A metaphor #SOL23 5/31

I was about halfway through the snow to the river when I realized that the path would not be plowed. I would have known this if I’d paused to think, but I’d been anxious to take advantage of the time between two soccer games, so I’d dashed out for a walk without really thinking everything through. “Typical,” I mutter as I take another step forward and sink again, ankle-deep in snow.

If I had paused before I left, I might have thought about this part of my walk – the part *after* the easy part. Maybe I would have decided to try it anyway, but since we got 20ish cm of snow yesterday, I probably would have stuck to the sidewalks. “Nah,” I realize, I wouldn’t have thought of it anyway. Apparently 15 years in Ottawa has not significantly improved my winter planning. And if I had thought of it, I would have stayed at the game – the sidewalk runs along a parkway with a fair amount of traffic. Yuck.

Anyway, now I have to decide: keep going – I can see that the trail is really snowy – or turn back. My own tracks will be firmer footing, but then I’ll be going backwards. And someone has already broken this trail, it’s just that they had better gear (snowshoes). What the heck, I decide, it’s only snow.

This is where I realized that nothing was going to be plowed.

So I keep going towards the river. The trail does not get easier. Sometimes I sink up to mid-calf for step after step; other times the snowshoe path is firmer and I can move several feet on firm ground. This is a metaphor, I think. I am forever throwing myself into things first and only afterwards realizing what I’ve gotten myself into. 

Nevertheless, I keep going. The trail along the river is divided into two paths, one for snowshoes and one for cross country skis. The ski path looks well-worn and firm. I bet if I walked there, I wouldn’t sink so much, I think. But I don’t, because that would make the trail much harder for the skiers. It’s not their fault I came unequipped. I continue my slow, uneven plodding, stopping regularly to look at the river. The view, the quiet – they’re worth the work. And sure, it would have been easier if I’d done this another way, but I didn’t, and I’m still here. This is a metaphor, I think, This is what it’s like to learn new things. I walk, stop, walk, stop; the snow slides into my boots; the bottoms of my leggings get soggy. 

  • That’s a fence in the foreground & part of the river just past the tree line
  • The trail I took
  • Yes, the snow is up to the bench seat
  • Snowshoe on the left, ski on the right

By the time I reach my turnoff, I’m hot and a little tired. My jacket is tied around my waist and I’ve even had to take off my hat. Just as I find firm footing on the pavement, two skiers pass me and nod. They glide smoothly forward, easily covering ground that had been so hard for me. I check my watch – I have taken a long time to go a short distance. Now, on the sidewalk, I pass more people. Our only obstacles are puddles, but we’re also surrounded by cars and the dirt of their exhaust is gray against the snow. I remind myself this is a extended metaphor and walk the rest of the way back to the soccer games.

Video Game Poetry #SOL23 4/31

I have spent much of the morning in the same room as Mr 12, who is deep in a video game with a bunch of his friends. At first I was annoyed – it’s hard to write with someone talking loudly right by me – then inspiration struck: somewhere on Twitter, people are turning their bedmate’s sleep talking into Insta-style poetry. Here, very lightly edited, is the poetry of 12-year-old gamers. (Apologies for the curse-words. I promise he mostly curses in video-game play.)

When all else fails #SOL23 3/31

When life swirls around me and what I thought I knew doesn’t make sense any longer, when my plans get tossed into the air or my tears drip down, when there’s nothing left to grasp on to, I often turn to sudoku.

Sudoku makes sense. 9 times 9 squares. 9 numbers, 9 times. Sudoku promises that everything has a place, that if I pay attention, the pattern will unfold.

For an easy sudoku, I push myself to solve the puzzle in numerical order – so I enter all the 9s last – or 9 patch square by 9 patch square, holding one corner back until the end. I like to see how much I can solve before I need to start filling things in. Some days it’s more than others.

While an easy sudoku has it’s place, my real sanctuary is the hard ones. I might glance through one of these grids quickly at first, but inevitably I settle into the rhythm of the pattern – if this can only go here then that can’t go there. If these numbers appear three times in this row then that square must be… yes! Got one. My brain calms as I fill tiny squares with tiny indicators of possible solutions. Entering one thing means carefully tidying up all the possibilities that no longer exist. Every number has an inevitable space.

