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education and teaching

Passing

I learned this evening that the pastor who led our local little congregation of the WCG when I was a teenager died recently. Nana and Papa had heard years ago from their connections that the man had Alzheimer’s or some other form of dementia, and that’s what one obit said about him:

R spent his life in the ministry, lastly in the Living Church of God. Due to his ailment, he was retired but continued to attend until his condition did not allow him that freedom.

The church I grew up in held some fairly heterodox beliefs, including the one that its members (at most 150,000 worldwide) were the only true Christians and everyone else, unbeknownst to them, was worshipping Satan and through his “counterfeit Christianity.”

When I read Peter Berger’s work on the sociology of knowledge (especially his books The Social Construction of Reality and The Sacred Canopy: Elements of a Social Theory of Religion), I felt he’d looked directly into my youth and described what I’d experienced. When you hold a view that’s in the cognitive minority, Berger explained, it’s difficult to maintain that view. Everyone else says you’re wrong. You either adopt the prevailing view or you insulate yourself with what Berger called plausibility structures — rituals and such that reinforce the heterodox ideas you hold and make them seem plausible in the face of a majority who says you’re wrong. One of the most basic plausibility structures is the cognitive ghetto: you isolate yourself from others physically and mentally to avoid contact with contaminated “others,” who might introduce new ideas that lead to doubt.

Our church did this exceptionally well. We had our own little culture with its own vocabulary, customs, retreats, and other structures that kept the perverted world with their Satanic ideas at bay.

Ministers in this church enforced this isolation with varying degrees of severity and using various leadership methods. It was not uncommon to find very authoritarian and controlling people drawn to the ministry of this organization as a result.

Growing up, I had contact with a number of these ministers and heard about others. Some of them ruled as an autocrat. Many of them were controlling, manipulative, and destructive.

R was none of these.

Certainly, he enforced the rules of the main organization, but there was a gentleness about him that was unlike many of the other ministers. He didn’t seem like he was on a power trip like so many of the pastors in the church did. He seemed humble, and he could certainly laugh at himself — a rarity in ministers in that sect. One online memorial expressed it succinctly: “He brought a new way of looking at things, he encouraged the entire congregation to try new things.”

I became close friends with his sons and spent countless weekends with their family in high school. He and his wife were always kind to me and the other teens in the church.

In the early- and mid-90s, the main organization went through some doctrinal changes that led ultimately to the breakup of the church. “It turns out, we were wrong — we aren’t the only Christians” seemed to be the overriding theme. “All these heterodox beliefs — they’re pretty daft as well.” Several groups splintered off in efforts to hold fast to the truth once delivered.

My parents accepted the changes; R and his family did not. For years I never heard from any of them.

I found myself thinking, “How could our friendship mean so little to them? How could they just let that all disappear? Were we friends only because we believed the same things?” I knew the answers. Instantly we were outside their cognitive ghetto; we were the other; we were heterodox, unkosher, unclean. Dangerous.

Then in the early 2000s, I found R’s email address on the internet and had a brief exchange with him. I was curious about why he stayed with the original beliefs; he was curious about why we left. We had a few exchanges and then as often happens, it ended rather suddenly for no real reason. What really did we have to say to each other, after all?

When Nana passed, I wondered if he and his wife (rumor had it they’d separated, even divorced, but the obituary I found indicates otherwise — or at least that she kept his name) had found out about her passing. My folks were close with them, and I know the dissolution of their friendship due to no-differing theological views pained them greatly.

In my interactions with R, though, I came to see that it pained them too, though in a different way. How could we turn our back on the truth we’d once held? How could we come out of the world (“the world” was the generic term for the non-member hordes) and then go right back into it? How could we hold the key to becoming God as God is God (but not quite — hey, I said it was quite heterodox but you probably weren’t thinking that heterodox) and then give it away?

