Meaningful Moments

Apologies for the epoch between posts. My larger writing projects have been consuming most of my time and headspace. (Forecast: major editing and publication.) And, I’m still teaching! Translation: Every moment counts, especially the ones writing.

brown paper heart with string Photo by Miguel u00c1. Padriu00f1u00e1n on

It’s such a pleasure to welcome new students into my practice. Each comes with their own strengths, passions, growing edges. Yet, the most common element is a desire to make meaning out of what they are learning. 

Take one student who needed help with an essay about a book that centered on an escape from the World Trade Center on September 11, 2001. The main character, blind, depended on his senses, his intelligence, and his guide dog. The relationship between dog and man was at the heart of the essay. 

Yet, the student seemed to lack sufficient context of 9/11. This want led to a lack of vested interest, or so it seemed in the writing that had been completed thus far. After we watched a stunning clip — yes, stunning for its capture of the jetliner crashing into the first tower– I shared my own memories of that morning as I learned the news. Then I recalled the eerie week of continuing shock afterwards. Do you have a story of how you learned or a family member who was there?

It was a shocking moment in history. It was devastating. Catastrophic. Mind-blowing. Violent. Savage. Brutal. My mind still empties when I witness any part of this staggering once-unimaginable event. 

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It’s a lot to take in. But take it in we must, if we are to understand such an event. And take it in we must, if we are to write about such things in human history. Without an emotional investment, an essay captures little of the enduring helplessness and desperation of 9/11. The changes wrought by this despicable act. Because of this, the essay couldn’t possibly capture the courage of those on the scene.

The teacher on record asked me how I supported this student writer. Perhaps, I’ll writemore on that in a future post. For now, I’ll simply say, I enticed her with context, emotions, and words — like the ones above. 

How might it feel to witness what registers as a significant historical event? 
What event in your lifetime will you never forget? 

If we can’t imagine how a blind man navigating his way down a building on fire, that may have been hit (he didn’t know at first) deliberately with a jetliner, then how do we imagine our students will be able to write about such things. 

Meaningful. Authentic purpose. Those aren’t throwaway words. What we learn must have meaning, and possibly earn a place in our psyche, before we can record more than facts, before we can write something someone wants to read. And isn’t that the point of learning how to write? Write with meaning.

10+ Reasons I look forward to Fall Teaching

New school supplies

As if I need an excuse to buy more writing tools! But even if I don’t buy anything–rarely do I pass up sales–looking at all the new journals and new pens is half the fun. One of my favorite places to find unique items is Kinokuniya, but I’m not at all opposed to Daiso or a well-stocked Dollar Store.

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Meeting up with former students

Every year about this time, I receive a message — a text, a post, a call, or a visit– from a former student. They help remind me what I do has purposeful and personal relevance. I’m not simply teaching a subject, my mission is to teach youth. And it’s so delightful and affirming when a former student reaches out.

Youthful connection

The families who return year after year — I love growing relationships with an entire family or a youth over many years. The new faces that come for a course, a mentorship or a much needed tool to feel confident and move on honor me with their trust.

Structure

A schedule is one of those things we often despise and struggle against — like a too tight sweater or new pair of pants. Yet, after a summer of me-time, however I take advantage of it, I’m glad to fill in my empty calendar with classes and fun dates. Soon a few washes and a stretch of sorts, everything fits right into place. Of course, my Fridays are scheduled for my own writing, appointments and reflection. While I try to anticipate an appealing schedule to my families, I don’t always hit the mark. That’s why I hope potential clients will let me know what they want. Communication is key!

Reasons to check in with colleagues

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One thing I do enjoy on Fridays is chatting over coffee with a fellow teacher or writer. Solo teaching can be exhausting, coming up with ways to reach students. When I feel I’m teetering on tiredness or tipping the scale towards boredom, it’s time to contact a colleague for fresh perspective, novel ideas, and a few of their tried and true strategies.

