Tag: education

Seaspray

Amy Clark2 Comments

In this last year and a half of teaching during pandemic, I found myself reflecting heavily–wondering…considering… asking a lot of questions (more so than in a typical year).

Why am I teaching this material in the way that I am? Where is my focus centered–on kids or on material? Is this lesson really necessary in the learning lives of my students? How does this activity (you fill in the best word here–test, project, assignment, etc.) help kids grow as learners and as humans? How does this bring them actively into their learning process? In what ways will this learning open up their curiosity, ideas, perspectives? Is this work meaningful in the lives of the students seated before me?

When I cannot answer those questions in a way that aligns with what I know to be important in establishing a classroom that fosters engagement and is fully centered on the kids in front of me in that moment, then I know a change is necessary. In this year when so much was different and difficult and distracting, this reflection helped me maintain my focus and cull my practice. There was only time for what was truly substantive and significant. There was only time for learning that honored my kiddos, their voice, and their needs not only as students but also as humans living through a worldwide crisis (or, if you will, through worldwide crises).

It was a far from perfect year, but that intensity of inward gaze and outward paying attention to my kids created a critical cascade of change that should not disappear simply because things will one day return to some version of what was once “normal”.

One practice that withstood this crucible of questioning without much adjustment was that of daily poetry work. The work looks something like this…I bring in a poem (either one I have chosen or one a kid has recommended) printed and cut to size-ready to be taped into writers notebooks. We read the poem aloud, twice, then I ask my students (almost always) without agenda, to respond in any way that feels right to them. Maybe, the poem has struck them and they have something to say? Maybe they want to talk about structure or word choice or punctuation or line breaks? Maybe the poem reminded them of something and they want to write or draw about that? Maybe the poem ignited a creative flame and they will write in that direction? Maybe they feel a connection with the poet or they feel seen or they understand someone else’s perspective and they want to write or draw about that? This time can go any which way. It is theirs. I never pick up these notebooks. I never micromanage them. There is expectation and there is trust and in the marriage of the two, we are a community of readers, writers and thinkers.

After a few minutes of time in their notebooks, we talk. These conversations are never predictable or planned, but they are always worthwhile because they uncover learning I could not have foreseen…which is kind of the best.

Now, it would be dishonest to say that it’s easy for me to let their responses lead the way without my voice. Because I love poetry. Because I want them to love it. Because I want them to see all the nuances and depths awaiting them on that page. But it is also because of all of those things (namely that I want them to love poetry) that I stay out of it. If they are going to love it, it can’t feel like “just schoolwork”. They have to feel connected, invested, engaged and like they matter as individuals in the process. Once they fall in love with poetry (and they always do…always) and with some practice, my students come to notice all those intricacies on their own. And in that moment, the poetry and the meaning and the learning lingers and lasts because it is theirs. It belongs to them and not to me.

I spent last week at the beach with my family and friends. A much needed vacation after an incredibly stressful year. As I relaxed watching the waves, engulfed in the peace and serenity of their melodic journey to shore…as I felt the seaspray on my face, the sand beneath my feet, and the sun on my skin, I was reminded of two things (hang in their with me… teaching is always with me as is poetry so the connections are always close):

  1. This line of poetry by Juan Felipe Herrera in his poem “Let Me Tell You What a Poem Brings”:       “it isn’t exactly business that pulls your spirit into
    the alarming waters, there you can bathe, you can play,
    you can even join in on the gossip—the mist, that is,
    the mist becomes central to your existence.”

    He’s talking about poetry here–poetry is not about the business (in other words, it isn’t crafted so we can underline metaphors and circle alliteration). Rather, it is about allowing the deepest part of yourself to connect with the work…and when that happens, “the mist” or the undefinable bits of meaning that spark only for the individual, well, that mist “becomes central to your existence” That seaspray connected me to that singular moment in my life in a way that I can promise you my 14 year old son, for example, didn’t experience. It is still what lingers with me today and I haven’t been on that beach in days. 

