Frances

Share

This won’t be my usual long blather. Just wanted to tell everyone Frances is bearing down on Atlanta in a much gentler way than she did Florida or South Georgia. My school was closed. They apparently tried to call me and tell me, but I had already left the house. I was stuck in traffic and called the school to tell them I was running late, and the receptionist told me. We got home after being in traffic for an hour and a half and Sarah was there. Her school district was one of the few that didn’t close today, but her bus never showed. I wonder if the driver assumed there was no school? I wonder if she’s still employed? Anyway, Sarah didn’t say so, but I think being forgotten by the busdriver in the pouring rain and wind was depressing and scary, so I let her stay home. We had Burger King for lunch. I graded all my papers. I left the babies at daycare, because Maggie would not have been happy to leave before she got her playing done. Dylan would have been ecstatic to be picked up early, but I figured I should seize the opportunity to grade papers with no little ones around. Listen to me feeling guilty for leaving them at daycare when I would have had to pay for the full day whether they stayed or not.

In other news, Vickie is safe and blogging about Frances. It would seem she was at least able to keep power this time (most of the time, anyway). Sure hope Ivan doesn’t slam them next.

The oddest thing to me about hurricanes, speaking as a former resident of Hampton Roads in Virginia and Cape Fear in North Carolina, is the large amount of debris from trees and plants. There is all this fresh greenery all over the ground. It looks so out of place there. Of course, I haven’t experienced a hurricane that tore houses apart, which I am sure is extremely surreal to see. Just all the limbs and leaves littering the roads and yards. This morning I had some stray green leaves plastered to my car, and it made me think of those hurricanes in Cape Fear.


Share

Comments

Share

I know that the comments aren’t working (thanks, Cranky, for letting me know). It appears to be a problem with JunkEater, who filters the comments on our blogs. I don’t want to leave our blogs with no comment spam protection, but I don’t have time to fix it right now. If you wish to make a comment, might I suggest e-mail instead until we get it fixed? I will let you know when I think it’s fixed.


Share

Tidbits

Share

First of all, I am worried about Vickie. She was incommunicado for about a week after Hurricane Charley. Now with Frances bearing down on Florida… well, I’m just worried.

Second, and on a more upbeat note, The Pensieve was recently updated with an article based on a fun suggestion from Steve. I doubt many of you have seen the slightly older article about Voldemort, either, or at least my stats indicate that the only people who have looked at the site recently are me, someone in Houston, and someone who found it via Google in the U.K.

Finally, I need to add that I think Wikipedia has got to be the best thing since sliced bread. If you haven’t discovered it yet, hie thee thither. It was most helpful in constructing my Pensieve article.


Share

In Search of Harold Loeb

Share

With school back in session, I’m finding that I am too tired to write much here lately. I keep meaning to get to it, but then, for whatever reason, I don’t.

I am deliriously happy at work. I’m hoping it stays that way. I really enjoy my co-workers and my students. Today I showed the 10th grade Honors class a Power Point about Ernest Hemingway. They really seemed to enjoy it. I need to create more of those, because it seems to really capture the students’ interest. Much of my lecture today was all about how much (or most) of The Sun Also Rises is based on real people and events. I was even able to find an interesting piece about how the book was composed, including a brief discussion of the real people that formed the basis for the characters, which my students found very interesting. They were particularly interested in Harold Loeb, the inspiration for Robert Cohn. Suppose that makes sense, as he is Jewish, and one of the issues we have discussed is this notion of Cohn being the “other” and anti-Semitism in the novel. One of my students asked a very good question: did Harold Loeb remain friends with Hemingway after the book was published, considering that “Robert Cohn” was cast in such an unflattering light? I told him I didn’t know, but I decided I would find out. Apparently, the two most decidedly did not remain friendly, as Hemingway reported that Loeb chased him around Paris with a loaded gun after reading the book. My students are going to love that tidbit. He published his own response to Hemingway’s depiction of the events in Pamplona in July 1925 in a 1959 memoir entitled The Way it Was. He had helped Hemingway get some short stories published the previous year, and he was hurt by Hemingway’s thinly veiled description of Loeb as a weak, sentimental fool. As I am learning with my students (I have never taught this novel before — wouldn’t have been able to anywhere I’ve worked up until now), I am finding that I am more intrigued by the backstory of the novel. I think I’ll upload my Power Point and lecture notes for those of you who would be interested. I can’t do it right now, because I left the CD with these files at school.

I am finding that Spark Notes is not only an excellent resource for students, but is also a great place for me to get ideas for class discussion and lecture. Sparker comes from Boston, and she said she has known people who have written Spark Notes for titles she didn’t name. She said they tend to be sort of puffed up about the accomplishment. Well, the ones I’ve looked at are pretty well done, so being puffed-up is okay. However, she also said they were paid next to nothing. I made a decent amount for the Beowulf teacher’s guide, but that was for Penguin-Putnam. I would like to do another for them some time. But then, I guess the concept of a study guide and a teacher’s guide, while similar, are basically different in that the former is meant to help students comprehend and analyze, while the latter is meant to give teachers ideas for constructing lesson plans and units — which is not something the Spark Notes really do.

