matching tracksuits

fun in threes, sometimes fours

education and teaching

Day 51: Seeing Anew

Atticus Finch -- what a hero. What a fantastic lawyer. That's what we all walk away thinking the first time we read To Kill a Mockingbird. We read his cross-examination of Bob and Mayella Ewell and think, "He did a really good job establishing Tom's innocence," and can't understand how Tom could be found guilty-- though we can understand it because it's Depression-era Alabama.

The state has not produced one iota of medical evidence to the effect that the crime Tom Robinson is charged with ever took place. It has relied instead upon the testimony of two witnesses whose evidence has not only been called into serious question on cross-examination, but has been flatly contradicted by the defendant.

Nailed it -- keep hammering on the fact that no doctor was called, Atticus.

She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards.

Her father saw it, and the defendant has testified as to his remarks. What did her father do? We don’t know, but there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led almost exclusively with his left. We do know in part what Mr. Ewell did: he did what any God-fearing, persevering, respectable white man would do under the circumstances—he swore out a warrant, no doubt signing it with his left hand, and Tom Robinson now sits before you, having taken the oath with the only good hand he possesses—his right hand.

There it is -- that brilliant evidence that someone lefthanded inflicted the bruises on the right side of Mayella's face. Tom's left arm was mangled in a cotton gin when he was young -- he couldn't have done it. Case closed.

And then that impassioned closing:

Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious—because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe—some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others—some people are born gifted beyond the normal scope of most men.

But there is one way in this country in which all men are created equal—there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal.

I’m no idealist to believe firmly in the integrity of our courts and in the jury system—that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty.

What a perfect defense! What insight! What an amazing job defending a man in a hopeless situation!

That's what we think when we're not lawyers, though. But what about a trial lawyer who's had twenty years' experience in the courtroom? Someone who's represented defendants against charges of rape and murder?

During the 2018/2019 school year

Every year, as the kids finish up Mockingbird, I have Jim Bannister, a local defense attorney, come in and walk the kids through the details of the trial and evidence. He's been doing this presentation for some years, ever since a friend's daughter read the book. The friend asked him what he thought of Atticus's defense and, not having read the book since middle school, Bannister reread the chapters dealing with the trial.

"I would have handled things a little differently," he remarked. "To be fair," he's always added when talking to the kids, "Atticus seems to be a tax and/or estate lawyer, so he was not in his area of specialization at all." Still, he helps the kids see the mountains of evidence that Atticus could have brought into the trial that doesn't even get a mention.

The most damning evidence does appear in the book, but Atticus doesn't push it hard enough: no doctor was ever called.  This means there's no evidence that the crime even took place. But there's so much more than that.

What about clothing the accused and supposed victim were wearing? How could Tom, who's left arm is all but useless, hold down Mayella as she claimed, take off his clothes, take off her clothes, and rape her while using only one arm? It doesn't make sense -- it's physically impossible.

What about defensive wounds on Tom? Mayella said she fought him "tooth and nail." There should have been scratches all over Tom's face.

What about the window through which Bob says he saw the rape in progress? Earlier in the book, the Ewell house is described and we discover that there's cheesecloth over the windows instead of glass panes. How clean was that cheesecloth? How much could Bob actually see?

And if his daughter was being raped and all that stood between him and the rapist was a bit of cheesecloth over a window no more than three feet above the ground, why didn't he dive through the window and attack Tom? Instead, he claims he witnesses the rape in the front room and runs around the entire shotgun house and enters through the back door.

All these were failures on the part of Heck Tate, the sheriff, who did absolutely no investigation at all. "I would tear him apart on the stand," Bannister laughs.

For me, though, the most jaw-dropping piece of evidence was a little gem hidden in Tom's account of the event.

"Mr. Finch, I was wonderin’ why it was so quiet like, an‘ it come to me that there weren’t a chile on the place, not a one of ’em, and I said Miss Mayella, where the chillun?”

Tom’s black velvet skin had begun to shine, and he ran his hand over his face.

