoy The Berenstain Bears And The Big Road Race the way my son did (and does), because I just can’t take the subject matter; to my son, the words “and the little red car wins the race!” are still some of the most definitive words ever written.  I’m not too sad about not liking The Big Road Race.  I am sad no one else sees the brilliant humour in the Albus Dumbledore quote:  “Wool socks.  One can not ever have enough wool socks.  Yet another Christmas has come and gone, and I didn’t receive a single pair.  People will insist on giving me books.”  Are J.K. Rowling and I the only ones young enough to see how funny wool socks are?

So, should I give up on the teenagers and start teaching the younger kids, so they’ll love words and literature the way I do?  Maybe.  But then what do I do about all those gaping wounds in the wanna-be engineers?

Yes, I have sexual orientation, yes, please

http://www.cbc.ca/technology/story/2009/02/02/f-strauss-sexual-natures.html

So, if we can’t even communicate with “them” (as if teenagers are some sort of different species, rather than just group of individuals) on the one subject we all live for, would the problem be with “them”, or “us”?

“They” seem to be communicating just fine.

We tell them not to believe everything they read; then we ask them to write things for us to read, and we believe them.

If someone had given me a sex survey in my early adolescence, I would have been offended and filled it out as though I were Puritan.

If someone had given me a sex survey in my late adolescence, I would have lied, and then used it as a check list.

If someone were to give me a sex survey now, I would likely be inclined to use my creative writing abilities to make it entertaining for the reader.

Language discord is a sick thing, dude.

Writing honestly

Albert Cullum, in Push Back the Desks, makes some wonderful points about writing in school:

...I asked myself, “What have you written lately?”  How difficult it is for most adults to write; even penning a little thank-you note brings out beads of sweat.  With all the rules established by non-writing teachers, it’s no wonder that the most painful job of the elementary school child is to pick up his pencil and write.  Write what?  All the teacher’s rules are bad enough, but write what???  To write honestly is to expose oneself, and how many nine-, ten-, eleven-, or twelve-year-olds are willing to expose themselves to teachers with all their rules of right and wrong? … Children write safely. (Cullum, 1967)

My students hate it when I ask them to write something, anything.  They ask, “What should I write about?”

“Anything you feel like writing about.”

“What if I don’t feel like writing?”

“I need you to write, because it is my job to teach you about writing.  Write about not wanting to write.”

“How do you do that?”

Even given subject matter, my students find it well-nigh impossible to write.  If they do manage to write something, it’s minimalism at its best: nothing can possibly be criticised, because there’s nothing there.  And, yet, I still need to point out all the mistakes, because my job is to teach the kids to write well enough that they will get a good grade from the teachers who haven’t taught them to write.

I can write anything, because a) I’m old (and therefore practiced), and b) it’s something I’m good at.  If I don’t want to be criticised, I can write glib and glossy garbage which will pass right through the mind of my criticiser.  However, should you ask me to create a mathematical problem, you’re likely to get 2 + 3 = ? because I know there isn’t a lot of wiggle room in that problem.

I think I’ll be practicing my math problems more often now…