Drama Thursday

Every now and then, taking a shortcut leads me to a big problem I didn’t really need to have. Thursday was a case in point.

I arrived, a little late as always, to my first block class. This is already stressful to me. I have to drop my daughter at school before work and can’t really get here by the time they want me to. Most of the year it isn’t a problem. I had first block planning last semester and no first block this semester until last week. The driving instructor waits in the class with them until I get there, usually about 5 minutes after class should have started.

I went to turn on the incandescent lights, as I hate the flourescents, and the whole row on the right side went out, and one of the bulbs blew as well. Since this happened before, I knew what to do. I turned on the left side lights and stepped outside my door to the breaker box. I reset the breaker and three out of the four lights came on. I replaced the burned out bulb with one I had in my closet and then was able to kill the flourescents. In a way, I think I actually impressed the group by not panicking and fixing it immediately. It was about as impressive as I was going to get for quite a while.

The room was still warm, even though it was in the twenties outside, very unusual in Alabama. It is an internal room with no outside walls, so the heat from the almost thirty students does a lot to warm it up quickly. The air conditioner stopped working a few days ago, making the room uncomfortable. Especially to many of the students who seem to be unable to remove their coats for some reason.

I had turned the air off yesterday morning in case the condenser had frozen over. Again, not the first time that problem has arisen. Sometime during second block I got the opportunity to try turning it on again and it seemed to work most of the day.

But these were just preludes to the stress I was about to encounter. I went to my computer and attempted to log in. I say again, I attempted to log in. It was an unsuccessful attempt. So were the next several, subsequent attempts. I didn’t think it was the computer, as the other teacher had logged in under his name, but in order to make sure, I restarted the darn thing, muttering darkly to myself the entire time.

I also set up my laptop in order to try to get the journal PowerPoint up. Trouble was, I didn’t have the current version of the PowerPoints on the laptop. I felt like the weight of the top floor had fallen in on me. The students were behaving well, thanks to God for that! But I felt distinctly negligent in my responsibilities to them. Mainly because I was being distinctly negligent in my responsibilities to them.

I tried to log in to the desktop once more and had a thought. I used the official log in I was supposed to have been using for the past year and a half instead of the unofficial one I had been using instead. I logged on. Finally! All my desktop settings were gone, though, as I had set them up under the other log in. Not to worry, I just had to access the school server to get to my teacher files and all would be well.

I couldn’t access the school server and the teacher files. It was still set up to the old filename, as I had never updated this one. I went to the media specialists to get some help and was given the filename to look for and instructions on how to load it in. Also a short lecture on going in under the login I had been using and how that was something I shouldn’t have been doing, etc., etc.

Of course, I couldn’t get it to work in anything like immediacy. More like it took me several tries over a stretch of time to get it done. Which eventually I did. I got to my files and had the journal prompt up for the next class when they came in, but I wasn’t in a lot better shape mentally or emotionally. By this time I was hot and sweaty. I also had a severe headache--even for me.

After second block got busy catching up on any work they were behind on and working on the computers for those who were caught up, I ducked out a minute to the media specialists again to ask about the possibility of getting the info I had in the My Documents folder and desktop of the old login. At this point the other media specialist twigged as to what I had been doing and I got the long version of the lecture on how I shouldn’t have been doing that.

I was in the wrong. I know that. There was no way to argue about it. After she finished she let me know she’d call the IT guys and when they had a chance they could try to get the info for me. I went back to the room and to work. Within fifteen minutes the IT guy showed up and in less than three minutes had my info on the new desktop login for me.

From that point all I had to do was set up the programs and taskbar to the way I had them. Get the background back to a picture of my darling daughter. And try to deal with all the adrenaline that had been pumping into my system for the past couple of hours.

All in all, it was not a pleasant morning.