“I say where the chillun?” he continued, “an‘ she says—she was laughin’, sort of—she says they all gone to town to get ice creams. She says, ‘took me a slap year to save seb’m nickels, but I done it. They all gone to town.’”

Tom’s discomfort was not from the humidity. “What did you say then, Tom?” asked Atticus.

“I said somethin‘ like, why Miss Mayella, that’s right smart o’you to treat ’em. An‘ she said, ’You think so?‘ I don’t think she understood what I was thinkin’—I meant it was smart of her to save like that, an‘ nice of her to treat em.”

Why in the world didn't Atticus call to the stand that ice cream salesman?! Everybody in the town knows the Ewells; everyone knows how poor they are. To see all seven of them come traipsing up with nickels in hand to buy ice cream would have been a once-in-a-lifetime, always-remember-it moment.

So he comes every year to lead students through these pieces of evidence, suggesting at the outset that they pretend like he's the lead attorney and they are his paralegals, investigators, and co-attorneys. "Let's see if we can't put together a better defense for Tom Robinson."

Except he couldn't come this year for all the obvious reasons. Yet when I asked him if he'd be willing to give it a shot on Google Meet, he didn't hesitate: "What dates are we looking at?"

And so he sat in his study and led several of my students through a discussion via Google Meet, and my eighth-grade vice principal (well, she will be next year after our current, much-loved vice principal retires) popped in eagerly when I told her what we were planning.

Despite the frustration of the lockdown, it was a good day to be a teacher.

The Day's Adventures

The Boy has wanted to build a bamboo structure of some sort for some time now. He had in his mind a large and grand structure, perhaps with a swimming pool beside it and a diving platform coming out of the second story.

Heading down to play in the creek after "school"

Today, I suggested a little more modest structure: "We could simply use the corner of our fence and Mr. F's fence and build it there.

Looking for minnows

And so we went out into the stand of bamboo growing in Mr. F's back yard (more or less -- not really sure of property lines there) and took a few canes.

Dew-laden web, photo by the Girl

We stripped off the small branches on which grow the leaves, cut them to length,

dug a few holes, and we had our basic frame. A little more work and we had a functional structure.

A good day to be a dad.

Day 46: Snakes, Dogs, and Balls

Some years ago, there was a little flu epidemic here in the upstate. I'd forgotten all about it until I read the entry from the "Time Machine" widget at the bottom of the page.

I wrote,

Students come running into the classroom, desperate not to touch anything but the bottles of hand sanitizer that they’re most eagerly sharing amongst themselves. They sit down and put their hands in the air as if they’re being held up at gun point. They open doors with their feet and they laughingly refuse to touch the copies of Much Ado About Nothing we’ve been using in class.

A quick look around the room confirms my suspicions: I won’t be able to accomplish anything without dealing with this first.

That was 11 years ago now, and it seems so insignificant compared to what we're living now. Our flu outbreak affected a small part of the state; this viral reality is affecting the entire world. Magnify something and its significance seems often to increase exponentially like the curve of new cases in many places. That curve seems to have reached its summit in some areas. Everyone seems eager for that to be the reality, though. Do we have the maturity and self-control needed to keep the curve from turning back upwards again? I don't know.

Looking for the snake E and our neighbor saw

I know the kids have simply settled into the new rhythm and joke about it. The Girl is having an easier time than the Boy in some ways because she's in more constant contact with her friends through Facetime -- they sometimes just leave it on while they're doing other things, as if to have a companion near.

The Boy gets to see his friends daily with their whole-class Google Meet. (An aside: It's amazing the difference between elementary students and middle school students when it comes to these online meetings. When E's class meets, almost everyone is there; when my classes meet, almost no one is there. I suppose there's more parental involvement in the younger children's lives.) Still, that's hardly a substitute for their usual day together, which includes a bit of down-time to talk and of course recess.

