A good day #SOLC25 19/31

Today was a good teaching day, the kind that makes me keep grinning off and on right through the evening. At first, I was going to write something else, but then I wanted to capture this.

First period:
In grade 12, we’ve just started Hamlet. I am always torn about teaching Shakespeare, but I really love teaching this play. And today was amazing. We finished up yesterday’s rhetorical analysis of Claudius’s first speech and students cited lines from the play without being prompted. In my head, I was jumping for joy, but on the outside I played it cool, like, “yeah, my classes always just naturally use lines from Shakespeare to back up their points. Nothing to see here.” My super-cool teacher persona just took notes on the board and nodded her head.

Then we moved on to Hamlet’s first soliloquy. I’d planned a soliloquy buster (which I clearly got from somewhere at some time, but I no longer remember where or when), and even though we’ve only been together for six weeks, and even though it wasn’t quite 10am, and even though it’s Shakespearean language, the students happily moved their desks and sat in a circle and read aloud. Then, the real miracle occurred: no one protested (I mean, I heard a groan or two, but that’s just normal) when I dragged the class into the school lobby to “walk” the soliloquy. I stood on the risers and read the lines loudly while students held their copy of it and walked, turning 180 degrees every time there was a punctuation mark. By the end, we were breathless. When I asked how they thought Hamlet was feeling as he gave this soliloquy, students knew immediately: agitated, frantic, upset.

The energy in the room was high when the bell rang; I could almost *feel* the learning. They were jazzed.

Second period: Planning. And I actually got things done. I even sent a suggestion to the principal: what if we invite the public library to set up a table during parent-teacher conferences and help people get library cards? (He said yes!)

Third period:
Literacy support. Another teacher actually invited me into their classroom to support students. I used AI to almost instantly convert the assignment (which is a *great* assignment but which has a LOT of words) into a checklist. I photocopied that and handed it out within minutes AND managed to sneakily support two students who really needed support. HOORAY!

Fourth period:
My, ahem, energetic grade 9 class started Long Way Down today. Their reactions to seeing the books piled on desks were decidedly mixed: “Are we going to read that?” can be said in many ways. But Jason Reynold’s novel has a magic that has never failed me – not since the first moment students unboxed brand-new copies of the book a few years ago d, and started to read. Today, Reynolds’ voice filled the room, our hearts beat as we heard that Will’s brother Shawn was shot, and we waited the horrible millisecond while we turned the page and read the words “and killed”. Someone gasped.

The kids let me pause to ask a few questions here and there, but mostly they begged to keep reading, so we read right to the bell. As they piled the books back on the desk (we have to share books with other classes), several of them said, “That’s a really good book, Miss.” I just nodded and said, “I know. I know.”

Then one darling child stayed after and whispered the story of the book she finished over March Break, the one she really wanted to tell me about, even if it might spoil it if I decide to read it. (Reader, I will not; it is “romantasy” – virtually all she reads – and sounds extremely silly, though just right for her.) I nodded and oohed and aahed until she realized her bus was coming and ran out the door.

For just a minute, I sat in the quiet classroom, completely satisfied with a day when learning felt almost tangible, when almost everyone was engaged almost all the time. I don’t always write about these days, but they happen – they really do – and I wanted to capture today. It was wonderful.

yr move #SOLC25 17/31

hey

im returning thisessay 2U cuz u haven’t done any of th things i asked like for example u didnt capitalize i & u forgot that u half to use spellcheck and um punctuation cuz this is something u wrote for school also i specifically asked u to, you know, spell words out instead of using txt shorthand again cuz this is for school

yah & how fast can u get it back 2 me cuz i need it for report cards? Sry! I know its late but if u cd be fast that wd be grt. Also ur parents will freak on me if ur marks r low so id rlly appreciate it if u wd do this solid

I no writing formally might seem whack, but trust, its the move – or at least, it’s ur move if u want to level up

yr tchr

27 #SOLC25 16/31

Twenty-seven. I have twenty-seven “This I Believe” essays to comment on, ideally before tomorrow morning. And that’s just for one class. It is 6:17. Wait, let me be clear: it is 6:17pm.