In truth, it was the church that brought us together and provided the catalyst that we used to break ourselves apart. The Lord giveth and the Lord taketh away. But is that really any different from how other friendships come and go? Except for the handful of true, deep friendships we have, don’t we all move through relationships in the same way, regardless of religious belief or other baggage?

I do this on a smaller scale with 130+ students every single year. I get to know them; I get to like them; I don’t consider them friends, but they’re more than just students. And then they’re gone. And truth be told, I can’t remember most of their names initially when the handful comes back for a visit. “What’s your name again?” I ask with some embarrassment.

Rejection

We all know that kind of disappointment, the kind that feels like defeat or complete failure. It seems to engulf our world, to be a lens through which we view everything hereafter. For at least some period of time, we're sure we'll never see the bottom of it and so never be able to climb back out of it. Like the pressure at the bottom of the sea, it seems to press in from all directions as if it has a conscious will, a desire to compress us into nothingness.

It's been a long time since I felt that because to feel that kind of complete desolate disappointment, one has to be really young. With age comes experience, which brings perspective. We learn to say things like, "Well, this is troubling, but it's not the end of the world." But when we're young, those huge disappointments feel like they are in some way the end of the world.

A young lady whom I've had the privilege of teaching this year applied for the creative writing program and the fine arts center here in town, hoping to get one of the six available slots for the next school year. She is a gifted writer, an avid and curious reader, and a thoughtful conversationalist -- all the things you'd look for in a budding writer. She asked me to write a recommendation for her. My first draft was my "what I'd really like to say but won't because it's over the top" version:

In my more than twenty years in the classroom, E stands out already after only one semester as one of the most gifted and hardest working students I've ever encountered. She is an endlessly creative writer with a mastery of language that belies her young age. She is more determined, more mature, and more insightful than just about any other eighth grader I've ever met, and she has a true gift in the arts, both acting and writing. In short, I can't think of any student in my experience who deserves the chance at the Fine Arts Center more than E, and I can't think of any student whose later accomplishments could possibly bring more joy and honor to the school.

This young lady will be one day a renowned, respected, and imitated author, and quite honestly she will do it with or without your help: that's how good, how dedicated, how determined she is. Admit E, and in so doing, not only will you give an incredibly gifted young writer a much-deserved headstart in her writing career but also you will give your faculty members and the student body a most incredible and memorable gift.

The latter half was way too much and probably would have hurt her chances more than helped, so it was gone long before the final draft was ready. Still, it's what I felt -- what I still feel.

This morning, I got an email from her mother explaining that she did not get admitted to the program. She was emailing me on the sly, she said, and I took that to mean I was to feign ignorance, which I did.

She came in fourth period and said nothing. She was not quite her usual self, but she certainly wasn't a typical pouty eighth grader who refuses to work and sits with her emotions smeared all over her face. At the end of the day, I teach her again, this time journalism/creative nonfiction. The random-student-picker app I use popped her name up very first when I began one-on-one consultations, and she finally let me know what had happened.

"Where do I go from here?" seemed to be her concern. "How can I get better at writing if I have no one to teach me?"

"You get better at writing by doing two simple things," I replied. "Writing and reading. Reading and writing." That's not quite true: there's more to it than that, and a good instructor can be invaluable at providing feedback. But none of the writers we see as great had formal training in creative writing: Shakespeare, Dickens, Dostoyevski, Twain -- none of them took creative writing courses, yet they serve as the core of Western literature.

No, I don't worry about this young lady at all. She's determined, gifted, and curious -- that's all she needs.

Random Photograph

Poland, 2010

And then

the little stinker comes into class today and says, “Can I get my work so I can take it to the library? I don’t want to get in trouble again.” Not quite, “I don’t want to disturb class again,” but an apologetic self-awareness that is uplifting and frustrating.

“You what’s so irritating about working with you?” I told Y. “I like you. That’s the problem. If you were a complete jerk all the time, it would be easier because it would be harder to like you as a person.” He smiled.

