Category Archives: Teaching

Turning Over So Many New Leaves

New Year Day: As I sat there in my overly full, grain-induced coma, I reflected over the past few years of my life, and I realized that I am not so happy with where it is or where it’s going. I decided to put some new resolutions into place, and they are radically different than those before.

  1. Eat paleo. Eat clean meats and vegetables without the gummy, yucky grain foods. Maybe order 1/8 of a bison or half a wild boar. Also, no beer. Or very little.
  2. Watch less TV. Watch more movies instead. Or maybe even read more!
  3. Exercise in a variety of ways (including swimming) while running a race a month. When it’s warm enough, run barefoot. Maybe do a barefoot half-marathon.
  4. Meditate. I always feel more calm when I practice meditation.
  5. Deactivate Facebook and Twitter for the year.
  6. Play more.
  7. In short, do things which bring me joy.

Maybe doing all of this will decrease my blood pressure, which isn’t really high, but feels like it.

It is my hope to start using this space to write about some current events and to write more deeply about those things that are important to me. I also want to care less about my job, but when you’re a teacher, it’s sort of difficult to stop caring, especially when you realize that the lives of your students depend on your care and nurture.

I think this year will bring new and promising events, and hopefully it will bring a much better attitude on my part. We’ll see. I’m going to try to focus on being positive, which is a HUGE goal for me.

Running a Trail-Half. Grading. Grant. Periods, period.

I am totally stoked—though my other half just said her usual, “Okay”—to be running my first trail half-marathon next Sunday, October 2. As usual, I hope I haven’t bitten off more than I can chew, but since I’m not vain nor afraid of coming in last, I’ll do what I always do when I run by just putting one foot in front of the other until I cross the finish line. There really is no time-limit for this guy: it’s starts at 8:05 and ends at 4:30, so I should be in tip-top shape for finishing before they pull the plug. Since the marathoners and all the other races use the same trail, they keep it open for six and half hours, which means I might finish about the same time and in the same location as the fastest marathoners. Weird. But, I will finish. I mean, I am slow, but not that slow. If it’s anything like the Mounds, I may not even come in last. If the terrain is the same/similar as the Mounds, I should be able to finish in 3:30 to 3:45. The real reason I am so excited is that I hope this will boost my confidence for the marathon in a few short weeks. I still have about six long runs with the longest falling in two more weeks: twenty miles! I plan to run to my parents house to have them drive me back home. I suppose first I should focus on the ten-mile run tomorrow morning, eh?

I had to have silver lining this evening by signing up for the trail run, because I spent 6.5 hours at school today, grading, grading, grading. After I run in the morning, I’ll go back and grade some more. I finished all of the middle school objective tests, but I still need to grade their essays. Tomorrow I will finish my high school reflections, essays, objective tests, and anything else that needs to be caught up for them. I plan to get up at around 6 to run so I can get all my grading finished before spending the afternoon with my brother to work on our application for this grant.

We’re applying for grants to go on a two-week long tour of the midwest and the east coast to watch minor league baseball games. Apparently, the grant is aimed toward enabling teachers to plan their dream trip, a trip they’d never be able to do without the grant. We knocked around several different trips (Caribbean, New Orleans, Pacific Northwest, cross-country road trip) and decided on driving to 6 different minor league ball parks. We’ll watch the games, and my brother will take photographs while I interview people about their memories of baseball and their preference for minor league games. For some reason, my head thinks we’ve already won the grant, because I feel like we’re headed out for the trip already. I’m so excited. Okay?

What I am not excited about is living with another woman who has a regular period. I had gotten used to Bec’s non-schedule and was enjoying skipping a month now and again, but E has strong hormones, apparently, because now I am in sync with her. Sad day. I wondered why I’d been so grumpy, craving weird foods, and feeling fat all week long. Now I know.

I’m not a very good feminist, because if I was I’d revel in my period as some sign of mutual femaleness shared around the world. I’d celebrate my ability to procreate and honor my uterus with monthly praise. But, I don’t. Ever since the damn thing started when I was in eighth grade, I’ve wanted it to end. When I was younger, I wanted it to end because of sports and the occasional pregnancy scare. Now I just want it to end because it mocks me with my childlessness every month. Mother Nature is an unrelenting tease: you’re not pregnant, and you never will be. I say to her, “You can stop now, MN. I’m over it.”  She just laughs back every 28 to 30 days with her own little curse.

 

Funk. Dissertation. Running. Vegan.

My funk has been clinging to me like the flesh to the pit of a peach for about six months now. I see no way out. I go through every day trying to fake happiness and trying to pretend like everything is okay, but I know some people see through it. It started in June when I was, theoretically, working on my dissertation and it clings on, even through today. I have tried all those things that one tries when prying the peach off the pit. I’ve pulled. I’ve pried. I’ve done everything short of pulling out a knife to scrape it off. It’s stuck here.

(Dont’ worry about me, though, because I am trying to use a combination of vitamins, Christian thought and prayer, Buddhist thought and meditation, and solid nutrition combined with exercise to get back into a good headspace. I will get the funk off if it kills me!)