Variety

Every fall, students bring something unique. In fact, it’s one reason I knew teaching was a good fit twenty years ago, because I’d grow restless about every nine months. As a teacher, fall means tackling new curriculum, a new class, and most importantly, some of the best people on the planet — youth! They come with quirky personalities and engaging learning challenges. I couldn’t abide monotony and conformity, so I love all the variety that comes with teaching.

Discoveries

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Although I have my favorites and I enjoy returning to them, it’s a treat to find lessons that are successful year and year. I’m often interested in the news — as in what are the new reads, who has some fun ideas for essays, and how can I turn this into a lesson plan? I don’t want my teaching to become stale. Youth detect adults who merely dial it in. Besides, there’s a world of books I haven’t read and tech I haven’t tried. I can’t wait to discover it all! The only thing better than shopping for books at local libraries and local shops is reading the finds and sharing them with students. The bonus is students (and sometimes parents) share their finds.

Creativity

If you know me, this is obvious. A couple of years ago, I learned how to create books — mini-books, octagonal book spreads, flip books — and last year, I fell I love with Junk Journals — so we made some for book response projects– and now I’m painting rocks–colorful flowers, Dia de los Muertos skulls, cats, and more. Not everything makes it into a classroom setting, but I’m drawn to the artfulness of ingenuity.

Thinking Critically

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While my creative side screams beatnik, I’m a stickler for the basics. As a mentor for independent learners, I have less time with my students than a regular classroom teacher. I plan so I can hit the right notes. I know what youth need for the next academic step . While I don’t cling to standards like a life raft or prison bars, I consider reading with depth of understanding, writing with clarity, arguing with evidence, and speaking with confidence essential.

Sharing more

It’s not just new faces that make a new semester a celebration. Each of the youth who come to me are encouraged to share their interests, ideas, and dreams with each other. Taking the brick walls down between us means becoming vulnerable in a safe way. One of the best ways to become better at writing is to share and be open to positive feedback. I love watching students over the semester as they evolve by putting their heads together, exchanging contact info, reaching out for help. Collaboration is the source of the greatest ideas on earth, and this attitude may be the only way to solve the biggest problems on earth. While this starts at home, I insist on it.

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Special moments

Sometimes, I don’t have as many student groups or classes and I feel a bit low. Then the first mentor meeting with a student 1:1 happens, and I feel bliss. I have the best job in the world — with the special privilege of interacting with youth. While this relationship allows them to experience someone passionate about writing and literature, I come to know individuals who have a myriad of tastes and interests. It’s not just that one student loves science fiction, while another is thrilled to read Shakespeare, and yet another craves courageous contemporary novels. (That’s a blast, too.) No, it’s that we really get to know each other. From their interest in guide dog training, carnivorous plants, and the quirks of their own city, I take pleasure in their passions. I’ve met teens invested in pursuing medicine, changing minds about gender transition, and writing novels. Each passion lights up my life, and I utilize their interests to light up their writing skills.

Learning!

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The bottom line of living life fully: we must strive toward learning. Every day, I learn something new as a writer, teacher, mom, wife and human being on this beautiful blue planet. As I said many times, I have the best career ever. If done right, teaching is all about learning — what motivates my students is what inspires me to bring my very best to the table. As they learn from me, I learn from them.

If nothing else, the dance of teaching is about flexibility, staying light on your toes, adapting to what comes my way, knowing the moves needed before the beat changes, and revealing that life and learning is truly an art form.

Bring it on Fall 2022!

The Bigger Questions

Who am I?

Identity is one of the BIG IDEAS that pulse through literature because this question echoes throughout our lives. I am reminded daily, as I’ve bungled my way through the art of being an empty nester, our life stories change the response to this question.

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Ironically, as I shift my writing into the front and center spot, a book about a writer-in-training came up on my Hoopla shelf. The Messy Lives of Book People by Phaedra Patrick, whose main character housecleaner, Liv, moves through the story, taking on the identity of her boss, a reclusive author, and her favorite character. Liv’s growth and discoveries make the reading a fun romp with a few twists as she accepts a role of ghost writer and steps up to what the situation requires, fooling others (and herself) into believing what she’s barely dared dream of doing. While one aspect of the novel becomes an investigation — isn’t all of life? — Patrick underscores one of the pitfalls of living someone else’s life and the importance of becoming one’s authentic self.