Another entry from the nostalgia widget:

I wrote,

My reaction over the years has changed. In the past, I was just trying to survive at this point in the year. Perhaps that was because of a lack of clear and clear-headed goals for students; maybe that was a result of my inexperience and ineffectiveness; possibly that was because I had some exceptionally challenging students. Or perhaps it was all that and more. At any rate, I find myself eager, after a short break, to begin again. A sufficient “short break” in this case would be about three weeks or so, but I’m fortunate that we get about four times that.

That short break I was referring to was a hypothetical three-week summer break before getting back to school. I was suggesting that perhaps the whole summer is necessary. Indeed, it's a luxury. But now -- we'll have a break from mid-March until mid-August, and even then, I doubt we'll get back to normal.

In the end, "normal" will have to shift. Our state superintendent is already talking about possibly going to school in shifts to maintain an appropriate distance. I'm assuming that would mean dividing the eighth-grade student body in half: group A goes Monday and Wednesday and group B goes Tuesday and Thursday. Friday? Who knows. Who knows anything at this point. It's odd that the longer this stretches out, the more the uncertainty in some sense.

Day 23: Conferencing and Apologizing

Conferencing

We had a chat in English I today about the mad dog scene.

I was helping the kids see the significance of this seemingly out-of-nowhere scene. Students’ reaction to the chapter was fairly unified:

S1: It opened up a lot of questions to me about Atticus; what was his past life? How did he have the knowledge to shoot, and how did he shoot so well?

S2: I was in shock, mostly because of how I was pondering it’s relevance to the book. The act it’s self didn’t perturb me but it did show how close the community is.

Once I got the kids to see that the scene is there to set up one way that Atticus has, contrary to his children’s view, hero qualities in the traditional sense (read: macho sense), we’re ready for them to understand why he kept it under wraps for so long. (The Mrs. Dubose scene is critical for that.)

At the end of the conversation, one student asked me about our dog. (When experimenting with Flipgrid, I made a video for the kids, and in it, I showed them our dog.) There was a bit of a misunderstanding in our conversation today, though:

S1: How’s your dog?

Mr. Scott: She’s in heaven

S1: Wait, did she die???

Mr. Scott: She’s never had so much attention or gone on so many walks

S1: OH

S2: I was worried.

S3: I thought she died too-

S4: O I thought you meant she died

It struck me as odd that they thought I might use a phrase like “She’s in heaven” to tell them the dog had died.

Apologizing

We go on a walk just about every single evening these days, and when we come back, if we have time, the kids want to play a game. Monopoly has held a monopoly lately, but today, the Girl talked E into trying Sorry again.

She was probably sorry she did.

E jumped into the lead and before almost any of us had more than one pawn in the “Home” circle, he had three. And his remaining pawn was stuck at “Start.” Forever. And ever. So long that we all caught up to him.

I have to admit, I was really rooting for him. When I drew I “One,” which would have allowed him to start moving, I wished I could slip it back in the deck for him. He’s so frustrated with board games because he never seems to win.

I wasn’t exactly helping L, though. I Sorry’ed her a couple of times, and at least once, when I drew the “Move forward ten or back one” card, I moved back one just to knock her back to start. Part of it was to see how she dealt with frustration. She did admirably well — that girl is growing up. (Slowly, but I guess we wouldn’t have it any other way. Well, about most aspects.)

The game kept going until it was a four-way tie: all four of us had three of our four pawns in the “Home” circle and the other pawn three or four moves away from victory. K stole the win from E, which is fair in a sense: in Monopoly, we’ve taken to calling her “slum lord” because of her property choices and indebtedness. She deserved a win. (Though she did come out fairly strong on the last time we played Monopoly…)

“Can we play for second?” L asked.

I somehow managed to get second place, which I really didn’t want. Again, hoping for the Boy to get a little bit of an upset.

“Can we play for third?” the Girl asked.

And the Boy swooped in to steal third.

Day 16: Uncertainty and Certainty — Random Thoughts

I am no longer certain about anything regarding school. We've been out for almost three weeks now and we have another three to go, but the rates of infection here in South Carolina are not decreasing. I, and many of my students, suspect and fear that we won't be heading back this year. But we could be wrong; I hope we're wrong.