  2. And then also this…My friend Ellin Keene talks a lot in her work about the value of the aesthetic in the classroom. And that is what this poetry practice elevates. It allows kids to stand in the presence of something wondrous and to find connection with it…it creates time for the poetry to steer them toward meaning and creation rather than the teacher telling them how and what to think or to observe. No one had to guide my beach appreciation moment and quite honestly if they had, I might have missed the seaspray…I might have missed the mist (couldn’t resist that)…and the moment would have been more the guide’s and less mine. And I needed that moment just like my kids need the time with poetry (even when they walk in, roll their eyes, and sigh deeply the word “poetry…”).

I’ve considered over time tightening up this work in my classroom. Making it more instructive or practical. But without fail, each and every year, I watch this work shape my students as readers, writers, thinkers, and creators. I watch as it emboldens them to play with words, to shape and share their voice, to venture out onto the shaky branches of analysis and creativity. I watch as they slowly come to own their notebooks, to treasure them. I watch as they bathe in the “alarming waters” and linger in the mist of the beauty of the written craft placed before them and the works they have yet to create. I watch and am filled with awe of their courage and their ability when freed to put it to use as they wish to.

Sometimes, crafting a structure for a moment, the scaffolding, is far better than filling in the details. There is time for more precise and intentional instruction in other ways and in other spaces in my classroom. This time for poetry will remain a gift to my kids. Always.

the clam

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“And when the broken-hearted people
Living in the world agree
There will be an answer
Let it be

For though they may be parted there is
Still a chance that they will see
There will be an answer
Let it be”

( “Let It Be”, John Lennon and Paul McCartney) 

My dog, Gingersnap, got out the other day. In the moment of her (apparently much sought after) liberation, she sprinted with the speed of exhilaration, evading capture for far too long and creating quite a caper. As I witnessed her escape and before the fear of potentially losing my sweet (albeit noisy) companion set in, I realized that her fleeing the confines of this house was quite the metaphor for how I believe many of us will feel when finally able to live fully in community again.

Except, I would honestly stay shuttered in this house for another year if somehow it would exonerate my kids and allow them the opportunity to play with their friends again.

I suppose this sounds like the voice of privilege. My kids are healthy. They are cared for and housed and clothed and fed and nurtured every single day. They have a backyard to play in and a safe neighborhood through which they run freely. Believe me, there is not a single moment on any given day where I lose sight of our privilege, especially at this moment in time. But that abundance does not release them from the grip of the emotional impact of this pandemic.

Funny story, when all of this was just a whisper and not yet a vivid reality, it was my hyper-anxious germaphobic child that I was worried about. I just knew this invisible predator of sorts would overwhelm his sensibility and we would be back to sleepless nights wrought with panic attacks. However, while his anxiety has seen an uptick, he knows how to verbalize his concerns and how to ask for help…and he knows how to channel his anxious energy into crafty projects (literally, in the first week and a half of this debacle, he feverishly constructed a cotton candy machine out of materials he could find around the house…don’t ask…it was a long ten days).

Yet, as the days have worn on, it is my younger son, the one who is my heart walking around outside of my body, who seems to be struggling the most. He puts on a good face most days…does his distance learning work, plays soccer in the yard, relishes the opportunity to drink a hot chocolate every morning. But there are other times where he is obviously angry for what seems to be no good reason…where he is constantly complaining of being tired…where he just seems sad. He doesn’t always want to talk about it. He worries about making other people feel badly. I know this because I do the same thing. My family called me the clam growing up because I just held everything in and I see him repeating my history. It is not a good way to go through life.

“I wrote my way out
When the world turned its back on me
I was up against the wall
I had no foundation
No friends and no family to catch my fall
Running on empty, with nothing left in me but doubt
I picked up a pen
And wrote my way out”

(“Wrote My Way Out” Nas, Dave East, Lin-Manuel Miranda & Aloe Blacc)

Thank goodness for his social studies teacher. She has asked him to write a “coronavirus journal” each week as a way to document this moment in history and that has been my only way into understanding where his brain is in all of this. He seems to recognize that it is the only comfortable way for him to get the discomfort and the heartache out into the world…he seems to wield the power of his words effortlessly…and in their wake, he is free for a few days–relieved of their weight.  If I didn’t already fully understand the power of writing, his work in this journal certainly would have taught it to me. Some weeks he has let his comedic personality flow through, but lately, his entries have just been sad.