In a related gear, though not as fun, I reread No No Boy by John Okada, to keep up with the reading demands of working with my literature students. The story begins when the main character, Ishiro, steps out of prison and returns “home.” Ichiro, one of about 300 Nisei who were taken with family from their homes, later from so-called internment camps, is imprisoned because he refused to fight in WWII. We follow Ichiro, witnessing several factors that have and will shape his identity, but especially the two extremes — his mother, who clings to the belief that Japan won the war, and his friend, Kenji, who has lost his leg in his military service in the war. Born American, the young man longs to believe this land is without prejudice and discrimination. But the Truth is harsh. Throughout the reading, Okada raises questions about loyalty, generational conflict and identity. This week, as my student finishes up the book, he will respond to some daily quick-write prompts about a few of the factors that shape identity: beliefs, people, ethnicity, and events. I’ve encouraged him to consider his own feelings about his parents who I believe are second generation American, and the choices that lie ahead for him. My young student understood Ichiro’s anger toward his mother who has been a dominant parent, and he felt confused about the father’s role who indulges his wife’s bizarre thought process. What kind of man is he? We’ll continue to discuss these questions and explorer the concept of identity.

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What has shaped you? What questions are raised with Who am I? What part of your identity whispers too afraid to show up in the light and which part shouts for attention?

Along the same lines of identity and parent-child relationships, I’ve heard plenty of complaints teens have against parents. While I know this isn’t anything new, I do wonder whether these expressions of dissatisfaction affect me more now because I’ve travelled more in this journey. My own two have questions about their decisions and our influence through the years. Given the time I spend reflecting on their questions, rehashing old mistakes, hoping they’ll come to visit, parenthood still is relevant to my identity.

And considering how many friends or family members have been dropped or cancelled for expressing an opinion, I worry about complaints becoming a more insidious trend fed by social media. Toxic seems to be a familiar and overused word. When is the label justifiable? Will social media’s usual over-simplification of life impact our most important relationships – with our family and ourseves?

Trust me when I say that I’ve walked away from people. At the very least, I encourage youth and even peers to choose friends wisely, to consider how to minimize contact with the energy zappers, the confidence thieves, and the whining voices of the privileged and powerful. I know to keep my distance from people who continually ruin my good mood, color my life gray, question or rebuff me at every turn because fighting– words or fist– isn’t attractive nor very useful in my book.

Of course, sometimes we can’t step away. Whether in the case of a parent or a sibling, or our own self, a pause is sensible, if not mature. Isn’t it in our best interest to untangle resentments and find an end to conflicts? The treat of quiet reflection is not easily enjoyed in our noisy world.

What to do?

Why look at me? It’s not as if I have concrete answers. It’s you who holds your answers.

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Some people will choose to burn a bridge. The flames that travel higher and hotter warms our resentment and satisfies a base need for vengeance. To watch it burn feels so right. After all, a bridge only invites crossings that may threaten us. Yet, once the bridge is gone, not only is rebuilding such a tough job, but also finding a better crossing point can be impossible.

While some vigilant ones are skilled at conversation distraction and reboot, others will choose to be brave and speak up in respectful but confident ways– as I watched a young woman do in a conversation with an older family who needed someone to wield a can opener to his head. At the very least we can zip it up and walk away, not to ghost one another, but rather to find the right words. A pause allows for the hope that a bridge will open up. In the best case scenario, we examine our own motives, mistakes, and needs.

Trained by my own mom to avoid head on battles at any cost, I willingly admit a novel to escape into is my favorite away path from challenging people. The world can be scary, so I often enjoy the retreat. I read for the life lessons to deal with the conflicts of humanity.

Who am I? And how does the answer help me manage today’s conflict. Am I the mom in Okada’s book clinging to my version of the truth? Am I Phaedra Patrick’s wanna be author who ignores what’s smack dab in front of her and waiting inside of her?