I am no longer certain about Papa's condition. Something neurological seems to be going on, and with COVID-19 pillaging our country right now, it throws the whole medical community into comparative chaos. It's not a simple matter getting an appointment with a doctor anymore.

I'm no longer certain I want to update this daily. It's been my longest streak: over 100 consecutive days at this point, stretching back to December 22. I've been doing it more out of a sense of stubbornness than anything else. "I've made it a month: might as well try to make it two." "I've made it two months: might as well try to make it three." And to what end? And if I do continue, to what loss? A few minutes' time every night to make a record for -- for whom? I don't even think it matters.

I am certain about the value of the increased time we've been spending together. Being it home makes schooling both easier and more challenging, but we're spending more time together as a result of everything being shut down -- nightly walks, movie nights (tonight, Hugo -- E loved it; L claimed it was boring but still demanded we pause it when she went to the restroom), evening games of Monopoly, afternoons spent in the backyard messing around.

Day 12: The Project

The Boy's teacher was ambitious: a project during their time out of school. "Design your own island." The Boy came up with Ice Cream Island, with volcanos that spew ice cream, a chocolate lake, and a whipped cream waterfall...

The Girl let him use her paints with the understanding that she could help.

Day 9: Conferencing

Our admin staff held the first video conferencing session today at 9:30 on Google Meet. We'd had an informal one earlier in the week, but with everyone talking, it was far too chaotic for me. I thought I'd lose it. Very hard to follow. It seems everyone learned from the experience: the principal was unmuted, everyone else was asked to mute themselves. Questions went in through the chat box option.

E's class had their first video conferencing session on Zoom today. At 12:30 everyone logged on and the chaotic chatter began. The teacher had a clever idea: use classroom management techniques for quieting everyone. "If you can hear me, touch your nose." Everyone got a chance to chat and tell everyone what they were up to. The Boy seemed awfully quiet. When his turn came, he simply passed.

I held my first online conferencing session with students just after the Boy's. I used Google Meet. It stinks. After participating in a Meet and leading one, I've determined that it is useful for chaotic nonsense only unless everyone is muted but one or two. Next time, Zoom.

Still, it was a relief to see the kids again. It's only been a little over a week, but it feels like so much longer. "It's so much different than, say, spring break," I told them. "During a break, you know that in a week or two, you'll see your students again. Here -- who knows when we'll meet in person again?"

Afterward, once it finally stopped raining, I suggested to the kids that we take the dog for a walk. They jumped on it enthusiastically. The simple pleasures are becoming pleasures for them again. If there's one bright side to this whole pandemic, it's that.

On the walk, the Boy and I got to talking about favorite books and authors. "I think my favorite author is Roald Dahl," he said, then asked me about my favorite books.

"I think Absalom, Absaom! is the best book ever written," I said, wondering how he'd respond.

"Is that a book a kid could read?"

"No, most definitely not." I wouldn't even suggest to my best readers in honors classes to tackle that book. It's beyond challenging the first time through. Perhaps not as bad as Finnegan's Wake or even Ulysses, but quite a challenge.

"What other books do you like?" he asked when I'd finished explaining all that.

"I'm partial to Charles Dickens," I said.

"Didn't he write Moby Dick?" asked L.

"No, that was Herman Melville. But now that I think about it, I believe I see a little similarity between Dahl and Dickens."

E raised his eyebrows as he does when he's excited.

"They both tend to give characters names that somehow reflect their character." I explained how "Trunchbull" from Matilda seems to be a portmanteau of "truncheon" and "bull."

When we got back, I introduced E to "Lunch Doodles with Mo Willems." "Do you know how he is?" I asked.

"Yeah, he wrote the pigeon books and pig and elephant."