Well, I’m going to bed. Good night, all.

Update, 9/3/04, 9:39 P.M.

Here are my Hemingway Power Point and lecture notes. Let me know if the files don’t work for you.


Share

A Crisis

Share

After working in a private school for just two weeks, it has become painfully obvious to me that we have a crisis in public education. It is something I wanted to deny while I was part of public education. That was before I had the first-hand opportunity to compare and contrast.

My personal observations, having been employed for six years in Georgia public schools, are as follows:

  • Administrators are afraid of punishing students.
  • Parents don’t generally care, until their child really screws up (by which time, it’s too late), and then they bully the schools.
  • Teachers and students live in fear of violence in many schools.
  • Students are not properly tracked.
  • Not enough teaching and learning is taking place.

Continue reading “A Crisis”


Share

Summer Reading, Part 2

Share

First of all, before someone misunderstands and thinks I’m complaining, I need to make it clear that I am NOT complaining. I love my job. I have no complaints.

I’m discovering, though, that many of my students didn’t do their Summer Reading. Students are supposed to read three books over the summer. Once they return to school, they are tested over two of the books; the third book is the first unit discussed in the class. I didn’t have any control over the choices. That was, I think Randal’s fault decision. Randal is a great guy. But he did choose Oliver Twist for the 9th grade College Prep. classes. I mean. Come on. Right? So I told the kids that we’re going to test over the books and move on. They seemed okay with that. Besides Oliver Twist, my 9th graders also read The Old Man and the Sea, by Ernest Hemingway, and The Bean Trees, by Barbara Kingsolver. Since I get to pick which book we’ll study and simply assess them on the other two, I picked the one I liked best: The Bean Trees. They indicated that they liked that one best, too. Actually, I think most of my 9th graders may have read the Summer Reading. Just not closely. They didn’t do well on the Old Man test. I assigned a project for Oliver Twist because (ducks) I haven’t read it. I don’t plan to, either. Dammit, Randal, anyway. So I’m asking them to create a newspaper based on the book. Very good idea, if I do say so myself.

My 10th grade Honors classes read Fences, by August Wilson; The Grapes of Wrath, by John Steinbeck; and The Sun Also Rises, by Ernest Hemingway. I agree with all of those selections — all classics of American literature that should be read. I think they did their reading. They did very well on the Fences essay test. The Grapes objective test is Thursday. So that means we’re discussing The Sun Also Rises — very interesting in light of the portrayal of the Jewish character Robert Cohn by the narrator Jake Barnes.

The College Prep. 10th graders read I Know Why the Caged Bird Sings, by Maya Angelou; A Farewell to Arms, by Ernest Hemingway; and A Raisin in the Sun, by Lorraine Hansberry. We’re discussing Raisin. Again, they didn’t do well on the Caged Bird test. They did better on Farewell. One student, however, really worried me. He didn’t do well on his Caged Bird test. Then he turned in his Friendly Letter late. He’s lucky I took it. Who am I kidding? I’m soft. Anyway, he stared at the Farewell test for about 15 minutes. Then he approached me and asked if he could go to his locker and get something to do. He admitted he hadn’t read the book, and he said he didn’t think he could fake his way through the questions. I was impressed by his candor. However, this put his grade at a low F. I know a parent of a student at this school would find even a C unacceptable. I know that right now, a lot of my students are currently sitting on a fat C, but since there are only two or three grades, things will change. In most cases, see no cause for alarm. Except this one student didn’t attempt the test. A “0” on a test! So I e-mailed his mom. She asked that I call to follow up. She dressed him down. He is supposed to come to me tomorrow and discuss the possibility of working out a solution. I have to decide what I will do. I honestly don’t know. I want to help. He did, after all, have the Summer Reading assignment. True, he was away all summer, and Mom couldn’t watch him like a hawk. However, as she said, that’s no excuse. She hinted that I might want to discuss things like this with him first in the future. Then I felt bad. Like a rat. I am used to this middle school mentality where you can’t trust a kid and have to go straight to the parents. If she is any indication of the parents at my school, I’m even more excited.


Share

First Week

Share

I had a most excellent first week of school. I feel like I’m at home. It will be a miracle if I ever learn my crazy schedule, but that’s okay.