In the afternoon, he came back and apologized for yesterday.

Maybe the other shoe isn’t completely off — it’s dangling on a toe. Or maybe he’s just trying to put it back on.

The Other Shoe

When we get a new kid in the school, we always get a packet of information about them: sometimes it’s a thin bracket; sometimes it’s a fat pocket. But there’s always a packet.

Many of the documents included in the packet deal with the student’s behavior. Sometimes the reports in the packet don’t match the student’s behavior at the beginning. For example, a student may have information in their pocket detailing a long history of behavior issues: insubordination, disrespect, fighting, skipping class, and everything in between. Occasionally, the packet even includes information about how many administrative referrals I didn’t and the details about those administrative referrals. In general, the fatter the packet, the more there is to worry about.

The students you really have to worry about are the ones that live up to that reputation immediately. The package says there are behavior issues, and the student shows his behavior issues from the first meeting. These are the kids are going to be a challenge because they don’t even care to try to make a good first impression: Are you unaware of the fact that they are making a person brushing.

In reality, though, the really frustrating students are those who have the thick packet and show excellent behavior at the beginning of their stay in the new school. It’s a honeymoon period: they’re feeling their way around the new school and everyone else figures out what they’re all about. This honeymoon period can last anywhere from a couple of months.

Sometimes the portrayal in the packet is incongruous with the student in the classroom. It seems a miracle has occurred. Previous teachers’ comments in referrals mention insubordination, disrespect, skipping class, fighting with other students, verbal altercations with teacher, and all the student initially shows in the classroom is compliance. The temptation is to think that something has happened, that student has seen the light somehow, some way. That the student has realized the dangerous track he was on and has made a good-faith effort to change. I wish that were the case.

It never is.

The honeymoon period will come to an end. The other shoe will drop. If the kid has been described as insubordinate, insubordination will rise to the surface sooner or later. There are few miracle transformations an education.

We’re dealing with the soon in like that right now. The really frustrating thing about it is that such students have shown themselves capable of successful behavior. It suggests the behavior, to some degree or another, is a choice. If it is a choice, it’s hard not to feel some degree of negativity towards such students. One wants to say to them, “You shown you can clearly do better; you’ve shown positive traits in the class instead of disruption that steals educational time away from other students. Why? It’s hard not to take it personally that you choose the negative with us over the positive.”

It is of course much more complicated than this. But working with such kids is so tiring: it’s one step forward, three minutes of rolling backward because why step when rolling gets more laughs?

Note: This was dictated on the way home from school to a new speech-to-text app I’m trying out. I think I’ve edited out any nonsense resulting from unavoidable technical glitches, but I’m too tired to give it another read to check…

In Praise of Puns

A journal entry I wrote during journalism class after a day of subjecting my students to an endless stream of cheese puns.

In many ways, puns are the king of humor. They are the intellectual side of jokes, the calculus or Shakespeare of humor for the simple reason that they always require thought. A good pun tickles the brain as the listener runs it through her head one more time to get it (if it’s a really good pun), and even a weak pun gives the listener a little boost in the thought, “I get it.”

Puns also create pleasure in the mind of the punster. It creates that little moment of uncertainty as the joke lingers in the air and the joker is just a little unsure that everyone will get it. And because there are always those who don’t get the pun immediately, there’s a little pregnant pause as understanding spreads: the little giggles (or better yet, the low groans) tell everyone else, “I get it, and it’s either good (the giggles) or great (the groans).”

This pause between the telling and the comprehension and laughter creates a space where the teller and the listener are in together on a little private joke. Puns, then, are sometimes the most intimate of jokes because they create a little humorous bond between the teller and whoever might get it immediately while excluding those who look around bewildered, often saying aloud, “I don’t get it.”

Two Households

We began Romeo and Juliet today, our first day back from winter break. All morning, as I saw the Honors English kids, I smiled enthusiastically and said, “Today’s the day. The day!” Their response was generally the same: “Hurray!”