This was his entry on Friday (he is eleven years old…):

“So, I don’t really know what to talk about today. Today hasn’t been that interesting. All of quarantine has been really boring. I really miss my friends. It’s like I’m living in a hole that I can’t climb out of. It’s like a hole has been dug in me and there are wasps flying around in me all day. People are always saying ‘We will get through this together.’  It sounds good the first few times, but by the millionth time it’s like there is no spirit left in the words. They are supposed to be convincing us, but now it sounds like they are trying to convince themselves.”

If we think our kids are impervious to the trauma of this pandemic, we are blinding ourselves to the complete truth. It is arrogance to imply that because they are kids they have nothing to worry about, no real stress, no troubles. Their whole lives have come to a screeching halt. The adults of this world are struggling to muster the emotional competence to negotiate this crisis, why on earth would children be able to navigate these waters any easier? Their stress is real…their confusion, profound. The impact is vast and beyond what we are able to currently know and that scares the hell out of me–both for my own kids and for the ones that I teach. Yes, kids are resilient humans who tend to be wiser than the adults around them. But we need to pay attention…we need to give credit to the weight of their feelings…we need to honor their experience for being just as difficult as our own…we need to treat them as humans in need…we need to stop and see their truth.

This same sensitive kiddo is preparing to play his guitar and sing in a virtual talent show for school. He decided people needed hope so he is singing “Let It Be.” I mean, he also worships the ground Sir Paul McCartney walks upon, but he knows this song can help people feel better and he wanted to try to make a difference.

Injecting hope into the world despite the “wasps” stinging him on the inside. Maybe he is going to be okay after all?

 

Reset hope

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I realized this morning that I haven’t worn my glasses in days. Well, I think it has been days, though honestly, it could be a week or more. I actually don’t remember when I wore them last. In fact, if you asked me for their current location, a reaching guess would be the best I could offer.

And yet, I don’t seem to have missed them…their ever present weight on my face, their incessant reminders of my aging eyes as I begrudgingly reach to remove them simply in order to read my computer screen, their gentle bounce as I jog the neighborhood…a gentle jog of memory for how the world moved when vertigo was a daily friend. I really haven’t missed any of those things…at least not enough to notice their absence.

But, that singular perspective doesn’t tell the whole story because in fact I do miss the presence of the distances in my life that required the glasses in the first place–my students across the classroom from me, ripe avocados from the other side of the produce section that glimmer with the hope of future guacamole, the screen at the gym that reveals my heart rate (in some way confirming that I have in fact worked out, as though the pounding heart and pouring sweat weren’t evidence enough).

Everything these days is in close proximity…my family, the pantry, my backyard, my desk. There is no distance that requires my glasses for clarity, only a distance that is too great for my glasses to clarify. I see my students on my computer screen…I read their words and hear their voices and in some ways they are still very present in my everyday. Yet, the absence of the vibrant richness of their presence marks everyday as a bit emptier than it could have been. This is not summer. This is not vacation. This is a collection of days that were promised and then revoked, without warning. Days etched now with the wispy shadow of what should be. Yet in the midst of this distance, my affection for my profession, for my school, for my community deepens, strengthens fueled by the lens of truth held up by space and time.

Even in these strange and unusual days, when we are sheltered in our homes from an invisible and indiscriminate adversary…when we are separated from people and places and produce (sorry, I miss the grocery store…a lot)…even when we are anxious, afraid, and uncertain…even now, gratitude has a way of unfurling in small moments as the first flower of spring offers hope that despite the desolation of winter, eventually the earth defrosts and new life comes to be.

And I think that has to be where my focus turns…toward the new life that has yet to take shape…the bud, still tightly wound, yet to reveal its beauty. My focus has to be on the gratitude for that moment yet to arrive. I am not diminishing in any way the very real concerns this virus instills. Trust me. I feel them deep within my core. That fear has overwhelmed and frozen my writing for over a week now and borrowed sound sleep from my mind’s vocabulary.

It’s just that I cannot exist in that hopeless fear driven space and expect to be of use to those who need me–including myself. And so, I am simply adding a new lens to the collection. This time, the lens of reset, the lens of renewal, the lens that will allow me gratitude for this pause in life and that will water seeds of hope for the goodness already present and the goodness yet to arrive.

I still don’t know where my glasses are…I’m not entirely sure when I will find them…but my vision feels sharper nonetheless.