In sudoku, attention to detail means that everything ends up where it belongs because each number has its own inarguably right place. 20ish minutes after I start, I place the last number – hopefully a nine – in the 81st square and no matter what else is happening, I am able to breathe a little more easily.

When all else fails, sudoku can be solved.

When all else fails #SOL23 3/31

When life swirls around me and what I thought I knew doesn’t make sense any longer, when my plans get tossed into the air or my tears drip down, when there’s nothing left to grasp on to, I often turn to sudoku.

Sudoku makes sense. 9 times 9 squares. 9 numbers, 9 times. If I pay attention, the pattern will unfold and everything will settle into its proper place.

For an easy sudoku, I like to complete the patterns in my head as best I can, pushing myself to solve the puzzle in numerical order – so I enter all the 9s last – or square by square, holding a corner back until the end. I like to see how much I can solve before I need to start filling things in. Some days it’s more than others.

An easy sudoku has it’s place, but my real sanctuary is the hard ones. I might glance through one of these grids quickly at first, but inevitably I settle down to the rhythm of the pattern – if this can only go here then that can’t go there. If these numbers appear three times in this row then that square must be… yes! Got one. My brain settles in as I fill tiny squares with tiny indicators of possible solutions. Entering one thing means carefully tidying up all the possibilities that no longer exist. If I’m careful I will discover every number’s inevitable space.

In sudoku, attention to detail means that everything will end up where it belongs because everything has a place. 20 minutes after I start, I’ll place the last number – hopefully a nine – in the 81st square and no matter what else is happening, I am able to breathe a little more easily.

When all else fails, sudoku solves everything.

The First Time #SOL23 2/31

One of the prompts I offer during our memoir unit is “The first time I…” (NB: when working with high school students it is best to *immediately* complete the sentence with a few mundane firsts, otherwise minds tend to wander in directions that are, ahem, not compatible with the classroom.) It’s a funny little prompt because first times are, I have learned, simultaneously memorable and hard to remember. This is one of those prompts that sees students’ pens hover above their notebooks before they drop, scribbling furiously; their writing stops and starts then stops again; sometimes the ideas don’t come until the next day or even many days later. 

Around the time I use this prompt, I often share a short memoir by Willy Conley which opens with a question about when he first realized he was deaf. This ‘first’ can perplex students. “How did he not know he was deaf?” they ask, and I have no ready answer. “How did you realize things about yourself?” I offer as a response, and we often physically look at ourselves. As I ask probing questions, students respond, “But I’ve *always* known I was a boy. I never realized it” or “I just *knew* I was Canadian; I didn’t have to think about it” and on we go, the discussion touching on aspects of their identity that they take for granted. Sometimes we are able to dig in; other times, I gently move the discussion back to riding bikes or ice skating. Physical firsts, it turns out, often stick in the memory.

Each semester, after the discussion, my mind inevitably turns to Zora Neale Hurston and the line in Their Eyes Were Watching God when, as a child, Janie sees a picture of herself and realizes she is Black: “Aw, aw! Ah’m colored!” she exclaims. The first time I read that line, I had to pause just like my students do now when confronted with Conley’s realization of deafness: How did she not know? And, of course, when I asked that question about Janie, I had to turn it on myself and ask “When did I first realize I was white?” 

The first time I realized I was white was in high school Spanish class. Even though my southern school was intentionally integrated (by bussing), almost no Black students were in any of the “Honors” classes I took. I had finished up all the French classes the school offered and switched to Spanish my junior year. There I met Kiki, who was Black. Spanish was easy for me as it was not for her, and our teacher asked if I would help with her. Ever a teacher, I was delighted. We got along famously, but things were the way they were and there was no moment when getting along well would have had a chance to veer into true friendship. One time, as we worked, she said something about me being a “white girl.” I was surprised. I had heard people talk about “the Black kids”, but never “the white kids”. I had never really thought of myself that way, but clearly she did. My mind lingered on that thought for a minute, then Kiki and I went back to the Spanish work in front of us, a white girl and a Black girl, trying to figure out new words in a world that saw our skin color before it saw us.

Biting my tongue; watching my words #SOL23 1/31

Here I sit on Day 1 of the March Slice of Life Challenge: once again, I have committed to try to write & publish every day for the next 31 days. I’ve done this for a few years now, so I know some of the ups & downs, but this year brings a new challenge beyond writing: I need to bite my tongue. 

