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education and teaching

Tea Party Concluded

Students today finished working on the enigmatic twenty-fourth chapter of Mockingbird, which includes this passage that stumps all the kids every year:

Mrs. Merriweather nodded wisely. Her voice soared over the clink of coffee cups and the soft bovine sounds of the ladies munching their dainties. “Gertrude,” she said, “I tell you there are some good but misguided people in this town. Good, but misguided. Folks in this town who think they’re doing right, I mean. Now far be it from me to say who, but some of ‘em in this town thought they were doing the right thing a while back, but all they did was stir ’em up. That’s all they did. Might’ve looked like the right thing to do at the time, I’m sure I don’t know, I’m not read in that field, but sulky… dissatisfied… I tell you if my Sophy’d kept it up another day I’d have let her go. It’s never entered that [head] of hers that the only reason I keep her is because this depression’s on and she needs her dollar and a quarter every week she can get it.”

“His food doesn’t stick going down, does it?”

That last line — “His food doesn’t stick going down, does it?” — always leaves students flummoxed, and this year was no exception.

What makes this passage so tricky is the intentional pronoun/antecedent that those in the conversation are employing. Like good, genteel Southern ladies, they can’t be said to be gossiping since they’re not naming names, and no true lady would gossip. But that is of course what they’re doing, and though they’re not using anyone’s name,

The Tea Party

Few chapters are as initially bewildering as the tea party scene in chapter 24 of Mockingbird. It makes little sense because the women are all intentionally being somewhat obtuse, and while they all understand what they’re talking about, Scout is completely lost — as are most of the students.

Our first task was to break it into manageable sections. Afterward, we focused on chunk 1, which is about some previously unknown character named J. Grimes Everett and someone or something known as “those poor Mrunas.”

It’s all a mystery to them, and they work through it meticulously, discovering things here and there with me walking around offering a bit of guidance.

“Mrs. Merriweather says, ‘Not a white person’ll go near ’em but that saintly J. Grimes Everett.’ What is the antecedent of ’em in that sentence?” I ask one group.

“Mrs. Merriweather says, ‘Not a white person’ll go near ’em but that saintly J. Grimes Everett.’ What two important inferences can we make from this statement?” I ask another group.

We’ll finish up the work tomorrow.

Assessing the Testimony

Kids today worked on the various witnesses in the Robinson trial from To Kill a Mockingbird. I’ll be having the local criminal defense attorney who speaks with students every year meet with us via Google Meet when we come back from spring break, so we’re spending a couple of days getting ready for the session.

It always strikes me when students sketch out Heck Tate’s testimony about Mayella how their drawings look simultaneously silly and horrifying.

Spring Monday

Late March Thursday

Today, we ran one of the students' favorite activities: a Socratic seminar. There are few things fourteen-year-olds love more than arguing, and a Socratic seminar (obviously altered for Covid safety) is the perfect way to wind up a week. Today's discussion: who was the most morally upright of the minor characters in To Kill a Mockingbird.

After school, we got to hang around a bit because of a tornado shelter-in-place order.

The few kids who were still around sat in the hallway and made silly poses.

The last time we had a shelter-in-place order, the whole area got flooded.

The journey home was dark.

In Which the Teacher Screws Up

Last Thursday, the kids had an e-learning day as the whole district took a day off for teachers to get vaccinated. I gave the students the following work:

So many issues with this. First of all, the time I was supposed to be online (and therefore the time students were expecting me) was 9:00-9:30. When I got online at 9:30, everyone was leaving. How did I look at the school schedule and think I was supposed to be online during math teachers’ time? Oh well — it was no big deal.

The real problem, though — did you notice that fourth point? “Read chapters 13-16 by Wednesday.” But on Wednesday to have them read by Monday. So when I began class today ready to work with chapters 13-16 of To Kill a Mockingbird, a substantial number of students hadn’t done the reading.

“You said on Classroom to have it done by Wednesday,” a sweet and honest girl said. She offered me her Chromebook with the assignment pulled up: “See?”

I stood there, looking at the clear evidence I’d screwed up, wondering what happened (I just mixed up the chapters — it should have been chapters 17-20 for Wednesday), and wondering if there was any way to salvage the day.

“Reading day.”

“Seriously?” they asked incredulously.

What else was I to do?

In the Moment

The two girls were having an argument over how they were supposed to complete their homework. One girl insisted that they were supposed to write much more — much more — than I’d required. And she wrote much more. (That’s her in the upper left corner with the puffy jacket on, hair in a bun, looking down at her computer.)

“You know, H, I’m really going to miss you next year,” I said with a laugh when we got everything cleared up. “You’re the type of kid who never takes the easy way out, and that’s going to serve you well as an adult.” She smiled a little (or so it appeared — it’s hard to tell with masks on), thanked me, and headed back to her seat, shooting playful daggers at the girl she’d been arguing with and jokingly hissing, “See? I told you!”

All Here

Everyone was in first period for the first time in weeks.

Cliche

In class today, we went over formal voice, and one of the rules I presented concerned the avoidance of cliche. “Avoid them like the plague” is the old joke — they didn’t get it because they’d never heard the cliche.

Cliches are a little depressing: they’re victims of their own popularity. Someone comes up with a clever metaphor or conceit, then everyone wants to use it. Suddenly, it’s everywhere, and just like that, a clever saying has become a dreaded cliche. Even “tired old cliche” is cliche.

When it came time for creative writing at the end of the day, I gave them a simple prompt: “Based on what we talked about in English, do the opposite. Try to come up with a text (about anything) that is filled with as many cliches and colloquialisms as you can.”

Here was my effort:

So, I lost track of time when thinking about cliches. Initially, I was like a kid in a candy store when the teacher told us, “Try to be like, ‘I’m such a bad writer’ and include a lot of cliches.” But I feel like a fish out of water trying to write badly. I always feel like Big Brother is watching me when I write. (I guess you can read between the lines on that.)

Writing in cliches is a snap in a way because it’s just a matter of time before anything and everything turns into a cliche. Soon it’s going to require nerves of steel to avoid cliches because everything can become a cliche. Sure, it’s likely every saying lives in heart-stopping fear that everyone will fall head over heels for it and use it all the time, thus turning it into a cliche. At that point, the saying, now a cliche, slinks off with its tail between its legs when it should be going around without a care in the world. After all, even if it’s ugly as sin, it’s not the cliche’s fault that everyone uses it. I’m just saying the saying shouldn’t cry over spilled milk. I mean, the writing is on the wall, and it’s the thought that counts.

And I’m sure some sayings just want to go straight for the cliche phase, but better late than never. They want to move right past that fresh-as-a-daisy, I’m-a-new-saying phase and straight to the tired old cliche phase.

Whatever your view on cliches, I guess we should all just live and let live.

That’s 19 cliches and 8 colloquialisms.

Arguing

It’s a good sign when kids in fifth period walk into the classroom already arguing about the topic up for discussion that day: who is ultimately culpable for the deaths of Romeo and Juliet?