(a poem for you in this moment…one that I shared with my students–whose insight was stunning, I might add–take a second to read it if you can…“Today” by Billy Collins)

 

 

Motivation in around 300 words

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At first, I thought it was the king cake that kept me motivated. Then, posting each blog on social seemed to hold me further accountable. What could be a more powerful incentive than the forces of friends/family and food?

My students.

Some of my students started reading my blog. And it is just the best validation for why I believe English teachers need to be writing for themselves…and in some way, large or small, sharing that writing. My kids are saying things like “I can totally tell when you are excited to be writing and when you are just doing it because you promised you would. It makes me feel like a teacher-like when you can tell we haven’t done our best too.”

It’s the reciprocity that matters, I think.

They see me working hard and being vulnerable by posting work publicly even when it isn’t my best. And I know better what it feels like to go home exhausted with loads of responsibilities and still have to find a way to sound coherent on the page.

Even better than that, they know me as a writer which is only fair given that I know that side of them so well.

I also feel in a very real way that they will know if I miss a night. I wouldn’t just be letting myself down, I would be letting them down. And that is the accountability that keeps me going. My students traveling this journey with me is far better than any slice of king cake at the end. What we have gained along the way far exceeds that delight!

(Day 23–short entry because, well, I got to chaperone Winter Formal tonight)

Heavy

Amy Clark1 Comment

We wear our stress until our stress wears us out. The physical toll, unmistakably draining, exacts its punishment mercilessly. Yet we persist in carrying that weight under the misguided impression that we were meant to bear it alone. We shelter others from what we shoulder as though we prove something about our worth in doing so. We exist within community but refuse the benefits of becoming an actual member of that community. We deny support. We deny outreach. And in doing so, we deny our best life. Sleep eludes us; irritability invades. We become merely a shadowing our possibility. We grow weary and feel heavy.

I can discern simply by looking at my high school students where their stress levels are–and a lot of times, I find myself concerned. I do not mean to imply that they should be shielded from discomfort or that they have nothing to learn from it or that sometimes they don’t create it themselves. A healthy amount of intermittent stress and learning to manage it and to cope with it possess the potential to hone life skills in meaningful ways. What worries me is when my kids turn that stress inward and refuse to speak its truth because they think they should simply tough it out. What worries me is when their stress becomes their shame because what they learn in those moments is to feel less than and unworthy…isolated and singular.

So today, I wore the hat of relatively corny principal/English teacher–but I hold no humiliation in actions I think could remotely help even one of my kiddos. As they filed in for assembly today, I asked that each kid grab a rock from a collection that had been scattered on a table. I began by asking how many of them ever felt weighed down or heavy from holding onto their stress. Hands flew up. Then, I explained that sometimes in community, we forget that that we share the space so we can share the burden as well as the bounty. Sometimes we get a little lost and a little blinded to the help that surrounds us. I told them that a visible reminder that they didn’t have to be alone in carrying the heavy seemed like it could be helpful. Then, I asked them to write their stress on their rock and when they felt ready to share the  gravity of that burden, to drop it in a back pack that I would carry around school as that reminder–a reminder that, in fact, people were all around them ready to listen and lighten the load.

There were some very to be expected eye rolls:) But I fully admitted that I didn’t care how silly it seemed, we were doing it because they and their well being are important to me. There was also concern over my carrying a bag with 150 rocks in it, but I told them that I could manage the weight without wavering…not to worry.

At some point today I opened the bag to shift the rocks a bit and saw some of the stressors written on them. The rocks may have been small, the words written flatly across them, but the immensity of what these kids are walking through life with was unmistakable. Part of teaching the whole child, or of seeing the whole human, is owning a willingness to witness the reality of their existence. What may come across as a kid overly concerned about good grades could really be deeper stress that is fed and fostered by something much darker, something much more difficult to manage. And there is no way to know this by simply looking at the surface. We have to be willing to open the door to conversation, to trust. We have to be willing to put on a backpack full of rocks if even for a second it alleviates their weight and allows them to feel seen and loved. We have to be willing to see past our own discomfort to understand that of others.

And not for reward, but simply because this is what we do in community.

We live in relationship with one another.

Hard to be in relationship if we live alone in our own heavy.