Then, at a little past three, I get this statement from the governor:

At this time, students, parents, and families should plan for South Carolina’s schools to remain closed through the month of April. Our dedicated teachers and school administrators have done a tremendous job in making it possible for our students to learn at home. We understand that the prospect of schools remaining closed for an extended period of time places stress and strain on parents and children. Rest assured, if there is any way to safely open our schools earlier, we will do that, but schools must remain closed to protect the health and safety of South Carolinians.

So it seems our adventure is just beginning. The worries will build, I'm sure, as the cases rise in our little state, and as our president begins to make noises that indicate he thinks money is more important than lives, I wonder if a crisis in government might accompany the crisis in our national well-being.

But as long as everyone ends up safely tucked in their beds at night, my primary anxiety is assuaged.

Day 6: A Realization

While working in the yard today, I got to thinking about the rumor I heard from a neighbor that the rest of the school year was going to be canceled, moved to online learning. I’d thought this myself, but hearing another person say it made it seem like less like one of the silly thoughts that sometimes rumble around my brain and more like a possible outcome.

What a sad realization then when I thought, “It’s a very real possibility that the last time I saw those kids was that Friday, just over a week ago now.” In some ways, this has been my favorite group of students: a fun mix of varied personalities with relatively few high-maintenance (i.e., poorly behaving) students. Sure, there are some talkers, but that’s nothing compared to issues I’ve faced in the past.

And instead of saying goodbye to them, wishing them well, sending them on their way, it just came to an end.

That’s the fear — because deep down, despite the facade I wear at school, I’m a sentimental schmuck and things like this bother me…

Day 3: First Day of School

The day started out foggy and stayed dreary -- it could be a kind of metaphor for everyone's mood, I suppose. But we're fortunate: we have food; we have (a bit of) toilet paper; we have money in the bank; we have a home; we have a family that's together. That's what's most important.

Today was our district's first day of online learning. There's a vast spectrum of what this means. For E, it was a 90-page packet of reading, math, social studies, and science work. He took on the reading first, making it through a fairly long retelling of Goldielocks with relative ease and breezing through the questions.

"We're not seeking to further their education," was the mantra as teachers in my school prepared for our own students earlier this week. "We're just tasked with providing work that will keep them from slipping."

That seems like a fairly succinct description of the work E got.

I helped him with some of it; K helped him with some of it; he did a fair amount of it on his own without direct help. Helping him usually just means giving a nudge when he gets overwhelmed and frustrated -- a kind encouragement, a hint. Sometimes it becomes too much, though, and we need a break. Such was the case today.

Still, we managed to work through all the challenges and completed the work just after lunch.

L had video conferencing with teachers and they went over some new material. Of course, she goes to a charter school, which means there is a bit of a semi-natural selection process involved in the enrollment.

As for my kiddos, I got a few emails, exclusively from honors kids and mostly about outstanding assignments.

"When is that paper due?"

"When can I take my makeup test?"

As for the rest of them? I'm not sure. I didn't hear from them. And I got word today that if kids are not doing the work within two days, I need to be contacting parents. That ought to be fun.

Not as much fun as our little fire this evening, but fun.

Day 1: Achievement Gap

There was one overriding concern at today’s faculty meeting: we have to do everything we can to make sure that this national emergency does not expand the achievement gap any more than is inevitable. We spent the morning talking about how to prepare materials for students to work at home with one underlying assumption: vast numbers of kids won’t do anything during this time. The “high flyers” will do everything we give them; the middle-of-the-roaders will do some of it; the ones who need the most help will do the least.

“They don’t even do much work when we’re hovering over them” was the common refrain.

So as we embarked on our planning this afternoon, working to create ten days of material for students to work on while we’re closed, we kept that in mind — a frustrating project, planning materials that we know will most likely not be used by kids who really do need to use it.

And the common refrain during that planning process: “We need to go ahead and plan for the next ten days because there’s no way we’re coming back at the beginning of April.”

We’ll cross that Rubicon when we arrive at its banks…

A View into a Mind

It was a difficult poem, to be sure. But I'd adjusted accordingly.