Y’all. This is not going to happen.

I would like to write “How did I end up here?” but I’ve been teaching too long to pretend I don’t know. These were due before March Break and I should have been done before I even left. But some people wanted extensions and some students were late, and I put things off, and here we are.

I would like to pretend that this is because our flight home was delayed yesterday, but I’ve been teaching too long to believe it. I was never going to get through these in one day. Getting home earlier would have made no difference.

I would like to think that the students know how they did or that it won’t matter to them or that this isn’t a big deal, but I’ve been teaching too long to fool myself about this, either. They want their essays back, with a grade.

The good thing about “teaching too long” is that I have learned to forgive myself for this. Am I a fast grader? Sometimes. Thorough? Pretty much always. Right now that has to be enough because there is little I would change about the past ten days, even knowing where I am right now. I loved my March Break – I loved travelling, seeing family, learning to scuba dive. I loved swimming, walking on the beach, and hanging out with my kids. I loved writing and reading in ways that were not completely focused on work (although anyone who knows me knows that I am pretty well always half-thinking about teaching). All of those bits – plus a few hours of lesson planning – mean that when the bell rings tomorrow morning I will be ready to teach again, focused and interested and excited for what each student brings.

After all this time, I’ve finally realized that teaching is an impossible job. There are not enough hours in the day or days in the week for me to learn and plan and teach and care and mark. I could work all day every day and still there would be more. In fact, sometimes the better I get, the more work I have to do. This doesn’t mean that I don’t feel guilty about work I haven’t finished, but it does mean that I handle it better, and I have a much stronger understanding that I am responsible for taking care of myself.

So here I am, reminding myself – and all the other teachers heading back to work – that it’s ok not to have everything done. Tomorrow, we will show up in all our imperfect ways, and the essays will (sadly) still be there on Tuesday.

P.S. And this is why I don’t assign homework over breaks. Everyone needs time off.

Halfway #SOLC25 15/31

Today we are almost halfway through the March Slice of Life Challenge. My family and I are about halfway through this security line, but not yet halfway through our trip home. On paper, my lessons are less than halfway planned for next week, but in my head I’m way past halfway done. I am not even close to halfway done with grading I was supposedly going to do during March Break.

Statistically, I’m more than halfway through my life.

I tend to think of myself as a glass-half-full sort of person, but sometimes I’m glass-half-empty.

I’m really hopeful that the snow we left behind will be more than half gone when we get back. I’m only one third of the way through our bookclub book, and the next meeting is Friday. No problem. (See: glass half full, above.)

I’m starting to slow down on this list, so I’m almost certainly more than halfway through.

I’ve made eye contact with over half of the babies in this line, and played peekaboo with two. I’m half ready to go home, see the pets and sleep in my own bed, and half wishing we could live in Cayman forever. I halfway wish I’d used the washroom before we got in this line.

Some of our clothes were only half dry when we packed them today. Sigh.

We are not even close to halfway through Trump’s second term, but we are more than halfway through the 2020s.

Many people believe that we are living in the beginning of a new era, the Anthropocene, but my family and I are now at the end of the line, so I’m at the end of this post.

My favourite place #SOLC25 12/31

I have woken first. I sit at the table on the porch of my aunt’s cottage and sip milky spiced chai. I am relaxed.

The white-winged doves call almost continuously over the soft susurration of water and the cool rustle of the morning breeze through the palm leaves. I know that beyond the porch screen, the world is awake, although from here everything looks still. The deep green water in the little bay calmly offers a mirrored view of everything it sees. If I wander out across the white sand, I will be able to see hermit crabs exploring the shallow edges of the water, jelly fish – beautiful pulsing flowers – a little further out, and fish of various sorts swimming through the reeds, but for this moment, I am quiet on the land.