IMG_5262.jpeg

(Day 20! That’s a lot of days in a row:) )

imperfection still gets grace

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So, I work with teenagers for a living and I feel entirely grateful to have that privilege. I resolutely believe they are absolutely remarkable humans with incredible potential to do amazing things with their energy and their determination and their ability to see possibility even in the darkness. They are imperfect creatures, just like the rest of us and they will falter mightily from time to time because learning demands those kinds of lessons. And I think that the adults of this world cling to only vague memories of what it was like to be that age–a pang of being grounded for talking back…the sting of a derision for making the hard decision to do the right thing…the ripples from careless words when you didn’t realize you were on 3-way calling (I’m a child of the 80’s…what can I say). That kind of nostalgia requires little effort. What we have shielded ourselves from, though, is the daily difficulty of living in a world that only gives you part of the respect you deserve–only sees you as adult when it is convenient for them to place you in that box, while reserving feelings like love, stress, heartbreak for an older population. As though the right to the intensity of those feelings has some sort of legal age requirement and should be diminished as childish before that point. And it is easy to look at adolescents and remark on how they are so different from kids when you were young–because they are different…the world they live in is different, so they have to be too. That does not make them bad or less than. It does, however, make them worthy of an effort to come to greater understanding, and it makes them worthy of our grace.

Here’s how I know that the young adults of this world are deserving of unrelenting grace…

Tonight, I accidentally encountered some photocopies of my creative writing from the 6th grade. My entire memory of writing these pieces is comprised of the joy I felt in the writing process and the fact that I intentionally tried to concern my teachers by killing off my family in every story in the most ridiculous ways (literally, I had them run over by Mardi Gras floats in one story…). I remember feeling exceptionally proud of my work and that my teacher always seemed to enjoy my stories.

In looking back at my writing now–in seeing the actual pieces that I composed–I am mortified at the person I was. There are comments and story elements throughout that reflect the sort of privileged private school existence that I was granted. Don’t get me wrong, I am grateful for my education and the sacrifices my parents made to make it possible. But I really thought I was a far more enlightened kid than this writing reveals. And while the teacher in me wishes my own teacher had called me out on some of these judgements and careless words, that very same teacher in me is also grateful that she responded to my creativity with positivity and understanding. My stories really are no masterpieces as I remember them to have been, but she overlooked flimsy storylines and outright character flaws (in me and on the page) to offer careful guidance and not to tarnish my joy in writing. She saw that maybe I was more than some of the thoughtless assumptions I included in my text. She saw more to me than my words and for that I am incredibly grateful.

Here is another reason to extend some grace. In a piece titled “What I Adore and Hate About Myself,” I wrote about how I adores how well I roller skated. I spent nearly a page sharing how hard I worked at this “sport” and how proud I was to be able to jump as opposed to hop on my skates (like I said, child of the 80’s). This “adoration” exists nowhere in my memory. I remember loving to roller skate but had no memory of still doing it in the sixth grade. Our memories are not complete–hazy at best despite feeling intense at times. Which means that just because we might look at young adults and discount their experience because of their youth or because we don’t remember being or behaving like them, doesn’t mean we are accurate in our assumptions. Recognizing that while they still have room to grow and mature, their levels of sophistication do not erase the reality of their current situation. Just because I look back and cringe at listing roller skating as what I loved about myself doesn’t make it any less important or meaningful to 12 year old me.

Will our young adults make mistakes? Yes! Do they still deserve respect throughout that learning process and the promise of our understanding? Of course, they are humans in this world. And as humans, they require support as they identify and repair flaws and mistakes. They also merit appreciation for their goodness. Our young adults should not have to earn our grace, it should simply be an effortless gift bestowed–because we would want the same generosity given to us.

(Just for comedy’s sake for those of you who really know me–in that last piece I referenced, the thing I hated about myself consisted of “the faces I make when I get mad at somebody or I am upset.” My reason for wanting to improve? “Because my mom always bugs me about it.”  Nothing about trying not to upset other people or about attempting to show greater respect or about using words instead of faces–none of that rational mature stuff…nope. Just that my mom was always bugging me about it. Hilarity.)