And what do I do armed with this knowledge? Ah, so many questions. And like the old phrase about books, so little time.

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If I dare, I’ll advise parents to ask your child for a hug, if you can. As you are trying to figure out who this kid is — because you’re sure an alien has abducted and replaced your child with an impostor– remember that he, she, or they are struggling to answer the very same question.

Hug or no, my other advice is to pick up a good book, one that teases out some of our biggest questions. Put yourself in someone else’s shoes for awhile. Take a new path. If not for the break from this world, do it understand this world. And while on a journey through someone’s story, maybe you’ll not only ask some BIG QUESTIONS along the way, but also find some of the answers you’re searching for.

Why Are You Reading That?

Parents are my students’ first mentors. What they know about their children –which can be instrumental if not foundational on how lessons are planned and where the best starting place– must be accepted with utmost respect. I bow to their experience. And as the goals of parents must be kept in mind, their own educational missteps, and worries must be considered as well.

However, a parent’s own concerns and prejudices can overshadow a child’s innate desire to read.

“That doesn’t sound right!” I hear some say. But we have seen it.

Continue reading

Did it really kill the cat?

How do we put the big C back into our lives?

Although I love cats and dogs and consider my “spirit” animal a strong, stealthy cat (like my daughter’s Trouble at the right), I think my life has become very dog-like. I prefer the “well-smelt baskets, suitable [partners, and] good lunches” kind of life that Alistair Reid describes of dogs in his poem “Curiosity.” All too often the “order of things” inspires in me a metaphorical wagging of a tail. And yet, I do love cats, and the speaker’s expression of both contempt and praise of the curiosity practiced by those sometimes naughty creatures hits the target. Given the disdain comes from a dog’s point of view, the description is all the more funny and captivating.

Underlying this rivalry Reid hones in on curiosity which he fully accepts “may have killed the cat” but that’s not his point: warning a lack of curiosity may lead to our demise.

Face it. Curiosity
will not cause us to die--
only lack of it will.

As children, curiosity comes naturally. All of us ask so many questions, our brains soaking up more and more. But as we grow up, shift happens and some of us stop searching for new ways to see the world. Maybe it’s because we have too many things to know or maybe because we grow accustomed and comfortable with knowing. Our wonder of the world wavers.

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Somewhere along the way, we have been led to a primary purpose of “educating the ignorant” where an accurate answer replaces questions. A college professor belittles a class of young adults when they give inaccurate answers — “Where did you read that? What possessed you to come to that conclusion? Does no one in this class know the answer?” Result: Silence. Shame. Being wrong isn’t as thrilling as being right. No one answers, least of all my son who may have an inkling but refuses the risk of ridicule. That’s not a learning environment I’d want to experience. I feel sad for him. Until I remind myself that my son is a self-directed learner. His curiosity has carried him this far. What he couldn’t, didn’t or hasn’t learned in a class, he has often taught himself and will continue to do so. Instead, I’m sad for the other students who haven’t learned their own power and allow the strangling fear and shame to grow inside. And I’m angry at how we’ve turned our backs on teaching the value of new perspectives and a broader worldview.

In an ideal place, curiosity is not just allowed but expected . . .

  • when trusting relationships are formed
  • when a place feels more like a playground for creating new ideas, testing concepts and applying skills
  • when we value discovering problems and finding new solutions
  • when we try out different and possibly better ways to do things that fit our learning style
  • when permission is given to fail and learn through experience til we find the paths to success
  • when fear is removed from the learning experience

These are the places are where we learn. Since learning is about exploring a world, we can conclude a fulfilling and meaningful educational experience should be filled with curiosity.

