Cookies!

I went for a walk and came home to find them both in the kitchen. They can cook, but they have rarely baked entirely on their own. As I took off my shoes, I heard raised voices and then laughter. Andre walked into the front hall and stage whispered to me, “They’re making chocolate chip cookies. They don’t know that we don’t have chocolate chips.” He cleverly retreated upstairs while I tentatively approached the cooking zone. 

“We’re baking!” Their enthusiasm almost bowled me over. My eyes roved over the counter, floor, children.

“Don’t worry!” said my more cautious elder child, “We started with a bowl that was too small and the butter and sugar kind of went everywhere…”

“It made a HUGE mess,” added his brother, gleefully.

“But we’ve mostly cleaned it up. And now we’re using a bigger bowl. But the brown sugar has lumps so we’re smashing them with our fingers.”

“It’s harder than it looks.”

I offered to help and was invited to finish the creaming. “You’re so good at that,” my eldest said wistfully. 

“You’ll get it,” I reassured. Hoping that my help would soften the inevitable blow, I broke the news that there were no chocolate chips.

They hesitated, then rallied. “We can add Nutella!” said the 10-year-old. “That’ll taste great!”

“And the Dutch sprinkles!” added the 12-year-old, “We still haven’t used them.”

Disaster averted, they pushed forward. “Wait!” Mr. 10 is suddenly nervous, “is it ok that we’ve had the oven on for a kind of a long time? It’s empty! It’s not like the microwave, right?” I nodded and moved away from them. They were on their own.

His brother started to raz him about the time he turned the microwave on instead of using the timer. As they cracked the eggs, they discussed something that had billions of something. They were laughing again. One of them added a healthy dollop of Nutella. The other suggested more. The open laptop was immediately next to the bowl where they were mixing the batter. They tried, unsuccessfully, to use the beaters to mix in the flour. 

I stayed near enough to watch without interfering, keeping my mouth shut and my eyes open.

When the beaters got stuck in the batter, they both left the kitchen in favour of the backyard and the hammock. The batter waited. They returned.

In went the sprinkles. They mixed with their hands because the dough was “too hard”. More laughter. They dragged out the cookie sheets & argued about how big to make the cookies. Then they talked about how much they might spread and how many could go in each row. I managed to say nothing and laugh inwardly.

And now the cookies are baking. They look pretty darn good – and I have a suspicion that the boys might declare them the best cookies ever. They’ll probably be right.

This is the end/beginning #SOL21 31/31

This is the last day of my fourth year of writing (and publishing!) every day in March. This is the end of the 2021 March Slice of Life Challenge – an amazing idea and community supported by Two Writing Teachers. I can’t lie: this year was a slog. I didn’t have much of a plan when I started this month – I usually have *some* ideas before I dive in; I didn’t have many hidden, half-written pieces that I just needed to tidy up and publish – I usually have half a dozen, even if I don’t use them all; I didn’t have any sort of available time – I usually have a schedule with daily quiet moments and a March Break. This year, I was constantly scrambling. There were nights when I posted at 10pm (or later), days when I sincerely wished that my children were younger so I could write about them with impunity or that I could tell everyone else’s stories without telling mine. I barely knew my students when we began and didn’t feel comfortable writing about the classroom most of the time. I didn’t join the Welcome Wagon ,and I didn’t have time to read and comment on nearly enough other blogs. (I tried; I honestly did, but there are only so many hours in the day.) As we come to an end, I am relieved.

So why did I keep writing? Well, first of all, I hate leaving things incomplete – even self-imposed things – and I love the community of writers. I know that daily writing – pushing past the point of frustration, letting go of my need for perfection – makes me grow as a writer. Most of all, I feel nourished as I read other people’s work and as they read mine. I learn and think, learn and grow.

This year I end at a beginning, as though I spent a month (or a lifetime) clearing away the underbrush and then am surprised to discover insistent green shoots poking up here and there. This year, I have a sense that some of these shoots are ready to grow. I have ideas that are ready for a little fertilizer, a little sunlight. I’ve found writing under my writing and, while I couldn’t write everything in the rush to write daily, I think I can nurture some of these shoots into something bigger. I have things to say that will take longer than one day or twenty minutes, things that need time. We shall see.