Biting my tongue does not sound like fun. I pause to consider this. Literally biting your tongue hurts a lot – there’s a moment of disbelief, followed by the warm taste of blood, and then the pain that lingers while your tongue heals. Worse, once you’ve bitten your tongue, you often bite it again, its unexpectedly swollen shape catching in your teeth over and over. No wonder I do not want to write for a month if I need to bite my tongue. That sounds awful.

**Some minutes pass in which I fruitlessly attempt to remember times when I have or haven’t bitten my tongue, literally or figuratively. I remember nothing despite knowing that I have done these things.

In an attempt to re-frame, I have decided that I will not, in fact, bite my tongue this month. Instead, I will watch my words. This catches my imagination. Here I sit, writing about this moment in my life, and I can literally watch my words come into being. Look, there’s another one. And another! In class, I tell students to keep their pencil moving or to keep their fingers typing. Watch those words multiply! Look at how much you’ve written! 

Now I imagine my words multiplying, then beginning to peel off the page. They grow bigger and bigger, each word breaking free and flying around the room until the room can no longer contain them and they slip through cracks and imagined spaces and – there! – off they go, out into the world until I am no longer able to watch them, no longer able to see who they meet or how they meet them. I feel lighter already. Yes, watching words is doable.

Friends, I may not make it through all 31 days, but I might, and I won’t if I don’t start. I will not be able to write the whole truth all of the time, but I will be able to write a slice of the truth. I will be able to capture a moment – maybe a moment like this one that exists only because I have embraced the uncertainty that comes from watching my words grow. This month, I will share those words with you, acknowledging from the beginning that each slice of life is only one part of a sometimes nearly invisible whole.

I will not bite my tongue, but I will watch my words. That seems realistic. Watch with me?

Join us at twowritingteachers.org After all, you never know what you might write until you write it.

Need a hug?

Two days before Winter Break, I asked a student to switch seats to mitigate disruptive behaviour. Instead, angry, they ran out of the room and left the school. The next day ice and snow closed schools, so we didn’t see each other again until January.

This gave me plenty of time to reflect. In my twenty-some-odd years of teaching, I’ve only rarely experienced something like this. I know enough to know that it’s not usually about the teacher, but I also know enough to know that there are always things I could have done differently and better. Without beating myself up, I thought long and hard about what had happened.

The first day back, the student was in class. I let everyone go a minute early, knowing that this student rarely left quickly. As they packed, I sat next to them and quietly apologized for my role in their distress. They ducked their head and looked away, “No. it was me. I’m really sorry.” We talked briefly, me explaining that I could have noticed their distress, them explaining that there was a lot going on. 

After that moment, they came to class a little more often and showed up during exam days for extra help so they could pass English. Every interaction felt a tiny bit more relaxed.

Then the semester ended, and the student was no longer in my class. Last week, I popped over to the public library (right next door to the school – so convenient), and saw this student, this child, standing, clearly forlorn, a large bag dangling from one hand. When I greeted them, I noticed their red eyes. I asked about the bag – they didn’t say much. I asked if they were ok.

“People are mean,” they whispered, and tears welled in their eyes. I said yes, sometimes they really are. I asked if I could help. No. I asked if teachers or students were being mean. Students. Silence. The tears spilled over. 

I leaned in and touched their shoulder gently. “I wish I could give you a hug,” I said.

“You can,” they replied, and looked up.

I’ll stop there. 

These days, teachers cannot hug students. Just this week, the Ontario College of Teachers’ newsletter included “hugging” as one of the several reasons a teacher’s license was suspended. Even touching the child’s arm was possibly a bridge too far. We do not hug students.

On the other hand, the child was crying. They had been bullied and spent much of the class in the office as a result. They did not see school as a safe space, but they were starting see me as safe. 

So, what do you think? Should I have given them a hug? What would you have done? What would you want for your child? Does your answer change if I am NOT a middle-aged white woman? Does it change based on the child’s gender? Or are teachers – acting in loco parentis – allowed to treat all children in our care with, well, care? Can we comfort them when they ask for comfort? 

I know my answer. What’s yours?

Thanks to twowritingteachers.org for hosting this space for teacher-writers.