Except for the faux enthusiasm, my thoughts are just that: Hurray! I love getting to introduce kids to the unadulterated bard. No simplifications; no abridged versions — just a couple thousand lines of blank verse.

“Why are we even doing this?” one student asked. “Why Shakespeare? Why is he important?”

The thing I love about teaching these kids is that they ask questions like that no to try to get out of it or to let me know they think it’s not important and can’t be convinced otherwise; they want to know.

“Only one thing has had a greater impact on the English language in terms of introducing new idioms and even new words, and that’s the King James Bible.” Just look at some of the things we say on a regular basis that came from Billy:

  • all that glitters isn’t gold.
  • barefaced.
  • be all and end all.
  • break the ice.
  • breathe one’s last.
  • brevity is the soul of wit.
  • catch a cold.
  • clothes make the man.
  • it’s Greek to me
  • lackluster
  • leapfrog
  • live long day
  • wear one’s heart on one’s sleeve

And that’s far from an exhaustive list.

I explained this, and then simply summarized: “Because most scholars, writers, and general readers consider him to be the most influential and perhaps best writer of the English language.”

They weren’t convinced, but it did soften their resolve a bit — perhaps it won’t be the worst thing in the world.

Opłatek 2019

It's the fourth year I've shared the oplatek with students here in America, which means it's the eleventh time I've shared it with students in my life. The first year we did it, I found it to be so magical that I was sure that it couldn't ever be so perfect. The kids enjoyed it more than I remember seeing thirteen-year-olds enjoy something proposed by an adult: I expecting at least some reluctance, some groans, some pushback.

Every year since then, it's been the same, though. I show them images of Wigilia in Poland, explain the sharing of the Christmas wafer, and suggest that it might be enjoyable to do it here. Some heads shake doubtfully. Most just look at me suspiciously, perhaps a little expectantly.

This year, though, I tried something new: I suggested to my journalism students, whom I teach in the final period and most of whom I've had earlier in the day for English I Honors, if they wanted to do it again. "After all," I said, "there are several in the room here who didn't do it earlier." The enthusiasm was as clear as it had been earlier in the day.

A good day to be a teacher.

Previous Years

Opłatek

Oplatek

Wigilia 2015

The Card and the Project

The Boy loves Pokemon cards. We play sometimes, but I'm not sure he understands quite how to play because the way he taught me seems a little overly simplistic. But we still have fun.

For some time now he's been participating at the card trading table the teachers have set up for kids in after school. Every day he tells me about who wanted to trade what with whom, and sometimes he's frustrated because someone didn't want to make a given trade with him and other times he's upset because he didn't want to make a trade with someone -- rarely are all parties happy, I fear.

During all this trading, he's had a single-minded goal: to get some super-mega-ultra card with some ungodly number of damage points and virtual immortality. At least that what it sounds like in all his almost-hyperventilating hyperbolic descriptions.

Today, he finally managed to make that trade.

In Papa's room with his new treasure

In the evening he had to work on a project that we somehow didn't realize was a project and got swallowed up in the chaos that is our family life. He got another copy of the project and began working on it tonight.

As a teacher, I always view these things a little differently than K. I find myself sometimes judging work, thinking, "How useful is this really?" And other times I find myself thinking, "That's a great idea. I'd use that if I were an elementary school teacher." (God forbid!)

I also find myself a little less worried about our children's grades. "This might drop your grade significantly!" K fussed at the Boy this weekend when we realized what had happened. My response: "Yes, and?" Grades in elementary school are not something I worry too much about. More importantly: did we make sure the Boy learned some kind of lesson about communication and organization with this adventure? Did we learn anything?

Overheard

Student 1: “Scylla and Charybdis — aren’t those names of Sirens?”

Student 2: “No, no — that’s the six-headed monster and the garbage disposal.”

At my request, Student 2 later illustrated her summary of that portion of the Odyssey.

Library Day