I guess I had to write every day for a month, every week for four years, to realize that I am ready to write, but I think I am. If nothing else, here I am, writing – always writing – at the end of the day, at the end of the month. So, look for me here. Even I’m curious to see what I come up with!

I can’t wait to read other people’s beginnings that stem from the end of March – see you on Tuesday!

Come, begin with TwoWritingTeachers and the supportive community they have grown.

“You want too much” #SOL21 30/31

Today is the second-to-last day of this year’s challenge. It’s been, well, a challenge and yet… I have an awful lot bubbling up – but that’s tomorrow’s post. Today, I want to try my hand at poetry one more time because it’s my blog, so I can.

First, I jumped onto the Golden Shovel theme that started a few days ago, I think, when Fran wrote about it and then Sherri picked it up. Next thing I knew, Peter tried one (in one of his quintessential two-for-one posts) and on and on it went. Heck, something must have been in the air, because even the New York Times got in on the game. The Times article explains the origin of the form, but the quick version is that poet Terrance Hayes created it in homage to Gwendolyn Brooks. He used the words from epigraph of her poem “We Real Cool” as the final word in each line of his own, new poem, “The Golden Shovel”.

Basically, it’s a lot of fun. I’ve tried these before and don’t know that I have any particular gift for them, but they definitely get my brain going.

First, I took one of Sherri’s six-word stories and tried that: Tell me a sorrow you’re hiding.

Don’t tell.
It’s mine. Leave me.
Let me share a
Version of my sorrow
Even when you’re
Sure I’m hiding.

Hmmm…ok. Then I started thinking about a line that’s been echoing in my head a lot lately, “Oh, you want too much!” Yup, that’s Daisy in The Great Gatsby.

We sit in Mrs. Burch’s class and – oh,
how we are bored. “You
must realize that the rose bush represents…” when all we want
is a single red rose or a dozen or a garden because the world is too
alive, too present, too redolent of our sweaty desires. We are too much.

Meh… not terrible, but…now I’m thinking of the prose poem that Kimberly Johnson introduced in EthicalELA’s Open Write challenge earlier this month. So, on the second-to-last day of this challenge, I offer a slice as a list poem, still working from “Oh, you want too much”

Oh, you want too much

Some of the things I had not yet tasted when I was 14 and 120 pounds and my mother said I should probably weigh about this much for the rest of my life
Carrot cake
Caesar salad
The hint of apple on left on his tongue the first time we kissed
Brie cheese
Sea salt
The dirty salty flavour of cuts, kissed better on my children’s fingers
The slippery sweetness of fresh papaya
Soft boiled eggs
Tiramisu
Cum
The heavy warmth of Belize’s damp jungle air
The chalky morning realization that he did, in fact, just want sex
Truffles
Macarons
Sacher torte
Fresh eggs and tomatoes, scrambled in a shallow metal bowl over an open fire in China
The metal tang of rage
Coconut water
Lemon souffle, impossibly light, tangy and sweet, a little like heaven


I feel like this one could go somewhere, but not right now. Right now, it’s going to have to marinate a little (hahaha) and I’m going to bed.

Many thanks to https://twowritingteachers.org/ for giving teacher-writers a safe place to experiment and learn

Bye-bye books #SOL21 29/31

I’ve been at my current school for almost eight years. When I arrived, I was awed by our book room: a cavernous space filled with rows and rows of giant, heavy, rolling bookshelves, mostly full to the hilt. That first year, I went down to the book room just to revel in all of the books.

Of course, I never stayed long because the room was centimetres deep in dust and smelled strongly of book mold. Most of the time, my revelling was quick: I scurried in, got a class set of books, and scurried back out, largely leaving the books to other scurrying creatures. Then, at the end of the year, part of my job was counting the books.

That proved to be nearly impossible – books were everywhere and, while they had clearly been vaguely alphabetized at some point, they now appeared to have been organized by someone whose preferred writing system veered more towards the arcane than strict alphabetic. Books were stacked haphazardly on the counters near the front, squirreled away on back shelves so no one else could find them and left, lonely, in the classrooms where they had landed. That summer, I spent sweaty hours trying rearrange the books into some order – any order – struggling to stay in the room long enough without being overwhelmed by the dust. I got somewhere, but not far enough. The work would have to continue into the next year.