For various examples, I think of friends and colleagues: Phoenix Artifex, who runs Phoenix’s Curiosity Cabinet, mixes a contagious enthusiasm and a quirky sense of humor in learning. Sapphira, who is visiting from Australia, starts in a place of love, setting up her elementary online classroom as a community, with parents having a twice weekly time to meet. Gloria Valdez, my daughter’s 2nd grade teacher, whose respect for students came with a challenge and the needed support: every student will reach the next step in their learning. These and other inspiring educators defy “stuck” notions of how to do our job, refusing the belief that learning only comes as a consequence of rote skills. They spend time on icebreakers and questions that elicit an open answer. Regrettably, more students are unwilling to risk looking foolish and parents—-the ones who have the get-down-to-brass-tacks method in mind–dismiss creative activities, as if getting to know people a frivolous waste of time. But the educators I admire, not only recognize the value of trust, but more importantly, emphasize curiosity.

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How do we put the C back into their lives? Might a different route to work or a day off –even in a classroom–spur creativity and curiosity? Might an outdoor meeting, a walk in a park lead to the discovery of something previously overlooked? Might a unfamiliar choice of dish, TV show, novel, or activity help us practice being the learner, set aside the need to be the expert, and unleash our collective curiosity? Might we listen with a curious ear, so rather than expecting agreement from others, we aim for learning? What might happen if we allow for mistakes, imperfections, identifying them not as failures but as an inevitable step of learning. One year, I enrolled in a language course just to remind myself of the struggles that come with learning. Oh dear, did I make a lot of mistakes!

To be clear, freedom doesn’t mean eliminating order. A dog can be curious and still find his pillowed cushion comfortable. Curiosity doesn’t mean overlooking the basics. It doesn’t always sound like laughter. In fact, you might find the serious, the intensive, and even the difficult. Yet, isn’t each lightbulb moment of learning undeniably attractive? Creativity and exploration are irresistible. A brain that is making new connections, seeing things from new perspectives is a snowball flying down a mountain, unstoppably picking up more.

While Reid posits the old idea about curiosity and cats, he ends with how cats are not only “prepared to pay the cat price” but also how cats “can be counted on/to tell the truth.” because of the risk they take. Unfortunately, we don’t have nine lives to give, we only have one.

Yet, the truth of our one and only life (save reincarnation) makes essential that one life. Reid claims that “dying is what the living” and “loving do.” What does this mean? He writes that “to live” we must know that dying is what . . . each has to do.”

Do we understand what Reid means by “dying”? Does he mean we should be willing to die, to sacrifice everything for the pursuit of fun or life altering breakthrough ideas? Does he mean that when we risk something, love-learning-happiness-stability, we also gain? What do we risk, like Reid’s cats, as step from our comfortable box of predictability and safety? Or can we step knowing possibly, maybe, hopefully, that we’ll find something? Would even the smallest joy of exploring and discovering and loving be worth the trouble?

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I'm curious.  
How will you follow your curiosity today?  
How do you inspire change in yourself and others?
What does the risk of metaphorical "dying" look like to you? 
What would you do if you weren't afraid?
If we don't work up our own courage, how do we inspire bravery in the coming generations of youth?
What is one thing that you're tired of hearing "it's always been done that way"?

Links to inspire you!

Books

Creative Acts for Curious People: How to Think, Create, and Lead in Unconventional Ways by Sarah Stein GreenbergStanford d.schoolMichael Hirshon (Illustrator).

What If?: Serious Scientific Answers to Absurd Hypothetical Questions by Randall Munroe.

What If… by Samantha BergerMike Curato

The Book of What If…?: Questions and Activities for Curious Minds by Matt MurrieAndrew R McHugh

Decisions, Decisions

As I listened to Jay Shetty talk about decision fatigue (on Calm which is much shorter than the video), I ruminated on the seemingly endless choices that fill a life, large and small that exhaust us all.   Morning can feel like a whirl on the wheel.  Do I walk, read, write, do some chores? Honestly, I prefer to relish a cup of hot strong black coffee and take time to let the flavor and smell remind me that one simple act can bring joy. But most mornings, I don’t.

And by the time dinner comes around, I’m spent. One thing that continually feels a delight is teaching.  I love considering the options and what my students need.  Flow happens as I look for the right text and as the week unfolds, the lessons fit like well made gloves.  Few times I hit a snag, a stitch comes loose, and I adapt.   