(Day 19–a bit of a rambling rant…but I didn’t feel like writing at all, so I am honestly just happy to have words on the page)

 

say it

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I hate confrontation. Like a lot. I would rather suffer within and turn myself inside out than actually speak the uncomfortable truth. In fact, if I am breathing confrontational language in your direction a couple of things must be true…

  1. I love you a lot and trust not only that our relationship can handle the conflict, but also that you will own your part and not turn my feelings around on me.
  2. The situation lingered in a way that absolutely no other choice remained but to speak it.

This avoidance of discord has followed as my shadow for as long as I can remember. It’s as much a part of me as my excessively curly hair…as though this trait were assigned to me at birth. I am a middle child and a peacemaker by nature and the very thought of being a disruption to someone else’s contentedness and ease repels me. I would rather make myself miserable than disturb anyone else, and so I just hold all the frustration in. (Okay, no doubt my students are laughing raucously at this point because I don’t hold frustration in at school and have no problem saying what is concerning me there…work is different…it just is.) Sure, I gripe about the minor scrapes and scars of daily life, but the deeply personal wounds remain buried. Except, despite years of practice with shrouding hurt feelings, they always bubble back to the surface in unexpected ways and places because the fact of the matter is concealment is not erasure. The feelings are still there. I cannot force evaporation and when they linger, they intensify.

It took me years (too many years) to recognize this about myself, to claim my voice as important, and to work on using it in meaningful and constructive ways to resolve conflict rather than martyring myself to it. I want my kids to know better and to understand how this kind of communication works. I spent the last ten minutes before bed tonight explaining to my youngest that saying “I’m fine” when it isn’t true won’t magically transform struggle to peace. I gave him all of my best advice on this full of elaborate examples only to be met with “No, mom, for real, this time I am actually fine.” He and I work on this a lot because he transforms from Bruce Banner into the Hulk with little to no warning. We often don’t see it coming because what he is really mad about is not the thing that flipped the switch.

This is one of those complexities of human nature that never ceases to baffle me. It’s the thing under the thing. If we look at superficial behavior and judge someone, we are not giving them credit for being a three dimensional human facing the intricacies of life in this world. What we witness is not necessarily complete…not absolute truth. Typically, there is more weight to an erratic moment of fury than the moment itself and if we don’t work to find the underlying motivation, we are missing the truth of that person completely. And this includes our kids…who are possibly more misunderstood than most because we too often expect them to have it all together when they are still trying to decipher how to coexist with all the emotions, all the hormones, all the stress. Their lives are just as weighty as those of fully grown adults. Their stress is just as taxing. Their heartache is just as painful. To diminish it only drives them to keep it within when what they really need is to say it, feel heard, be understood. What they really need is for us to provide the space and to foster the trust that it takes to reveal the thing under the thing.  What they really need is for the adults of this world to model this kind of behavior so they see how it works.

I can provide space and foster trust with ease, but as for that last very important challenge of living the example…well…all I can say is I am working on it.

(Day 18! Also, there is a really delicious king cake in my house right now…temptation is high…not giving in!)

really rough draft

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As my poetry students begin diving into the real work of writing their own original poetry, it is time that I venture in the same direction. It is time to move away from simply admiring poetry and from shaping poetic prose, and into actually crafting poems myself. This is not comfortable territory for me, partly because I feel like I know who I am as a writer of prose-my voice is clear to me as I employ it and this grants me confidence. As a poet, I almost feel as though I’ve lost my voice or as though I am in the midst of some identity crisis. I don’t know what kind of poet I want to be or could become. Imposter syndrome possesses undeserved strength and takes over my mind convincing me that I should just not even bother to explore my poetic identity. It drowns out all of the rational writing advice I so freely give to students and persuades me to put the pencil down…even when I know better.

Today, my students read Naomi Shihab Nye’s poem “The Stolen Camera” and heard John Mayer’s song “3×5” and considered what it might mean to really see the world and hold those images only in our minds. Then, they went outside to find something in the natural world to truly take in…all the while knowing that they would be writing from this experience. In a quick write session after our time outside, I wrote the following lines after paying specific attention to two trees standing side by side, one dead and leafless and the other fully alive and overwhelmed by green foliage. This is truly a very rough draft, composed in maybe 8 minutes of class time and not edited since…sharing here is my way of reminding myself what this process will feel like for my students. A level of vulnerability is required when drafting writing and turning it in for feedback–in doing this we are essentially saying, “Here, let me pour myself across the page and you can then dissect my truth and tell me where I have been false” This is not easy work. But it is critical work. So, here is that untitled draft…

Barren brown branches stand strong,

though morosely self-aware—

right next door stands

another set of branches,

generously glorified by the green

leaves clinging in pride reveling

in their vitality.