As I reorganized, I began to purge. We had set after set of books that were falling apart or mildewed beyond use. We found books that no one in the department recognized. One school year, I declared that no one should leave the book room without throwing away at least three old books. We barely made a dent in things.

Over the years, we’ve used part of a PD day to purge (just 30 minutes to stretch our legs, I swear!) and one teacher even came in with his wife and spent hours rearranging books into a *much* better system than the original. At first, I kept track of the books we threw away, but eventually that seemed both fruitless and depressing. Still, we found some great things: an old textbook that had been signed out to one of our current teachers – although he had attended another high school; a book once used by a parent of one of our students; and an entire set of books published in 1943, before our school was even built, before our school board even existed. Each time, we marveled, shared, and threw them away.

Throwing books away is emotionally exhausting, so I tend to do it in fits and starts. Sometimes it makes me sad: I have thrown away books I love as their pages flutter out, falling to the floor in an attempt to escape; I have thrown away books I hated in high school, their spines stuck together by duct tape until they form one big clump of unreadable print; I have thrown away books I’ve never read whose covers whisper of bygone eras and stories I don’t yet know, but whose brittle yellow pages actively prevent me from reading them. Sometimes I go in excited to purge: we need to make space for new books! The new books rarely come – our budget doesn’t buy much – but the idea of making space is invigorating. Sometimes I’m wistful: why don’t we read these anymore? Once upon a time, I loved this book. And sometimes I’m angry: why are we still handing out these books? What must the students think when we hand them such damaged material? They certainly know what we value.

Throwing them out is physically exhausting, too, and no matter how much I clean and toss, the dust never seems to dissipate much. I can only spend so much time in the book room, even with a mask on for Covid, before my eyes get red and I start to cough. Then I have to leave.

Today I dragged a colleague in with me, and we threw away three bins of books. Yes, I have been doing this off and on for eight years and I can still fill three bins in a day. (Our bins are biggish trash bins on wheels – not huge ones.) I shuddered as I threw away Fahrenheit 451 – I whispered a silent apology to Bradbury, but the pages were no longer attached to the cover – and Brave New World – but even Huxley would have had to acknowledge that a mouse had eaten through a fair bit of several of his books. I threw away copies of books that haven’t left the book room since 1976. I found books that had last been signed out before I was born. I threw them out. I let go of some Jane Eyre (sigh) and a media textbook from the early 80s. I didn’t feel very bad at all about throwing away some Hemingway short stories, though I had a small pang about the really old Steinbecks. I imagined blackout poetry projects and repurposed book projects and collages and… I threw them out. I checked the contents of poetry anthologies, sighed over my favourites, and tossed them and their cracked spines and missing covers in the bin. It was cathartic and awful and it had to be done.

Somehow, this feels like my last stand: I can almost see the end of the purge. Surely, surely by the end of this school year, we will have a book room that represents what we actually teach (or what we might legitimately teach). The books in there will not be trashy things with yellow pages that creak and smell and fall out as we touch them. Our students will have books that honour them – at least that’s what I hope. Once this round is over, I can give the principal a tour of our near-barren shelves and then I can ask for new books. Right? Right? (Cross your fingers for us!)

When you write with https://twowritingteachers.org/ in March or on Tuesdays, you’ll find lots of people who love books as much as you do.

Getting better #SOL21 28/31

314 days ago, Lisa Corbett over at A Little of This, a Little of That started a walking challenge and invited me to join in. The goal was to walk every day from Victoria Day (May 18, the week before Labor Day in the US) to Canada Day (July 1) – at least, I think that was the initial goal. It seemed like a fun idea and something to do during those early days of the pandemic, so I joined in. Once we’d finished that, someone suggested extending the goal until the end of the summer, and then until Halloween, and here we are, 314 days later, still walking every day.

When we started, I set myself a minimum goal of 1.5 km (ok, secretly 1.6 because that is a mile and I am, still, American in so many ways and apparently because I also like rules) and I walked. Mostly I walked around my neighbourhood and the more I walked, the more I started to notice things. By May 24, I was taking pictures on my phone as I walked. By June 3 I started posting them because I thought they were pretty. Soon my walking challenge was a walking & photography challenge.

