matching tracksuits

fun in threes, sometimes fours

g

Lawn

VIV_5527

I’ve always had a strained relationship with lawns. They’ve always seemed like something that’s better in theory than reality, because until recently, I’ve never really experienced a decent lawn. Growing up, we had a spotty front yard that invited weeds to fill in the blanks in the spring or simple bare earth. I’m not sure which was worse. Still, it made for a frustrating mowing experience: it’s hard to hold a straight line when the only thing sticking up are a few blades of grass and some dandelion stems. As such, I disliked mowing — the front yard at least. The backyard was decent. No, I just hated mowing: it was too hard to worry about straight lines (I am a bit OCD about that) and keep the power cord out of the way. Indeed: the first lawn mower that I used was our Sears electric mower, a fantastic idea that resulted in extension cords striped with black where I’d run over them. It’s not lie a gas mower running out of fuel, those sputtering, gasping final rotations of the blade that let you know you’d better hurry up if you’re to get to the end of the row before the thing dies. Running over the cord with an electric mower leads to instant silence, and since there was no way I could fix it myself at age twelve or so, it meant the end of mowing until dad returned.

That was a shame, for as I grew older, I came to appreciate the meditative quality of mowing and to enjoy the challenging of maintaining an always-straight line. By the time I was in high school, mowing the lawn was a positive joy, at least in the backyard, where the grass was dense and only thinned as it neared the back property line. Forcing the grass to submit to my will, I’d keep my eye on the front outer wheel, making sure it ran just to the side of the wild, unkempt grass. My best friend (also a fan of mowing) and I came to call such grass “conquerable.” He’d drop me off after school, sticking around for some basketball, then comment as he left: “That’s some really conquerable grass,” he say, almost enviously. I’d do the same when the situation was reversed. We couldn’t hack our way through Amazonian undergrowth, but we could reduce the height of grass by half in a split second.

Now, mowing my own grass in my own yard, grass that I’ve struggled with dethachers and aerators, grass that I’ve spent hours weeding, grass from which I’ve probably thousands of Sweetgum saplings from overly-neglected spiky seed balls, it’s positively Zen-like. The belt for my push-mower’s assistive drive has now broken for the second time, and the struggle only increases the reward. I mow a different pattern almost every time: left to right, front to back, diagonally this way, diagonally that. And no matter how tired I am when I make the final push, no matter how soaked my shirt and cap are, I’m always a little sad to be done.

Science Test

VIV_4690

Sticks and Blossoms

Bilingual Homophones

The Boy has been learning to talk for the last few months, and like all kids his age, he has begun extrapolating to amusing results. When indicating that he wanted a bit of chocolate once, K told him he could have pół, which is “half” in Polish, pronounced “poo.” You can probably already see where I’m going with this: when the Boy sees chocolate, asks for pół, and then excited realizes that he’s going indeed to get it, he starts repeating it obsessively, often in pairs. Which makes it difficult to know when he wants chocolate and when he wants to go to the potty chair…

RIT Spring 2014

Every fall and spring, we pull out the tape measure and start to measure. We humans like to measure. We like to graph and explore and quantify, even things that don't seem initially quantifiable, like how much a student has learned, how much a teacher has taught a given child. How can you measure something that is so nebulous as the teacher/student dynamic? With some students, we merely show a direction and the student strikes off on her own, fascinated with the new knowledge, seeking more on her own. Did we teach all of that? Certainly not. Is inspiration the same as teaching? Other students are apathetic for a variety of reasons, and a significant portion of our time is spent breaking through that apathy, trying to inspire, to motivate.

Still, effective or not, we trundle into the computer lab twice a year to take the Measures of Academic Progress, a test designed to serve as a fall benchmark and then spring progress report.

This year, I took notes as the students took the test.

10:03

After the first three students, we have a spring average 17 points above fall score. That's approximately a three-fold improvement over my best yearly growth, but I fear it's not to last. Indeed, I know it won't last: these are the highly motivated, almost-always-do-their-homework kids who were already testing well above average at the start of the year. Still, their growth alone is encouraging.

10:52

The first results from my on-level classes are coming in. This is where we'll make it or break it, because their motivation is not nearly as high as other students', those in the honors classes. I tell these students, “You call those other classes the 'smart classes,' but the only difference between them and you is that they have the motivation to do the work.” But the results belie that, a pleasant surprise. The overall average growth has dropped, but it's still a mind-blowing 10.09 point average. The on-level class has a 9.34 point increase average.