A grackle flies into the jungle geranium (ixora coccinea) bushes which surround the house, and she poses. She tilts her sleek head at me as if she knows how beautifully her iridescent black feathers contrast against the green leaves and red flowers. Really, she’s just hoping for food. “I don’t have anything for you,” I say and, as if she understands, she flies away. She’ll be back throughout the day, but for now, I imagine her reporting to friends, “No, she’s the only one awake, and she’s still drinking her tea.”

Soon, my spouse appears and joins the lively quiet of this space. We speak occasionally, easily, but mostly we allow ourselves to exist independent of whatever expectations weigh on us elsewhere. The birds continue to call.

Now the human world begins to wake. Now engines growl from the road, from the water. A couple walks by, conversing in hushed tones, moving towards different water – the pool or the ocean. Two paddleboarders slip almost silently into sight. Next door, a little one runs to the edge of the bay, a pail in hand, ready to shape her tiny part of the world. I stand to make a second pot of tea and the curious grackle comes back.

This place – my aunt & uncle’s cottage – is my favourite place in the world.

Literacy on vacation #SOLC25 10/31

Last night, after a long day of travel that culminated in beach and pool time, I crawled into bed, exhausted, and read a few pages of my new book (The Heaven and Earth Grocery Store). This morning, I woke to a long meandering chat with my aunt over tea and coffee. At some point, as I caught her up on my life, I talked about literacy. If you talk to me long enough, I pretty much always do.

She has recently gone through her books and had set aside some for me to look through, in case I want any. Would I contemplate taking books from an island back to Ottawa? Yes, yes I would. I am constantly looking for ways to get books into my students’ hands, and books cost a lot, so I am well-known for my – ahem – willingness to accept books. As a matter of fact, I brought books as gifts for my cousin-nephews, so I’ll have space to take more back if any of these look enticing. Now, out on the veranda, as I sit down to write, books and reading are on my mind, as they often are.

I know the 2024 NAEP Reading Scores have just been released, and I know they’re not great. I teach in Canada, but I have little evidence to suggest we’re doing a lot better. Oh, I know our PISA scores are better than most, but only if you consider having 50% of Canadian students reading at level 2 or below “fine”. I do not.

I’ve just spent a frankly silly amount of time looking at the statistics I linked to in the previous paragraph. I was reading because I wanted to be sure that what I wrote was true, and now I’m stuck for what to say. Thinking about literacy is a huge part of my life, but is this little blog, mostly anecdotes, really the place to write about this? Is today, sitting by the ocean, really the day? And what will I say that others haven’t said? My family is waiting for me (only half true: the teens are still asleep), and hey, I’m on vacation: I should be relaxing. But I am almost never not thinking about literacy.

Even here, on vacation, reading and writing are firmly part of my life, and I find myself wondering if what I want for students is realistic. Do I want everyone to travel with books? Do I think we all need to be “readers” (whatever that means)? I don’t think that’s what I’m after. I do want all students to have reading as a back pocket possibility. I want them to develop the empathy and the knowledge and the critical thinking that come from reading. Literacy is a pathway to many kinds of success, and I know that very few people who have achieved only functional literacy are able to follow that pathway with any ease.

Now I’ve gotten lost in the weeds of this post: I’ve been typing and erasing for too long and I feel silly for starting my vacation thinking about this, but I can’t stop. Do I write about what I’m doing in my classroom? Do I link to more information? Do I share my hopes and dreams for my students? Maybe not today. For now, I’ll go back inside and go through that bag of books to find ones that students might read, then I’ll snuggle in with my cousin-nephew and see if I can tempt him into the world of Dragon Masters, one of my own children’s favourite book series when they were his age. I’ll have to pull him away from the iPad, but it’ll be worth it in the long run.

And I’ll write more about literacy later – because heaven knows I’ll be thinking about it.

Day one, one day #SOLC25 8/31

The thing about the March Slice of Life Challenge is that it always happens in March. Another thing that always happens in March – at least if you’re a teacher in Ontario – is March Break. Every year I tell myself that this is great because I will be able to write SO MUCH during March Break. I will go on vacation and everything will be relaxing and wonderful. I really should know better. I’ve been doing this long enough that I should be realistic about day one of March Break. And one day I will be. But not today.