I’ve been thinking a lot about this during March because, obviously, I’m doing another challenge. Given that I’m doing three challenges at once, and one of them is *entirely* self-imposed, apparently I am a challenge person. This is not something I knew about myself. I am not a race person: I’ve tried a few and mostly find myself on race day annoyed that my walk or run is so crowded and that everyone seems to think that a timer is a reasonable motivator. I’m a selective group-joiner, often preferring groups that allow me to attend or not attend based on my own needs. So, basically a selfish group member. Sigh. I *am* a perpetual class-taker, though I often end up frustrated in the middle and regularly swear never to take another – and then I sign up for another one the next summer.

Doing the Slice of Life Challenge got me started with regular writing four years ago, and every year March makes me dig deep to write through whatever comes at me. I have signed up for this challenge even when it made no logical sense and I have always written & commented every day for a month (and almost every Tuesday the rest of the year). As a result, I am a much more confident writer than I was four years ago. I am more comfortable writing in front of my students; I am more versatile (hey, I’ve written poems!), and I think I am more effective. I can’t say that the walking challenge has made me a better walker – what would a better walker be? – but I can say that it has gotten me out of the house every day this year, something that has *never* happened in my previous 13 winters in Ottawa.

I’m thinking about all of this today because today’s walk was in a cold gray rain. Days like today make me a) not want to walk and b) not want to take pictures. What sort of beauty can I find in late March muck in the middle of the city? After 314 days, you’d think I would know better, but I don’t. Even as I headed out the door, I had the same conversation with myself that I’ve had dozens of times this year, “There aren’t going to be any good pictures today, so you might as well capture what you can. You realize how often you think this? There’s always something. Sure, sure, but today… today’s going to be just like yesterday. Might as well just use something left over from yesterday’s batch…”

But there’s always something if I’m looking for it. Always. Today, I found myself fascinated with droplets, entranced by rain and the minutiae of the leaves pushing through the soil. Sure enough, I took pictures; when I got home and looked at them, I had a realization: I have gotten better at photography. This is improvement I can see. And you know what? I’m proud of my pictures and I’m really proud of my growth. That goes for all of these random challenges and maybe this is why I like a challenge – for me, the consistent practice that comes with a challenge helps me get better.

Here, enjoy a few of today’s pictures. Not bad, eh?

Thanks to https://twowritingteachers.org/ who host this challenge every year. Imagine what might happen if you joined!

Words can never hurt me #SOL21 27/31

This week, the end of week four, one of my students turned in her first major assignment. In a quarter that lasts only four and a half weeks, her piece was two weeks late. I was delighted.

The first week of class was, I think, a shock to many of my students: they read every day & chose their own books; they wrote every day, too, in quickwrites, freewrites, prompted writes. The rhythm was unfamiliar, not least because of our compressed and off-kilter pandemic scheduling. By the end of the week, they had written a short memoir.

Not every student, of course, slides easily into memoir. She was one of these. No matter how many mentor texts or brainstorming sessions, no matter how many small group or large group discussions, when it came time to write something “important,” she shut down. I managed to finagle a 100-word mini-memoir out of her, but she steadfastly refused to consider the longer piece.

In a normal school year, I would have waited her out. Slow steady relationship building goes an awfully long ways, and I know how to use daily interactions to learn about students. This year, I don’t have time. Of course, the thing about trust is that it can’t be rushed; trust comes when it comes. The best I could offer this child was conversation and genuine curiosity, so I started talking to her during the walk breaks I’d built into our 4-hour-long classes. Every other day, every other week… and I didn’t realize there was a problem until near the end of week one.

But there is something about that memoir unit… I swear she wanted me to know her story. During week two she confessed: she had never – not once – submitted an essay for a high school English class. She shrugged, “My mark is always good enough that I can afford to take the hit.” The hit? The zero she would get for not writing the one assigned essay. I must have looked physically ill because the poor child rushed to reassure me, “It’s ok, Miss, my mark doesn’t go down that much.”

My mind reeled. Where to start? One essay? Just one? No other writing? “No,” she told me simply, almost quizzically, “not usually.”


“And no one said anything?”

“Well, I mean, they are definitely disappointed with me.”

I closed my eyes, and then, just to be sure, I repeated, “So you really haven’t written any long essays in all of high school? None?”

“No.”

Something lurked under that word: fear? or hurt? defiance? anger? I didn’t know, but I had to ask. “Why not?”

The story came out over a few separate discussions – the teacher, the public reading of her work, the shaming; the demand that she re-write or take the zero; the twin feelings of impotent fury and mortification; the decision not to write again.