We had Field Day on Friday. Yes, at the beginning of the year. Think about it, though. It’s a great way to get to know folks. Students council divided all the students up into teams. Each team wore a different colored t-shirt that had the names of all the students, faculty, and staff on the back. I was on the red team, but there were also orange, yellow, green, blue, purple, pink, and black. It was great to see the students interact. I was really touched during the tug-of-war. One of my sophomore students is the kind of kid who would be picked on in public school — he’s a big guy, and he’s got true geek cred for his interests (which match my own): LotR, the Middle Ages, and Harry Potter. He was the anchor for the yellow team. What touched me is that as he was trying so hard to stay on his feet and pull, one of the seniors from the red team — a cool kid, you could tell — kept yelling encouragement: “Come on, [student’s name], you can do it!” It would be unrealistic to say that all of the students at the school are friends, but from what I can see, they are all at least friendly to one another. My team won the tug-of-war, by the way. We didn’t have the biggest people on our team (after all, yours truly is not an asset on a tug-of-war team). I know those poor guys were not too thrilled to have the tiniest teachers — yours truly, of course, and Rabbi Gottfried. But between the two of us, we’ve had six children, four of them without drugs. So we pulled and pulled. That black team had all the biggest guys on it, but we beat them. I was surprised, and I think the rest of the guys were, too. I was so tired at the end of the day. Actually, just sitting down at lunch wore me out. After lunch, Rabbi Baker led the blessing, sung in Hebrew. It was really beautiful, and I really enjoyed the feeling of community — watching those teachers who were Jewish and the students singing in response to Marc (Rabbi Baker).

You know, half the time when my students leave class, they thank me for the lesson. They thank me every time I give them a handout or paper. They’re so polite and respectful. At the same time, they don’t sit there and stare in quiet as I gab on. They enjoy interaction, discussion.

I am feeling pretty good about my decision to teach for the first time in years. And it was nice to read this post by my husband in praise of a good teacher. Also, go check out why Steve is “the Bomb Shizzle, Yo.” I haven’t mentioned it here yet — I’ve been remiss. He will be a principal (lead) in the Huntsville (Alabama) Opera Company production of Cavalleria Rusticana and Pagliacci. He will audition for the Pensacola Opera Company on Sept. 25.


Share

Rosh Chodesh

Share

The following definition of Rosh Chodesh was taken from Judaism 101, a site I think I will be consulting frequently: “In Hebrew, Rosh Chodesh means, literally, ‘head of the month’ or ‘first of the month.’ Rosh Chodesh is the first day of any new month.”

It used to be a great festival, but it has diminished in importance. Tomorrow, my students will have a longer session in Tefillah, or prayers, because it is Rosh Chodesh. It seems to me like Rosh Chodesh is a miniature version of New Year’s (or Rosh Hashanah, the Jewish New Year). It’s a time for celebrating beginnings, for blessing the new month. If I looked at the calendar right, that means that the month of Av is passing into the month of Elul, which will culminate in Rosh Hashanah. This is a very busy time for my students.

I like the idea of celebrating the beginning of each month. I’m celebrating a beginning myself. I love my job. My students seem very conscientious. They worked so quietly this morning. I’m not used to that. Isn’t that sad? That it would be weird for me to expect quiet and hard work? I love my colleagues. The students seem to be very interested in doing well. Truthfully, I think most of them work hard. We have a computer gradebook. One of the History teachers was showing me how she uses it, and I noticed there were no grades below a C on her roster. I used to have high failure rates even after compromising my standards and dumbing down my curriculum. I knew I would be blamed. It’s a real crisis in education, if you ask me. People wonder why teachers inflate grades. Well, because everyone pressures us to, from parents to administrators. The only people I had encountered up until now that didn’t seem to care overly much about grades being too low were the students.

I put writing about school in a category I call The Joy of Teaching. I used to mean that somewhat (okay, totally) sarcastically. It looks like that may be changing.


Share

First Day of School Jitters

Share

I wonder if they ever really go away. Maybe if I stayed at one school long enough, they might. I am looking at the clock, thinking I need to get in bed. The dryer buzzed. I can fold some clothes. That will be something to do.

I ironed my black skirt and lavender blouse for tomorrow. I wish they looked nicer. The blouse is silk and has small tears at the cuffs. I can fix it so that no one notices if I use tape on the inside. My pantyhose have a couple of tiny snags in them. I cleaned a white spot off my black shoes.

The schedule tomorrow is abbreviated, which I think is a great idea. There is a long morning program wherein the faculty will be introduced. The classes themselves will only be about 15-20 minutes long, I believe. And then the students will leave at 2:00. Then, I guess, we’re all about business on Tuesday.

I’m nervous. I want to do well here. It isn’t that I haven’t done well in the past so much as I just can’t seem to find a place where I fit. So far, I feel at home. But tomorrow, the real test begins. I was chosen from a great many candidates for this position — Nanci showed me the stack of résumés she didn’t even interview with. She agonized over whether to hire me or someone else who was also very high on her list. She was very honest with me about this. I don’t want to disappoint her. She placed a lot of faith in me.

I’m sitting here hoping I can be good at this, hoping she won’t decide she made a mistake. I was really happy at work last week. I love this job so far. I want to be great. There have been many times that I questioned whether I should continue to teach. Was it that I hadn’t found a home yet, or was it that I wasn’t good? I can think up some great ideas for lessons, but sometimes I don’t feel like I pull it all together like I should. Is that just me?

I can honestly say that I have finally learned that I don’t need the students to “like” me. Age and some small amount of wisdom has taught me that. But I do want them to consider me a good teacher ten years from now when they look back. That is really important to me.


Share