Try to remember

Last night, I went into Mr. 12’s bedroom to give him a kiss goodnight and found this

That is a trash can balanced on the edge of his bed. Naturally, I asked him if he wanted me to put it on the floor. “No!” he sat up. “It’s for my memory.”

Pardon? I must have looked at him funny because he answered my unspoken question.

“You know, like Dad does.”

I was still confused. As far as I know, my partner has never placed a plastic garbage can precariously close to the edge of our bed in honour of his memory.

“Like the clothespin.”

That little tidbit was no help at all. I wondered if perhaps he was sleep-talking.

He sighed, “You know how Dad does weird things so he doesn’t forget something else? This is to remind me that I owe D money and I have to bring it tomorrow.”

Ah-ha! Andre has recently been using a memory technique where he does one thing to help him remember to do another. So we have a blue clothespin on our dishwasher detergent to remind him to… something. He’s also trying to create new habits by placing something we want to remember near something we already use. So, this is happening in our kitchen

And, while parents hear the platitude that “your children are watching you” so often that it is banal, I realized that somehow I had begun to think that my preteen and teen were, in fact, no longer watching us at all. Turns out, I was wrong in the best of ways.

But I still don’t know what the clothespin helps us remember.

And then, a miracle occurred

Only years after we started did anyone outside of schools begin to wonder. After all, teachers had been doing so much with so little for so long that people had forgotten that we, too, were subject to the basic laws of physics. Let’s be honest: most people had forgotten the basic laws of physics, so it was easy to forget the rest.

No one questioned how our classrooms were set up, the computers charged, the rooms tidied. No one wondered how teachers were able to give exams, grade all the final projects, communicate with parents, write report cards and start an entirely new semester with an entirely new set of classes and students all in the same week.

When politicians or parents or the public added another thing to teachers’ plates, they never wondered how it would get done. “This isn’t much,” they thought – if they thought about it at all. Soon we were able to give epipens, handle both epileptic and non-epileptic seizures, monitor blood sugar, stop bleeding, re-start hearts and more. We could identify and support students with any and every learning need because we seemed to have endless time to read the latest research and put it into place in the classroom.

Every English teacher read hundreds of books per year so they could always recommend the latest ones. Science teachers set up perfect labs, day after day, week after week, month after month. History teachers never lacked for primary sources. Art rooms were constantly clean. Teachers called home for every absence, every missed test, every concern. We all returned student work the day after it was submitted.

No one really noticed. “After all,” they thought, “that’s what teachers *should* do.” The less generous grumbled, “It’s about time they did their jobs” while the more charitable thought, “teachers seem much more relaxed than when I was in school.”

When the first scientist suggested that maybe something unusual was happening, teachers basically ignored it. “Oh,” we laughed, “don’t be silly. Teaching is easy. We have plenty of time.” When the second voice joined the first, a few of us started to worry. Luckily, it was a long time before our secret stash of time turners were revealed and we had to confess just how many hours all of this actually took…

*****

Sorry. Just kidding. Today we had about three hours to tie up loose ends from last semester, tidy our rooms – or change rooms or even schools – and prepare for all new classes. But fear not, we have three whole days of teaching full time before our report cards are due. Totally normal.

Many thanks to Two Writing Teachers for hosting the Slice of Life every Tuesday.

What I didn’t expect

What I didn’t expect
at the complicated end of a complicated semester
was that he – who talked through the quiet and through the loud and through the movie and through the reading and through the writing and through it all – 
would declare “Done!”
then stand up and walk, ungainly, to the next table.

I didn’t expect him 
to land his tall body, still heavy with childhood,
in the small plastic chair
next to a slender child
who had embodied invisibility since September.

I didn’t expect him to say,
“You can give me feedback” 
unselfconsciously shoving his words in front of his silent peer.

What I didn’t expect  
was that the second boy
who had spent the semester shrouded in his hoodie, 
his face wrapped in the winding sheet of his wispy brown hair,
the boy who had only used his voice to say “no”
that boy
would use the excuse of a keyboard and “nothing else to do”
to lean towards the awkward offer
and accept.

(I was so stunned that I took a picture of the two of them, hard at work. I don’t have permission to share – I didn’t even ask – but I invite you to imagine it.)