 

Death and life—side by side

coexisting peacefully—

as though friends…

Unaware one should fear the other

Unaware the other is fueled by the one

 

—One eye…then the other

In closing the first, death

dominates the landscape in front of me.

In closing the other, life

blooms brilliantly verdant.

Looking through both eyes reveals

the truth of the world—

 

Not all is death.

Not all is life giving.

Both…together…side by side…

giving weight to the world—

balance to our existence—

an end to the beginning.

 

Shielding one from the other

is neither prevention nor protection.

Only loss.

 

(Day 16! Got home super late from a lovely night out but still managed to get this writing done!)

lyrically redeemed

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Thursday holds such promise. It’s the day that unabashedly informs me that weekend is promised soon and by Thursday night, despite Friday’s proximity and eventuality, I feel as though those leisurely days have arrived…I feel as though we’ve made it through yet another week at school successfully…I feel as though I can breathe a little easier and my brain rejoices at the sight of relaxation on the horizon.

Today, however, at least in my world, did not do Thursday justice. Today, for me, became Thursday in name only as it was infiltrated by the stress and worry and anxiety of some other day of the week…you know, like Monday maybe? (though, this accusation feels hypocritical because I have a whole blog about how Mondays don’t deserve that rep…I’m abandoning that momentarily though in light of today’s misery). Today was just not very friendly and it began the moment I woke up.

I could spend my time tonight sorting through the details of what made this day so demanding, but honestly that would be a waste of my time and yours. What deserves far more attention are the redemptive moments in this day. Because, truly, even the toughest days have those moments if only we seek them out–if we open our eyes and our hearts to the promise of positivity. I had to look hard today, but my people came through to drag me out of my funk.

The salvation of this Thursday came in the form of three songs gifted to me by three very different humans under very different circumstances, but when I consider those moments all together, they reflect generosity and goodness and love…they remind me that even on my worst day, that is what surrounds me.

Song #1

“Mrs. Clark, are we having notebook time today…because I have this rap in my head and I have to write it down!”

Okay, so let’s begin here…in the history of notebook time in my classroom at this particular school, those words have never been uttered. Sure, students have come in excited for notebook time (every now and then), but this is not usually the reason presented. Regardless, I had spent the day for the most part mentally and emotionally exhausted and wishing I were at home rather than at school, and then those words were uttered and I couldn’t help but smile–inside and out. In this single moment, she reminded me how grateful I am to work with my students and young adults in general. I’m relatively certain she had no idea the impact she would have on my day. She was just being herself in the middle of her own day and it was entirely what I needed to begin to turn my attitude around. Then she agreed to perform her rap, despite unexpected stage fright, and the room erupted in support and laughter and joy and I was wrapped up in gratitude for the opportunity to spend the last hour of each school day with that particular room of students. Seniors can often take themselves too seriously because they are under a great deal of stress. This moment, though? This moment was pure silly fun…and we all needed it. Maybe me most of all.

Because I will quote the others songs that saved this day, here is a snippet of her rap (which she graciously allowed me to share)–

“ate chocolate all day, following my heart

maybe I should do better things

like make art

I’m sitting in English, breathing in air

to use my notebook time wrong

is something I don’t dare

and maybe me rapping won’t be so rare!”

Song #2

My friend, Morgan, possesses passion for music that surpasses just about anyone else I know. Her song lyric vocabulary and register exceeds my poetic one, and I can always count on her to send me the perfect song in any given moment in my life. Today was no exception.