And now I wanted her to write. She told me, frankly, that she couldn’t do it. Oh, we brainstormed together on Google Meet; she acknowledged that ideas were not her problem. I did my trick of scribing what the student says and giving it back to them; she said it looked better than she’d expected. Still nothing. And the quarter raced forward. During our class walks, every other week, every other day, I made sure to chat with her. She completed an infographic and participated in book club discussions. I praised her liberally. Week two ended and still no essay, though she wrote happily in her journal.

Week three, I kept looking for strengths, but she was keeping her head down. She still was reading, freewriting, participating in class… It wasn’t nothing, but it wasn’t a piece done from beginning to end.

Week four and the class working on another essay, this time analytical. And there she was. “Maybe,” she said, “you could help me with a checklist for the essay?”

I looked up, trying to keep my breathing even. “Sure. The analytical essay?”

“Oh,” she said, “yeah. I turned that other one in just now.”

I used all my strength not to open it right away. We made a checklist. Two steps at a time. She went back to her desk. I did not read her essay until after class.

It was excellent.

And then, suddenly, I am angry. I am angry that a teacher decided to humiliate this child. I am sure that the teacher didn’t *intend* to humiliate her, but it happened nonetheless. I want to scream. I want to yell at the universe. This child has missed three YEARS of writing. Three years. I imagine where she could be now if someone had said something kind instead of something hurtful.

Nothing I do in the classroom is magic. Nothing I do is shocking or wild or inexplicable. I look for their strengths. I try to help them see the possibilities that exist. I insist that all of the students are capable, even when they tell me they are not. That’s it.

She turned in an essay. I told her all the good things about it. Now maybe she can write again.

(For more on the power of a teacher’s words, consider reading Melanie White’s post Journals or Molly Hogan’s post Thank you, Mrs. Minzy!)

Something nice #SOL21 26/31

“I want to write something nice,” I say. “I’ve written so many negative things lately.”

My husband nods. He suggests a haiku. I reject this. I declare it “not good enough.” He gives me a knowing look, “Not hard enough?”

I protest: “Good haikus *are* hard.”

“Not long enough?”

Harumph. He knows me too well. “Let’s just watch tv with the kids and I’ll write later.”

Now it’s later. I need to write. “Something nice,” I mutter again. My darling husband says, “Here, I’ll help” and he begins to dictate a poem.

“It’s an acrostic,” he tells me.

Hunk
Unbearable
Salacious
Bodacious
Astringent
Nefarious
Devious

I try to convince him to change some of the words. Astringent? I suggest admirable instead. He tells me that it doesn’t “fit with the tone.”

By now I am laughing and, for no discernible reason, he has begun to sing “Domo arigato Mr. Roboto…” I have no idea when I last heard this song. One child has come back downstairs and asks what domo means. Now they are discussing Japanese. And I’m writing and laughing and it’s Friday night and even though I’m tired this is better, this is good.

Tomorrow is his birthday. When I don’t know what to write, he gives me ideas. He has both an excellent vocabulary and a good sense of humour. And at the end of a long week, he makes me laugh. My son, who is sitting next to me, says I should add “he’s really good with the kids” – high praise. I don’t write about him enough because his stories are not my stories, but he’s the best partner I can imagine.

And here: I’ve written my Friday slice – and it’s something nice.

Thanks to https://twowritingteachers.org/ who welcome writing whether or not it’s nice.

Done #SOL21 25/31

I might be done. I am definitely done for today. I’ve already cried & I think I will just go take a bath and go to sleep. It’s not even 7pm.

The school board just took away our last day of classes for this quarter – which doesn’t sound like a big deal, but it is because each class is four hours long plus (supposedly) an hour at home, and we only had five classes left. So now we only have four classes left which means we’ve lost four or five *hours* of learning – the equivalent of nearly a week! – and, as it turns out, I can’t squeeze all our plans in without that day.

It means that I will only see the students I saw today, cohort A, two more times. Ever. That’s it.
It means that even though they class (minus two students) *asked* for Hamlet, I can’t fit it in. Which means that I will have to spend my weekend and/or next week replanning the final week, which is now only three days.