On the first day of break, physics seems out of whack. Gravity works overtime; the air thickens and acceleration is slowed; every action requires more force to begin and results in smaller than expected opposite reactions.

Today, as in years past, I am sitting on the couch, mindlessly playing games – Wordle, Sudoku, Connections, Strands, Duolingo, even my Castles of Burgundy app – while telling myself repeatedly that I should get up, I should pack, I should write, I should…

Here, I’ll take a page from Sherri and make a chart:

What I’m doing	What I think I should be doing
Sleeping in	Getting up early
Having a second pot of tea	Emptying the dishwasher
Playing games	Writing
Duolingo	Commenting on other posts
Sitting on the couch	Laundry, packing
Talking to my mother	Talking to my mother

This is why it’s early afternoon, and I’m only starting my day – even though I’ve been up for hours. This is why even though I have lots of writing ideas, I don’t know what to write. This is why I wish that physics allowed for teleporters that would function exclusively to take tired teachers to vacation destinations.

Listen, I promise that one day I’ll write more. I will be witty! I will be wise! Today, however, I will accept the reality that today is not one day, it’s just day one.

Calico Capers #SOLC25 7/31

Despite the cold and snow, Tippy insisted that she was going out this morning. She waited in the front hall, yowling, and then, when I opened the door, she fearlessly pushed ahead of our black lab mix and went out into the world – or at least onto the porch. She is a tiny 12-year-old calico who has no business spending much time outdoors when it’s -5C (23F), but she didn’t care. She had plans.

I didn’t see her when I got back from walking the dog, but I was pretty sure I knew where she was, so I didn’t worry until it got close to time for our family to leave for work and school. Then, I texted the neighbours who live a few doors down.

Tippy loves this family. She hangs out with them and their two daughters quite a lot. When all our children were little, she used to follow first our boys and then their girls to the bus stop. Now she just seems to enjoy the extra love.

A few minutes after our first exchange, they texted again.

Which is how I found myself tromping through the snow to our neighbour’s house when I should have been on my way to work. Two workers were sitting in a pickup truck in the driveway. They glanced at me, but didn’t seem to think much of my early morning visit. When I got inside, Tippy was refusing to leave, so I had to take off my boots and head upstairs to help catch her.

Once we had her, I went back downstairs and tried to slip on my boots while holding a squirming calico- but there really is no way to slip on good winter boots and there’s certainly no way to do it while wrangling a cat – so my neighbour tried to help me out by crouching down to help me get my feet in. At this point, a few construction workers poked their heads out from the bathroom they were working on to see what all the screeching and laughing was about.

I imagine they saw something like this, except with more snow and a squirmier cat:

AI generated this for me – it’s not us, but whatever

Within seconds the workers were laughing, too. I handed Tippy to my neighbour, jammed my feet in my boots, and grabbed our now-irate cat by the scruff of her neck to head out the door. There, the two men were still sitting in the pickup. Now, however, they were decidedly staring – I was disheveled, my boots really only half on, carrying a twisting, yowling, tiny calico up the driveway, through the snow, back to our house at 8:30 in the morning. I could hear them laughing as I made it to the sidewalk.

Tippy was extremely unimpressed with my rescue mission and raced up the stairs as soon as I dropped her inside the door. Now running late, I grabbed my backpack and my lunch and scooted to the minivan. I made it to work on time, but only just. And Tippy? When I got home, the little rascal tried to go outside again!

Here she is in her normal cuddly glory:

Yes or No? #SOLC25 6/31

We’ve been reading short stories in Grade 9 in preparation for reading Jason Reynolds’ novel Long Way Down. We’ve reviewed/ learned vocabulary like “plot” and “climax”; we’ve talked about summary vs retelling vs opinion; we’ve read a story with an ambiguous ending (because I know what we’re getting into); we’ve even practice discussing big ideas, like equality and utopia. Some days are good – like Tuesday, when the Socratic-ish discussion of equality led one group into a discussion about whether police need to be more powerful than everyone else; suddenly they were thinking deeply about the story and our world and things that seem awfully important – and some days are, well, less good.