I had gone to the gym after school because I knew that if I didn’t workout, the joy of that rap would soon be scattered by returning reminders of the stress of the day that will string out into days to come. Exercise is essential in my life in that way. Morgan knew I was there and why and when I was leaving I had a message from her with “When It Don’t Come Easy” by Patty Griffin in it (along with a comical note about why she wouldn’t sing it to me herself:) ). This song was new to me, so I listened to it on the way home from the gym…and cried through every lyric. I know what you are thinking–that doesn’t sound like a song that turned my rotten day around. Except these were tears that came in recognition of the fact that I have this amazing friend in my life who loves me enough to send me just the right song in just the right moment. I have a friend who knows that she cannot fix my life with a song, but who also understands the way words move my heart and she wasn’t afraid to send a song my way…A song with lyrics like this:

“Everywhere the waters getting rough/Your best intentions may not be enough/I wonder if we’re gonna ever get home tonight/But if you break down/I’ll drive out and find you/If you forget my love/I’ll try to remind you/And stay by you when it don’t come easy”

In the midst of the Mondayest Thursday ever, I was wrapped in support, in love, in friendship.

Song #3

My youngest son will one day rival Morgan’s lyrical dexterity. Tonight, after his shower, and entirely unaware that I had “suffered” this difficult day, he brought me his ipad while I was cooking and said, “THIS! We should sing this!” He proceeded to hit play and sing “Trip A Little Light Fantastic” from Mary Poppins Returns (in his best Lin-Manuel Miranda British accent…).  His smile and his joy percolated comfort and happiness within my heart and mind reminding me that there are things in this world deeper than a day. But also, beyond that, the lyrics of the song presented me with advice I give to others far more than I adopt for myself…

“When you’re alone in your room/Your choices just embrace the gloom/Or you can trip a little light fantastic with me/For if you hide under the covers/You might never see the day/But if a spark can start the inside your heart/Then you can always find the way…”

It was up to me to turn this day around…to recover my smile…to rekindle my own joy and to resist owning the struggles of others too much as my own. It was up to me to “trip a little light fantastic” and with the gifts of gratitude for students and friends and family, I was able to do just that.

(Day 15! King cake…really delicious king cake…crossed my path today…tempting…but I refrained:) )

courageous community

Amy ClarkLeave a comment

For the last few days, my AP students have been working their way toward and into a short story by Chimamanda Ngozi Adichie titled, “A Private Experience”. A superficial description of this story might read something like this: two Nigerian women seek shelter together in an abandoned shop during a riot. However, what this story asks students/readers to confront is far more complex than that simplicity. Through her careful storytelling and arrangement of detail, in the nuanced way her characters reveal themselves and their truths, Adichie places readers in the position of having to consider their own assumptions and biases. She coerces us to exchange places with these characters facing an actuality that the comforts of American life (even at its worst) do not reveal. The exchange between these two characters opens eyes to both the assumptions we make about those we only think we know that establish distance between “us and them” as well as misunderstanding and to the compassion one human can share with another that bridges that vastness.

I wasn’t sure how ready my students would be to read this story with honesty and without pushback. These kinds of truths can be super uncomfortable and while I know my kids well enough to realize they can do this kind of work, I wasn’t sure they were in a place to examine it willingly. We waded into this story by considering what the call to “love your neighbor as yourself” truly means in this modern world. Then we read some history of the riots that took place in Nigeria in the earlier parts of this century–so, not so long ago. Then they read the story independently–so it was just them and the words on the page–a conversation between reader and text before we hosted a conversation between reader and other readers in community. They needed to have the space and the quiet to think this one through and to question themselves adequately before really speaking to the story and the power of its influence.

I spent today listening to their thoughts and explanations of how they connected with this story; how it made them confront truths that weren’t so easy; how they appreciated the way Adichie’s style and craft drew them into this honesty without screaming it at them; how they now understood that academic knowledge of a crisis doesn’t supplant the lived experience of those moments. I spent today with reminder after reminder of why our young people don’t receive the credit they deserve. It would have been so easy for them to stop short of meeting the story where it asked them to. It would have been so easy to just see a story about one woman attempting to help another. It would have been so easy to never involve themselves because it was just an assignment for English class. They didn’t do any of these things. Instead, they allowed themselves to be vulnerable and to share the not so pretty realizations they had about the assumptions they make of others…to discuss what they learned of themselves and of others in the reading. Their intelligence and their honesty and their willingness to be uncomfortable and to sit with that discomfort was compelling.

It was also a brilliant reminder of why I teach young people and the hope their ability to step out of their comfort zone and embrace new ideas delivers. I cannot speak for all high school students on all the days of the year, but today, my kids made me proud as they taught me a thing or two about how to confront difficult ideas courageously in community.

(Day 14)