First, I'd given students plenty of footnoted definitions. Words like "smouldered" and "pungence" (the poem used British English) would have left them flummoxed otherwise.

Additionally, I'd asked a fairly simple series of questions as part of our weekly inference practice: "What can we tell about this lady? What does she look like? Is she old or young?" As always, I expect the students to back up their answer with the text, and I've given them a simple formula to follow.

  • Make a claim: "The lady is x."
  • Back it up from the text: "I know this because the text says..."
  • Explain your thinking with one or two sentences: "This shows she's x because..."

I really don't feel like it's all that challenging. Besides, it's something we do every Friday -- inference work.

"It's like shooting free throws," I tell them. "It's the most basic skill we do when we read, inferring." It's why we do it every Friday, week after week.

Thirdly, I'd cut the text: we were only working on the first stanza. The rest of the poem, I felt, might confuse them more.

Finally, I am always walking about the room as students work, offering help and answering questions, helping redirect or clarify thinking or ask questions that help them see the text in a new way, and there is a co-teacher in the room as well.

The text itself was a poem by Amy Lowell, "The Lady."

You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks
Of an eighteenth-century boudoir.
In your eyes
Smoulder the fallen roses of outlived minutes,
And the perfume of your soul
Is vague and suffusing,
With the pungence of sealed spice-jars.
Your half-tones delight me,
And I grow mad with gazing
At your blent colors.

So given the questions -- "What can we tell about this lady? What does she look like? Is she old or young?" -- and the formula we've been using all year, something like this was my objective for student achievement:

The lady in the poem is beautiful. I know this because the poem starts with the words, "You are beautiful." The poem wouldn't say "You are beautiful" unless the lady was beautiful. The writer might be joking, but I don't think so.

Also, the lady in the poem is old. I know this because the poem says, "You are beautiful and faded." I know from my own experience with clothes that usually it's old things that fade. So if the writer says the lady is faded, she must be old.

Of course there would be varying degrees of writing proficiency with that (I don't teach writing -- I'm the literature/reading teacher), and I would have to help some students reach that second realization. Also, that final sentence of the first paragraph requires some evidence as it makes a claim. What in the poem suggests the writer Still, most of them saw these things and wrote something similar.

Many, but not all.

There are several students who receive special ed services in that class -- it's an inclusion class, and there's a co-teacher in there for that very reason. Many of the inclusion students have behavior issues that accompany their learning disabilities, but some just quietly do the best the can.

One such student produced the following in reply to the above prompt:

we know about this woman that she is beautiful and she likes an old opera tune and the perfume of her soul and she is young and her appearance is a grow mad with gazing and eighteenth-century boudior and her personality is blent colors

The lack of punctuation and capitalization is fairly typical of average eighth-grade students these days, at least in my school. That's not my concern with this excerpt. What initially fascinates (and saddens) me is the content: it simply makes little to no sense at all past the first two clause-like elements: "we know about this woman that she is beautiful and she likes an old opera tune." Beyond that, it seems like just a random collection of elements from the original text.

There is, however, a pattern. She clearly referred back to the questions: she explains about "her appearance" and then "her personality." So this was not an apathetic student just randomly grabbing some words and throwing them together. This was not a vindictive act of "I'll just put complete nonsense there because..." It's a genuine effort at answering what was for her an incredibly difficult question.

Yet there's more than just that. Look closely: she links "appearance" with "gazing," a verb connected to seeing. She links "personality" to "blent colors" because the poem says "your blent colors," so she clearly recognized that possessive pronoun and made a stab that that might be related to "her personality." It's not a bad interpretation, to be honest.

It's really a valiant effort, truth be told.

But I didn't see that at first. Grading so many such assignments, week in, week out, I get to where I'm only scanning, truth be told. Which is to say, I read it, but I read it so very fast that I'm not really reading it in the truest sense of the word. I'm not reading it like I read a book that I'm really enjoying, or even an email from a colleague. I'm looking for specific things very quickly.

I'm doing what I tell my students not to do.