The funk began when I realized I couldn’t write about my chosen topic for my dissertation, because it was too intensely personal. Who knew I couldn’t just whip off a couple hundred pages about spirituality, sexuality, and wholeness. As if being fragmented for so long would lend itself to writing about wholeness! I began this topic in earnest a year ago, but teaching middle school and high school does not lend itself to writing a dissertation. The students are so needy, and I have such a desire for them to learn well, that I pour my whole self into them and tend to leave nothing for myself.

Many of my professors might say that teaching will take care of itself, and that I would be wise to invest in myself for a change, but would they still say that if their own child sat in my class. Would they want their child’s teacher putting herself before their child? I can say with unwavering certainty, the answer is no. Each parent believes that his or her own precious darling deserves the best from a teacher, and I agree. If I had a child, would I want his or her education coming at the hands of a person who had spent the night before reading Foucault and food theory, rather than reading the chapters I had assigned their students to read, so s/he could lead a decent discussion or plan a thought-provoking activity? Um, no. I would want my child’s teacher to work hard to teach my child. So, needless to say, I don’t get much done in the way of dissertation work during the school year.

That being said, I am in the process of changing my dissertation topic, so I have to have a new proposal to my director here very shortly. Since I go home from school each night and work three to four more hours on lesson planning and grading, I want to know how it is that I thought I could get this proposal written? What was I thinking? In my head, I see how it works out. The topic is food in ethnic American novels. The chapters have to do with cultural (ethnic) discipline, spiritual discipline, an sexuality/gender discipline as it is evidenced through food and meals. I got the idea when, at my wits end, I received a package in the mail this summer from my friend Rachel. These two books were my birthday present: The Sexual Politics of Meat: A Feminist Vegetarian Critical Theory and From Betty Crocker to Feminist Food Studies: Critical Perspectives on Women and Food. I had already been considering a topic change and this idea had been ruminating for  a while (it had been a small part of the original dissertation topic), so the books seemed like some Divine confirmation of the change. As soon as I get a few minutes to myself, I plan to start writing my new proposal. I’ve been researching and I feel hopeful.

I have been sick for a few days with what I assume can only be allergies. I didn’t write about it because I was otherwise occupied, but over the summer I found out that I am allergic to pretty much everything inside and outside, except cedar trees and mold. I am very allergic to dust, insect stings, and ragweed. Probably the ragweed is my current nemesis, but I digress. The worst part about being sick is that I am training for the Indianapolis Monumental Marathon on November 5, which is forty-four days away, and I haven’t been able to run for about a week. The last long run I did was 15 miles, and it went really well as I was able to finish close to my goal time. I am hoping that November 5 will be cold and dry. The colder, the better. Last years race started at 20 degrees, which would be ideal for a big girl like me! I was hoping to run it barefoot, but I am planning, instead, to run in my Vibram Five Fingers. I just want to finish the course this year, and after this one, I plan to try to get faster.

I suppose that running really helps with my level of stress, too, unless I am training for an event. When I have a training plan to follow, I stress about missed runs, I stress about not getting faster, and I stress about what I am eating. Am I getting enough protein? Am I getting enough carbs? Am I running too much or too little? Am I eating too much junk food? Will missing a week of runs make me not finish? Sometimes it seems like just another stressor, but then I go out and run, and I hear that Kshkshksh sound and all seems right with the world. My breathing is good, my legs feel strong, and my feet lightly touch the pavement with each repetition. And, I just feel good. I feel like the funk, the drudgery slip out of my flesh, just like the pit of the freestone peach. I feel freestoned.

I’ve been vegan for a bit over a year now (off-and-on vegetarian/vegan for close to 20 years), and I love it most of the time. I’m not one of those vegans who pretends that now I have some grand moral compass that disallows me to experience cravings for particular foods. I have had a serious pork craving for about three weeks now. I fantasize about chowing down on some big ol’ QL’s pulled pork BBQ sandwich on white bread with some hot sauce. I fantasize about making some ribs on the grill with my own hot orange BBQ sauce. I fantasize about slicing into a huge oven-baked pork chop and dipping it into Heinz 57 on the way up to my mouth for a seriously decadent treat. I say all that to make it sound less horrible when I tell you that I ate 3/4 of a cheese, mushroom, and spinach frozen pizza last night. I followed it up with ice cream. It was my first intentional non-vegan moment (not counting in WI on vacation where there is no food without cheese) in more than a year. And, while my body enjoyed it, my conscience did not. I had dreams about dairy cattle, their babies, and veal farms. I thought about calling up some local dairies and asking if they sell their calves to veal farms, so I could make a conscientious choice to steer clear of the whole nasty dairy farm back-story that no one ever wants to talk about.

Peace, yo.

New Sandals. A Free Day. Grading.