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Shetty says important decisions should be made in the morning or on a full stomach. Save the small decisions for evenings. Let routines allow you to escape the decisions, and you’ll avoid decision fatigue.

Decision making was the chosen theme of Spring semester, 2022.  I created the general plan as I came to know my group of students and what they needed.  Each of the steps had a purpose, but the main thrust is always assess, build, and improve.  The semester included writing, reading good literature and building decision making. If you’re interested in the list of writing and reading, leave a note in the comments.

Losing track of time is part of FLOW.  The time I spend mulling over and researching decision making, hoping to have all the puzzle pieces fit, or rather steps line up, isn’t something I count.  

Reading Warriors Don’t Cry would’ve been our next step. Author Beals writes the gripping story of being one of the Little Rock Nine who stepped into an all white school in Arkansas. Her story of overcoming obstacles and making tough decisions have inspired many teen readers.  We would’ve tracked some of the tougher decisions she had to make, why she made them, and what consequences resulted.  Likely, writing about her decisions would’ve become an assignment.  I envisioned writing about literature that might make more sense to middle schoolers while underscoring the importance of feeling comfortable with a decision making process to fit them.

This unit will not happen. At least, not this semester. Why?

A. communication disconnect

B. change of heart.

C. parent anxiety.

D. I wish I knew.

E. maybe I don’t want to face facts.

Sometimes being a homeschool parent presents us with plenty of options ( or too few) and even more decisions too make.  Parents are the ones carrying the power, the freedom and the responsibility.  When anxiety fogs up our decision making, the path can seem a lot less clear. Suddenly, the road careens off in another direction.

And sometimes as a homeschool mentor, I forget the possibilities don’t seem as endless to everyone as they are to me.  Variety and personalization fuel me and I enjoy the challenge of creation.  Conversely, I become discouraged by conformity.  Why educate homeschoolers the same as traditional schools try to fit their students in a box?  

When I teach, I trust students will find their way. In fact, I spend some time learning who each student is and what interests them. But I must remember not everyone can muster up that trust.  Finances, fears, and fondness for the familiar paths are only a few of the factors that inform our decisions.  Culture and cultural expectations condition us. Personal traps like perfectionism and comparisons remain open, their teeth poised to ensnare us.  One parent may not have had the experience to trust their children will learn regardless of the actual path taken.  

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When people don’t act in expected ways, I have to step back, remind myself of what I cannot control, and discover what I’ve learned in the process. I must explore the possibility that I’m wasting my breath, my energy, and my time.

Should I carry my experience to another endeavor?  I have some big decisions to make over a cup of strong hot coffee tomorrow morning.

If you called to share, perhaps we can learn together the art of decision making. What decisions are hovering in your life? What are some decisions that have tripped you up?

Time is a Non-Renewable Resource

“Until you value yourself, you won’t value your time. Until you value your time, you will not do anything with it.” – M. Scott Peck.

Across from me on a bookshelf, at eye level, under the shelf of writing books, sits a mini-poster that I created when I was in my hand-lettering phase.

Daily, I am reminded to quit . . .

Don’t judge my lettering! I’m a beginner.
  • Wasting time.
  • Giving away time
  • Pretending time is infinite.

Yet, I do all of those things. Daily.

To make up for carelessly spent time, I turn to multi-tasking– a story for another post. What I know is when I’m talking with a parent, a student, or a friend, I cannot multi-task. I work on giving all of my attention, imagining they are the ONE who will change the world; I listen intently.

But emails are different. A person isn’t sitting in front of me. Emails aren’t phone calls or visits. Certainly, they fill inboxes with information, but they also contain nonsense. They eat up time. Sometimes, the fishing of others steals from clients who are ready. They hungrily gobble time.

An early Monday email this week –the eighth from a parent who had resisted several invitations to chat–conveyed a change of mind. She had her reasons, as clients often do. Still, something bothered me. What was at stake? Why did this email prompt both discomfort and relief?

