WIHWT: The Bread

It’s Friday afternoon, and I’m in an allostatic-load haze, catching myself staring into nothing at an angle. Perusing through the drafts folder, I found some gems. I hesitate to post this one because I’m trying to keep swear words under the blog rug, but this piece by Sabrina Orah Mark from the Paris Review, May 7, 2020, deserves to be read and shared, damn the words. Sometimes we just need to say it. It’s in my “Wish I Had Written That” category for obvious reasons. I am a lover of magic, fairy tales, and any reprieve from reality, and her…

Summer Series of Saves: Disrupt the Essay, Continued. (IV)

Three examples of how an essay structure can be dismantled and put back together: I. Chuck Wendig retells The Three Little Pigs: #literaryanalysis essay: Chuck uses the medium of Twitter to take on a writing challenge and analyzing The Three Little Pigs and how it relates to capitalism. That one is easy. Let’s do it. First, let’s retell the THREE LITTLE PIGS. https://t.co/YGlRU0hhRg — Chuck Wendig (@ChuckWendig) July 10, 2018 II. This is America, Childish Gambino, Donald Glover – from Genius Think how we co-construct meaning and share insight into art and music. Quotes and sections of these insights provide…

Survey for bullies.

Please take the survey on the Widget list in the right-hand column. Thank you. I’ve been working since I was nine years old. Granted, it was mostly babysitting gigs and poorly run lemonade stands until age thirteen when I was a busgirl in a Mongolian Barbecue restaurant. But I’ve worked constantly. Along the way, I’ve met my share of sexism and microaggressions from all manner of coworkers and supervisors. And in those four decades of work experience, not once have I ever witness a bully paying any kind of consequence for their actions. Maybe there is some invisible karma that…

Dowry.

Back in April 2015, Love, Teach wrote a blog post that has been widely circulated, What I Wish I Could Tell Them About Teaching in a Title I School, and it is solidly one of those I wish I had written. My district is in flux now, and I don’t know what exactly is going to happen next. I am learning that in times of chaos babies do, indeed, get thrown out with the bath water. (Forgive me, Sharon.) I’m resigned to whatever happens as long as I can keep teaching. I have invested in myself on behalf of my students,…

Cereal and roses.

It’s been a long time since I posted a “Wish I Had Written That” post, but this one came along at a perfect moment. This week is our spring break, and while my current professional life is a bit surreal, breaks are breaks, and I want to focus my energies on productive acts and thoughts. Before the break, I asked for one more observation. My evaluator wrote in her scripts that one student sat in the back, disengaged from the class. Until we meet at our post-observation conference, I can’t tell her the student’s whole story–that she posted on the class…

WIHWT: Why I write.

This Wish I Had Written That is inspired by Rebecca Solnit. Sometimes the artmaking stalls out. Sometimes I’ve written my truth and it conflicts with someone else’s narrative. Writers step on toes, cause disquiet, and challenge ideas and status quo: and yes, I count myself in that group. And when I stall out it’s because of fear. Fear of reprimand, unwarranted criticism, or being misunderstood. But I suppose if I want to write, reflect, question, challenge, and process I must let go of any naivety and just write. Let go of the belief that all my words and ideas will…

Saving Summer: WIHWT: The Promise

I haven’t done a “Wish I Had Written That” in awhile, and this came across my view today: Someone posted this, from my book, sort of a bill of rights for students. Glad this piece is catching some attention. What do you think? pic.twitter.com/oZh87qRWVb — Tom Rademacher (@MrTomRad) July 28, 2017 //platform.twitter.com/widgets.js Currently, I’m framing my Canvas classes for next year, and the overarching concern/message, (the thing that maybe someday will be the cornerstone of my doctoral thesis) is how to help students support their own learning, and not accept negativity or peer negativity/learned helplessness. Or something like that. The…