Today, Thursday, I asked students to choose one of three prompts and write a one or two paragraph response. I firmly believe that this is a reasonable expectation, but 24 students means 24 different interpretations of reasonable, and some students were not happy with the request. Still, I was surprised when a usually strong student called me over about five minutes into our writing time, clearly distressed.

They had chosen the prompt “In your opinion, is the society in “Harrison Bergeron” a utopia?” even though they missed the day we discussed that. On their screen they had written, “No.”

They looked at me, a bit wide-eyed, and said, “I don’t know what else to write.”

“Mmmm… “ I said, “I can see the problem. I’ve made a mistake.”

“Yes,” they nodded emphatically.

“May I?” I asked, as I reached toward their keyboard. With permission, I typed, “Explain your reasoning using examples from the story.”

The student breathed an audible sigh of relief and said, “Oh, ok” and immediately began writing more as they muttered, “It was a yes or no question.”

Yes, sweet child, it was a yes or no question. Thank goodness I was able to fix it.

Attendance concerns #SOLC25 5/31

Thanks to one of my colleagues, many of us have this sticker on our laptops:

You would think that this would help us remember to turn in our attendance for every class every day, but if our Vice Principal is to be believed (and he seems reliable enough), it does not.

As a result of my inability to submit attendance for all of my classes before 4pm, I have written myself an attendance letter.

(NB: Our lovely administrators would never actually write a letter like this!)

Dear [Employee Name],

We are writing to express our concern regarding your recent attendance pattern: specifically, [insert problem here: you keep forgetting to turn it in].

Our records indicate that you sometimes take attendance as soon as class begins. We commend you for your optimism! We know that on those days, invariably, at least 12 students arrive late – generally walking in one by one over a 45-minute period – and thanks to our fancy tracking system, you have to keep a record of the time at which each student enters the class. We understand that this might be difficult for you, but noting their arrival time is imperative for our systems.

We are here to support you. May we suggest noting arrivals on a piece of paper and hoping you don’t misplace it before you enter the data later in the day? Do you even have paper near you? If not, why not? If so, where do you keep it? And do you manage to keep a pen, too? That would be impressive organization for a teacher who is also moving about the room to respond to her students. Alternately, perhaps you could pause your instruction, freeze the projected computer screen each time another student enters, then navigate to our school attendance site and immediately enter their arrival. Would that disrupt your teaching? If so, what is your plan to manage that problem?

Consistent attendance taking is crucial to the smooth operation of our school. Your attendance-taking pattern has impacted [explain specific impacts, e.g., our records]. According to our computerized records, your period Z class has nearly perfect attendance, despite the fact that one student no longer attends school at all. We note, too, that you insist that this class is “nearly unmanageable” with “students entering and leaving at will.” This implies that perhaps you are forgetting to submit your attendance for this class.

We are here to support you. Have you tried using a hall pass system? Perhaps students in this class would be willing to write their arrival and departure times on a piece of paper strategically placed near the door. Attention: do not write student names where others can see them; this might be shaming. We realize that all the other students have seen the late arrivals; nevertheless, we invite you to manage attendance privately. Maybe you can place the paper a little out of the way? And put a cover on it? And you will probably want to attach a pencil. We are certain your students will use this paper appropriately. Also, please note that even if a student spends 70 minutes of the 75-minute class period “in the bathroom”, you should still mark that student present and note the time they arrived.

We encourage you to discuss any underlying issues that may be affecting your ability to maintain regular attendance, and we highly doubt that your attendance records reflect anything close to reality. Please reach out to [supervisor’s name] to discuss potential solutions and support options available to address these concerns. Please note that [supervisor’s name] is unwilling to text you every. single. day to remind you to do your attendance. That’s what your laptop sticker is for.

We value your contributions to the team and want to work with you to ensure your attendance meets school expectations.

Sincerely,

[Name]

[Title]