Ruminating on this rejected invitation that prompted Nice Girl Syndrome, the sinking dread of malicious gossip, and the simplicity of a mismatch, the eventual answer that presented itself: time. Time shouted, “I am precious, and you have already given away plenty!”

Something felt off. I needed to surrender.

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At times, I mistake the line between taking care of business and taking care of myself. When time is badly spent, my deepest self tells me. The discomfort comes like a shirt that is scratchy or shoes that are too tight. When I’m not doing what I’m called to do, I hear Twain’s voice saying, “A man cannot be comfortable without his own approval.” Ignoring the reminders that time is finite leaves me off-balance, feeling like I’ve lost my way.

When lost, I stop. Hug a tree. Take note of where I am. Listening to the whisper allows me to check in with my deepest self and guides me to the essential questions. What is self-worth? Where is my self-worth? How do I measure it? I am reminded that self-worth isn’t measured by what others think of us, how much is in our bank account (though that can make us feel safe), nor what our job is, whatever it is. In fact, self-worth seems like a cloud.

Parker Palmer, an American author, educator, and activist, said, “Anytime we can listen to the true self and give it the care that it requires, we do so not only for ourselves but for the many others whose lives we touch.”

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When I spend time on those soul projects, the ones that call me to the present moment— my writing or cooking or talking with my kids, and definitely, when a youth sits at my table–my true self awakens and is joyful. I step into flow where time doesn’t seem to exist, or at least, shout at me.

After writing this, I’m not going to spend any more time thinking about this particular incident. I realize I have wasted enough time.

What have you wasted time doing? Or is time a concept you reject? What whisper speaks hoping you will listen and remember that the time you have isn’t infinite?

In my nutshell: the path to learning

Following in my father’s footsteps (sort of) despite his vociferous efforts to dissuade me, I embarked on a career as a public teacher. The value of diversity, community, and democracy that public schools represented called to me. I wish I had seen what I really wanted– places devoted to learning, communities working for and with each other–in public schools. After working hard to implement a collegial shared vision of learning, the effort to change the status quo seemed rather like rebuilding a ship– a hole in its hull, with its motor set on auto, its speed set on get it done yesterday, while out at sea, fighting against a storm.

Luckily the year I entered teaching, I stepped up to a buffet of books and a plethora of possibilities. Money, through hard-earned grants and filled out forms, sent rookie teachers to conventions. I loved the mass gathering of educators that exhausted us with information; like a hungry person at a loving potluck table, ideas filled every space, and I stuffed myself. New ideas inspired me, yet little by little I found the job wore me down– the opposite of making a diamond from a rough, I felt like the system was bent on turning me into dust.

Not really surprisingly, but still vexing, “School” wanted me to change so I could fit its concept, and worse, I saw plenty of evidence that youth were either being squished into little square and circular holes or pushed to the side altogether. When I’m really depressed about education, I think of the ones, like my siblings, falling through conformity and indifference cracks.

Enter my children. Armed with the experience from public school, I worked part time. I intended to give more to their growth, and most of my family supported my decision. Little did I know my volunteering efforts at school still wouldn’t be enough to hit the mark.

Once my son came along and my daughter stepped into the public school, pretending that my divided focus no longer worked. Within a year, parenting tasks became harder than I expected. Despite our daily readings, our field trips in the community, and efforts to ensure my children had a wealth of information at their disposal, my daughter struggled to read, spell and calculate. One year, we were told we had to change schools to receive special education support for reading difficulties. The change was difficult enough, but the kicker was when we learned the special ed teacher, who was supposed to help our child, would be out for five weeks or more for her surgery and recovery.

In this and many other ways, I saw the limits of the institution both from the teacher and parent perspective. Yet I wasn’t ready to deter from my goal to have my children receive a quality public education. Volunteering in numerous capacities, setting up labs as a classroom volunteer , and even serving as a PTA Vice President in a predominantly Spanish speaking community (not to mention all the volunteer ops I accepted), I tried to bridge the gaps. It pains me to say, I regret the time it took to accept that my own daughter wasn’t receiving from school what she needed and deserved, nor would my son four years later.