I’ve already cut so much. We’ve already lost so much. I am trying to bring joy to the classroom – I really am. Even in the middle of chaos, I am trying to teach the kids the joy of exploration, of risk-taking, of the kind of learning that allows for failure and success. I want my classes to feel compelling and important and personal. And, honestly, even in the pandemic, even in this truly crazy school schedule, most days I think I’m managing or at least coming close. But that kind of teaching doesn’t just happen. I have worked a LOT and now I’m losing four precious hours with them.

I only just learned their names.

In all of March I haven’t even written about my students because I’ve only just started to know them. This is a real loss because they are magnificent, these students: passionate, daring, creative, curious, funny. They wanted to write essays and study Hamlet (minus those two kids – but we need those two, too) and they so desperately want to learn something real, something important. For this whole year I will only see any of them 12 times because the year is a quadmester and the quadmester is every other day, every other week. And now we’ve lost a whole day together.

And I get it, I really do. The school board is trying to help students feel less overwhelmed. Everyone is doing their best. But they keep forgetting that teachers plan and dream and hope. They keep forgetting that every hour with my students is another hour to build a relationship, to remind these people who are on the cusp of adulthood that they are allowed to join the world of intellectual discourse and that even in a pandemic – especially in a pandemic – their voices matter.

So today I’m done. I can’t take anymore today. A bath and a good night’s sleep will help.

And if we can’t do Hamlet, we can do poetry. I bet some Mary Oliver will be balm for their souls. And Jericho Brown will call them into being. And maybe Adrienne Rich and – yes! – Naomi Shibab Nye. Maybe we’ll talk about Chen Chen.

It appears that I have written my way to something new – and maybe my students will, too. But the bathtub calls. Here, read this and we’ll all feel better: Kindness by Naomi Shibab Nye

You didn’t click, did you? No worries – I’ll just give you the final stanza; then you’ll want more:

Before you know kindness as the deepest thing inside,
you must know sorrow as the other deepest thing.
You must wake up with sorrow.
You must speak to it till your voice
catches the thread of all sorrows
and you see the size of the cloth.
Then it is only kindness that makes sense anymore,
only kindness that ties your shoes
and sends you out into the day to gaze at bread,
only kindness that raises its head
from the crowd of the world to say
It is I you have been looking for,
and then goes with you everywhere
like a shadow or a friend.

Amanda Again #SOL21 24/31

Amanda Potts. All I have to do is say her name and people who know me well start to chuckle. “What’s she up to now?” they ask. Someone will almost inevitably say, “Are you still talking to her?” or maybe, “You’re nicer than I am.”

It’s possible that I am just an extraordinarily nice person, but I know myself well enough to say that, well, I don’t think so. I’m pretty sure that I keep Amanda Potts around because I appreciate a good story. And, truth be told, I feel a little kinship with her; after all, we share the same name – and nearly the same email address.

BUT NOT THE SAME MIDDLE INITIAL for pity’s sake. And *my* email is mine because I got here first. It’s not my fault she has to use her middle initial in her email. Ahem. See what I mean about probably not extraordinarily nice?

Longtime readers of this blog may remember Amanda from this post wherein I introduced my longest-running mistaken Amanda whose life is, frankly, significantly more exciting than mine. As a teacher and mother in Ottawa – with two kids and a mortgage, to boot – emails intended for me rarely arrive with titles like “Bare Assed Silverado Stay” ( I will forever regret deleting that one) and I had no time to plan a Surf & Yoga retreat in Portugal – or even to go through all the pictures they shared.

You might also recall this post which discussed the alarming number Amanda Potts’s cropping up. My most frequent mistaken identity was settling down a bit – she had moved from LA to NYC – but the others were all sorts of trouble. I finally caved and actually called a doctor’s office in Oklahoma to tell them why one Amanda was missing all her appointments. Meanwhile one of us (newly-married Arizona Amanda) was trying to get pregnant and *someone* gave our email to the Polk County Jail so we could write to an inmate. On behalf of all of us – nah, I’m lying – on behalf of me, I declined.