One of the most difficult things about teaching is the grading. I want my students to improve, so grading is necessary, but I also don’t like to discourage them by making negative comments on their papers. I can still remember frowning faces drawn by early elementary teachers, comments that said my teachers were very disappointed with me because I was so smart but lazy in intermediate grades, high school teachers who only marked a few pages of the papers I’d spent hours writing, and college professors who said I really needed to learn how to write. I don’t want to put those stumbling blocks in front of my students. Even though I am 37, when I sit down to write, I still have to remind myself to put away the voices of past teachers.

That being said, next year I am bringing out the big guns. My students will not know what hit them. We’re working on kicking everything up a notch. We’re going to write more, read more, learn more literary terms and devices, and we’re going to end up super smart by May, not that my students right now aren’t super smart. I just know that I can drive them much more passionately than what I have this year. The trick is not leaving behind those students who might need more help. This is the dance, and this is where the extra hours come in.

Though, I have to work extra hours, sometimes I get an occasional bonus day, like today, when my students are taking standardized exams. On free days, I grade, write, and read, which I suppose doesn’t really make them free days. I like them, though, because they are slow days. The one drawback is that I miss my students, and I miss watching them learn. That’s the pay-off of teaching, watching your students grasp a new concept or formulate a new idea. There is nothing else like feeling that you somehow had a part in their accomplishments.

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The barefoot running is going well. I just finished reading this book by Barefoot Ken Bob, and I strongly recommend it if you’re going to try barefoot running. Though it is pretty repetitive, the repetition helped to cement the concepts and techniques into my head. Lift your feet, bend your knees, maintain a straight posture, fall forward at your hips, and increase your cadence. This is the beautiful simplicity of barefoot running.

However, for some reason my right foot keeps getting small blisters on the ball. I am not sure if it is because I toe off or because I land too hard on that side. I do know that my right leg is slightly longer than my left, and that my form has to have something to do with it. They aren’t bad blisters and I know that I can still run much farther without pain than I could in shoes. And my recovery time is far less than it was before. All in all, barefoot running has changed my life.

In order to make sure that change sticks even through winter and super hot summer pavement, I ordered a pair of Brancas last night. They were only $30 and they seem a much better idea than VFFs, because the sole is thinner and it isn’t formed to fit the foot. Simply put, they are a flat piece of rubbery goodness that fits between the sole of the foot and ground to guard from heat or cold and nothing else. They have shipped, so I hope to get them before we head to Cincy on the 8th-grade trip.

ISTEP+

Today my students are taking the ISTEP+. I have a really hard time finding value in tests like these. My students have read, understood, interacted with, and reflected on texts that are so much more meaningful than those provided by the state for the purposes of the testing. My only hope is that they don’t get flustered. Every day before we take the test, I remind them what my mom used to tell me. “All I ask is that you do your best. I can’t ask any more of you than your best, and I certainly don’t expect any less.”

I think my problem is that these tests serve one purpose and one purpose only, which is to rank students on an artificial scale. They are, in my opinion, a means to a capitalist end, as are grades. If we rank and file students, then it makes them easier to control as adults. We can begin, at an early age, to sort them into who they will become.We determine through these tests who will succeed and who will fail. Though we claim that they do otherwise, they do not. They do not access how well the students have mastered what they have taught, they simply measure whose parents have shown interest in them throughout the school year, whose home lives are relatively stable, and whose creativity and ability to be intellectually curious has been sucked from them to the highest degree. They don’t want you to be creative. They want you to be drones.

Imagine an educational system in which students’ levels of ability determined what section of each subject they would attend, instead of their ages or grade levels. Imagine if students were encouraged at whatever level they function at, instead of constantly being forced to attain a level beyond their capabilities or below their capabilities, in some respects. Imagine a school in which a student’s age did not determine your curriculum, but his intelligence and interest level did. Imagine graduating student who had for all the years of school been asked to do their best because teachers cannot possibly accept less nor require more. What would this world look like if we leveled the very first playing field, education? There is plenty of time to be sorted out into the haves and have-nots throughout adulthood, but I think if we re-imagined education, we’d eventually close that gap.Of course, it might mean graduating students at the age of thirteen or fourteen if they’re intellecutally capable. Are we ready for that? No.

Because we’d no longer be in such drastic and marked competition with each other, we’d also place equal value on people who work in the service sector, recognizing that their abilities are just as necessary for our culture to function. A custodian who cleans the hospital, a housekeeper who does the laundry, and the nurse who creates the sterile environment, are just as important in a successful surgery as the surgeon who performs the task and gets the glory. Without the hierarchical form of education we now deem necessary, the surgeon may recognize at an early age that his success depends upon the success of his classmates.

There may also be an increase in students who don’t feel the pressure of going to college, who will choose to live a different lifestyle by taking a minimum-wage job and living frugally. Right now education is on a strange teleological path that ends with the heaven of the ivory tower, but what if we taught our students that there is more to life than being financially stable, owning multiple cars, a big house, and a summer cottage? What would happen then? What our students realized they didn’t have to buy into the nonsense that is the US capitalist economy? We just might end up with a few more geniuses.