After much gnashing of teeth, three campuses later, we left the public schools. Ironically, when I stepped off of what some called “the conveyor belt method” of school and listened to my children is when I finally earned my degree in Education.

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What Are You Reading?

Though a bit late for 2021 World Book Day celebrated on March 4th or too early for the Book Day celebrated in the U.S., a few books yearn for me to share them others. The two for today’s post are Dear Martin by Nic Stone and Buddha and the Badass by Vishen Lahkiani. Stay tuned for the next post about a few more good reads worthy of your attention .

First, Nic Stone’s Dear Martin is a heart grabbing story of a young black man who wants to forge a safe and positive path of change in the footsteps of his hero Dr. Martin Luther King, jr. Spelling out clearly what has been in recent headlines, Stone takes us through what Justice, the main character, encounters, all of which would take a heavy toll on any teen. Imagine how your teen has worked to process the news of George Floyd and school shootings (see this article on the number of school shootings). The heartbreak of Justice’s story intensifies when even the strong educated black adults in his life can’t seem to offer more than solace, a pep talk and a shared awareness of experience. Somewhere in the story, tension escalates between two teens playing their car stereo too loud for a man in the car in the next lane. I sobbed at the shortest chapter with the sound of three gun shots. Through the remaining of the audio book, all of the faces of the kids I’ve taught floated through my mind. While the story ends on a slim hopeful note, the tentative nod is really all there is, a mere gesture of what change requires: a diversity of voices and a wide range of supporters to confirm that black lives do matter.

Dear Martin is one in a series of YA fiction titles I’ve read in the past year, recommended by colleagues across the country. I’d also highly recommend All American Boys and The 57 Bus.

None of the YA reads are very comforting reads, but they do what good books do –they hold up a mirror of humanity and remind us we can and must change. Powerful, sad and gripping, Dear Martin, and other novels like it, begs us to treat each other with more compassion than we currently manage to find in ourselves.

Another book I’ve been reading is Vishen Lahkiani’s The Buddha and The Badass. One of my mentoring clients, a high school senior taking classes at community college, suggested this one for a leadership-themed year. We’ve read Brene Brown’s Dare To Lead, Covey’s 7 Habits of Highly Effective Teens, and now we are exploring Lahkiani’s take on what it means to be a leader and how to lead a fulfilled life. While Lahkiani may be more well known for The Code of the Extraordinary Mind, in this book, he explores a blend of the “Badass” who breaks rules (or as he calls them “brules” as in bullshit rules) and the “Buddha” that promotes inner awareness.

His advice on Manifestos takes Covey’s vision/mission statement to the next level and inspired me to co-create manifestos with and for the writing groups I’m currently teaching. My intention was to convince them that this is their class, not just mine, and as such, they can take a central role in the development and the learning.

Not at all surprising, my favorite quote from the book is a Neil Gaiman, an admired author, from his Sandman series:

"I’ve been making a list of the things they don’t teach you at school. They don’t teach you how to love somebody. They don’t teach you how to be famous. They don’t teach you how to be rich or how to be poor. They don’t teach you how to walk away from someone you don’t love any longer. They don’t teach you how to know what’s going on in someone else’s mind. They don’t teach you what to say to someone who’s dying. . . .

Not only is this book all about teaching readers something important, but also it requires the reader to be an asker of critical questions.

Three questions Lahkiani says we must ask ourselves:

  • What do you want to experience?
  • How do you want to grow?
  • How do you want to contribute?


Inspiring me to be the learner I strive for as a teacher, I have found myself examining not only the ideas that have limited me and my work with students, but also how I want to grow as a writer and educator. Bottom line: Vishen Lahkiana’s book has offered an abundance of resources, discussion possibilities, and insights for both my student and me. I highly encourage you to check out Lahkiana’s work specifically for teens.

The next post will be about a middle school book that spurs students to research a pivotal time period (nearly as divisive as we’ve experienced recently) and choice that spurs me on my personal writing quest.