If I could have the results of my dreams, I would not have aimed this high.

11:40

Usually, at this point in the day, I'm thinking, “Just let the day end. Just put me out of my misery.” A student would raise her hand, indicating the completed test, and I would take a deep breath, steel myself, before heading over to record the score. “Please, please, I need some more growth. The last two kids' scores went down. I have to have some positive scores!” It's not that the students were doing poorly; they were simply not producing the results I'd dreamed of. Well, no, that's not accurate: some classes actually as a whole did miserably throughout the years, and I can't help but blame myself in those situations.

This year, it's entirely different. I still hold my breath as a student approaches, but at this point, with 95.56% of students showing growth (as opposed to the usual 70-ish%), I'm just waiting for that score decrease that I know, just know, must be coming at some point. This dream cannot go on until the end of the day.

2:24

I pass out the students' score sheets from their fall testing period, hopeful that these kids can pull it out. Our percentage of students showing growth took a serious hit last period, dropping from over 95% to 87.5%. The class in question is still very far above average with its scores, but very far below average with its growth. “When they're that high already,” my principal reminded me early in the year, “it's very difficult to get them up even higher.”

Yet despite the surprise, the day ended with almost 90% of students showing growth, and in one class, one hundred percent showed growth.

It was a year that made me think, "Well, where exactly is that merit pay?"

Candles

Easter 2014

Hiding the eggs
Searching
"There are some in the backyard..."
"You have so many eggs?!"
With a little help from my Mama
Liftoff
"The prize egg is in the front!"
"Jajko!"
Strike two!
My eggs
With a little help from my Mama, redux
Look at the eggs
Papa gives a hint
T finds the prize egg
Looking for leftovers
Counting eggs
Parents
Papa's cake
Happy birthday, Papa!

Holy Saturday 2014

Jesus is in the grave. Crucified yesterday, he lies wrapped in ribbons of burial cloth, awaiting tomorrow’s resurrection. Such is the teaching of the Church, which we recite every Sunday:

For us men and for our salvation
he came down from heaven,
and by the Holy Spirit was incarnate of the Virgin Mary,
and became man.
For our sake he was crucified under Pontius Pilate,
he suffered death and was buried,
and rose again on the third day
in accordance with the Scriptures.
He ascended into heaven
and is seated at the right hand of the Father.

And so he is buried.

The Polish tradition — and the tradition of other cultures, I’m sure — is to create a tomb for Jesus’s body in the church. One of the figures is taken from the cross and laid in the tomb, and parishioners — usually firemen — stand watch until Sunday morning.

One of the vicars in our parish is Polish — this year, he decided, with the pastor’s blessing, to bring the tradition of Jesus’s tomb to the parish of St. Mary Magdalene. And so the Paschal Triduum feels a little more like we’re in Poland every year.

Past years involved the pastor, who had never performed the traditional Holy Saturday basket blessing, coming for a quick prayer of the baskets of perhaps fifteen Polish families. Our pastor, however, has fallen in love with the tradition, has it announced several times before Holy Saturday, and has put it on the altar servers’ schedule so that we have a full procession.

The number attending has grown as well. After an opening prayer in Polish, Father W asked, “How many of you don’t speak Polish?” At least a third of the assembled raised their hands. Seeing so many, Father W, like last year, turned it into a primarily-Polish-but-quite-bilingual-blessing-nonetheless.

There are some things still missing, though. No crucifix lay at the front of the grave, with parishioners standing in a line, dropping to their knees at the fourth or fifth pew and continuing the rest of the way on their knees, all bending to kiss various parts of the crucifix. Blocks of wood have not replaced bells during the Lenten Mass. The day was not preceded with a Good Friday of manic baking and cleaning, just baking and cleaning. More reminders that the Polish community here is a distinct minority, a group that has largely assimilated into mainstream culture but still managed to keep the most important of traditions. In other words, it didn’t feel Polish; it felt American-Polish.

And then there are the things that would never occur in Poland: the fascination with the custom (after all, custom often becomes merely customary), the eagerness for photos of the regionally dressed (after all, if you see it almost every day in one form or another — especially when you live near a tourist region — it’s nothing special, merely every day)

But when it’s something you see once a year? Well, who can blame us all?

 

Easter Preparations 2014