Recently, my longest-running Amanda doppelganger has moved back to Ontario. This is really good because I wasn’t convinced that NYC was the right place for us – we had a lot of trouble finding an apartment. Still, the return to Toronto hasn’t been without drama. My spidey-senses tingled when we got invited to a party by someone whose signature declared him to be a “Boldologist” and who reminded us several times that the party cost $25 – we could invite other people, but they would have to pay, too. Mmmhmm. He also sent follow-up emails reminding us to send thank you notes. I *almost* wrote back to tell him that I’m old enough to know when thank you’s are warranted, but I hadn’t attended the party, so I kept my mouth shut and forwarded the emails. Let’s just say that I wasn’t shocked, then, to learn that we were interested in an Evolutionary Somatic Practitioner who, though she couldn’t correctly copy an email address, nevertheless promised to help us get our balance back. It’s not often my emails open with “I’d be delighted to support you to process and integrate what’s arising for you….”

Now that I think about it, I may keep in touch simply for the greetings: “Hey Straight Baddy” and “Hey, Amanda. I hope you’re kickin ass and taking names” are about a million times more interesting than “Hi Miss, I’m sorry my essay is late.” Nope… just kidding. I don’t have any choice in the matter: they just. keep. writing.

Things may calm down for a while in the next few months. Amanda’s just found an apartment in downtown Toronto – it looks lovely, but she needs to register for a parking space. Her mother will co-sign the lease. I know who wants to work with her and what some of her projects are. After all, we’ve been at this for YEARS. At this point, when I forward her email – which I did just before I sat down to write – I often include little messages. She’s started writing back.

A few emails ago I said we should write a book. She didn’t say no.

Enjoy more Slices of Life at https://twowritingteachers.org/ – they may never call you a “Straight Baddy” but you might enjoy the stories

Dr. Grandpa #SOL21 23/31

His first foray into the kitchen that is currently my classroom is around lunchtime. “Mom, can you bruise a bone?” He stands just out of the camera’s line of sight, poking at his ribcage. “Yes,” I nod and he heads back to the living room, ostensibly to do more school work.

He returns around 2. I’m still online – now in a meeting. “Can you mute yourself?” he mouths. I do. He pushes at his ribs. “What do bone bruises feel like?”

Oh! I briefly ask about his concern and learn that he has a sore bump near the bottom of his right ribs. If the light hits him just right, I can see the bump. I remind him that he spent much of the weekend practicing flips on a neighbour’s trampoline and then went to his parkour class where he hurled himself up and over things. Repeatedly. I suggest that the bump/bruise is probably from that. He nods and wanders off again.

He lasts about 5 minutes. When he comes back this time, he’s obviously in distress. Tears threaten to fall over his bottom lashes, and the bump is a little red, probably from being pushed repeatedly since he’s doing that right now. I leave my meeting.

“Does it hurt?”
“No,” he shakes his head. “Well, only when I really press on it.”
“Do you want a Tylenol?”
His head shakes again.

“I’m sure it will go away if you stop pressing on it, love,” I soothe. At that, the tears spill out and run down his cheeks. He’s not sobbing, just silently crying in front of me. Then I know. I scoop him up in my arms – thank goodness he’s still small enough! – and whisper in his ear, “Are you afraid it’s cancer?”

He nods and begins to cry into my shoulder. Oh, my sweet. Oh, my love. I hold him and rock him and wipe away his tears. He has every reason to be afraid, though we haven’t shared all the details of our friend’s diagnosis. Still, he’s been to the hospital; he’s seen what chemo does; he knows that the grown ups are sad and upset.

“Do you want me to call the doctor?” A quick shake of the head. “Are you afraid of what the doctor might say?” He nods tentatively. “What if we call Grandma Donna or Grandpa Dave?”

He’s unsure of what, exactly, his doctor grandparents can do from a distance, but I have an inkling. We make the call. Grandpa Dave listens very seriously and asks us to send pictures. We hang up, and I sneak onto the back porch to call again and explain what’s happening. I hang up again. Back inside, we wait for Grandpa to call back. This time, he speaks directly with Eric. I’m not exactly sure what he says, but I know it involves Tylenol and ice and follow-up phone calls from Grandpa at least once a day for a few days, maybe the whole week.

That seems to do the trick. By dinnertime, the bump – now largely left alone – is smaller and less red. At bedtime, I remember a technique that Grandpa used on me back when he was just my dad: I draw a circle around the bump with a ballpoint pen so we can see if it grows smaller overnight. Eric seems content, and he reminds me that Grandpa will call tomorrow, just to double check.

Oh, my love, how I wish more things could be fixed with a photograph, a ball point pen, and a few calls from Dr. Grandpa.