And here is the really galling part for me. None of this drama with the computer was necessary. If I had not been so lazy and avoided setting things up under the official login as I had been told to do, I never would have noticed anything different. But I took the easy way and it eventually caught up to me. Maybe I’ll learn a lesson from this. Or, maybe I’ll be like Peter Griffin, star of Family Guy. At the end of one episode after doing something stupid and winding up in the hospital his wife said that at least he must have learned a lesson from this. Proudly he looked at her and said, “Nope!”

Poking My Head Out

Okay, so I never finished writing about my trip to New York. And I have successfully used that as an excuse to not write in here for a while. But, heck, I figure it has been long enough I can poke my head up in here again. I have been keeping up with the quote blog and with the poetry blog, but I just haven't gotten back to talking about teaching yet.

In part that is because I have been busy doing the teaching thing. I have a new crop of ninth graders for English. I just started this week with my two tenth grade writing classes. And so far it is going well. I have been working on the class website. I have been trying to think of ways to make the grammar I am required to reteach not so deadly boring.

Seriously, how is it that in the ninth grade, the ninth grade, that I have to teach about plural and singular nouns? They have heard it every year since first or second grade. By now they pretty much either get it or they don't. Just for the documentation that we did it, I had them all do a workbook page on it after we had a PowerPoint I found on the web and one of my students asked why we didn't do this stuff all the time. "I'd be making an A in here if we did this all the time." I replied that I was sure he would, and that most of the class would as well, but that it wasn't really making him any smarter.

So, why am I doing it at all? I guess I am still just covering my butt. Forty-five percent of the Alabama High School Graduation Exam is grammar. My own theory on that is because grammar is the easiest aspect of high school English to grade via a multiple guess test. That being the case I have a list from the Alabama State Department of Education of the 19 Language objectives I need to at least review. Some of them make a lot of sense to me. I can see that the students should be able to figure out subject/verb agreement. But I can cover that in their writing. Parts of speech and forms of nouns and verbs are not so easily embedded. At least not by me.

I do manage to keep them busy, though. They are doing SSR daily. They are looking up Greek and Latin root words for their vocabulary. They are writing a weekly Critical Reading Log on their reading. I am, all in all, swamped with work and not minding it a bit. And that last is, actually (and a surprise to me), not hyperbole. I am enjoying my time with these students. I am, so far, keeping a pretty good rapport going with them. And I want that rapport to grow and deepen.

What I really want is for them to become better communicators so that they can more ably pursue any interest they want to in life. I wish I could just be a bell to beller sometimes: come in 5 minutes before the first bell, leave five minutes after tha last bell. But I can't. There is too much I want to accomplish with them. To much I want to enable them to accomplish on their own.

NWP at NYC: Day Two

My second day in the City did start with something of a sense of urgency. The hotel somehow didn’t get me my wakeup call, so I overslept by about a half an hour or so. I had to walk about five blocks up to the Javits Center. Before nine. I had missed the Sun Belt first-morning-at-the-conference breakfast; the hotel it was at was in an inconvenient direction. They knew I wasn’t going to be there, so I felt a distinct lack of guilt about it.

About a block or so from the Javits Center I got my first cell phone call asking where I was. I told them and continued. In side the Javits Center it was another long walk to get to the opposite end. The first person I saw wasn’t a Sun Belter, but someone we all know and respect, Sherry Swain of the Mississippi Writing/Thinking Institute. She was talking with several Sun Belters. John, Cathy and Alyson were there, and also Whitney and Susan. Whit looked so happy to be in NYC and superexcited about being at the conference, her first. We made lunch plans then went to our morning sessions. I grabbed me a bagel on the way, so I wouldn’t starve.

I went to one on planning an online presence. As it was a three-hour long workshop, I was hoping for something good. And I was not disappointed. The facilitators started us off writing and discussing with people at our tables. The interaction with other Tech Liaisons (for most of the people there were) was, as always, refreshing. We are in tune and know the challenges the position entails. I am taking back to the group three very important questions. I want to discuss these with the leadership teams and with the site fellows in general. Here are the questions:

How would I describe the identity of Sun Belt?

What stands out most vividly for me about Sun Belt?

What people, places, activities most define Sun Belt?

If any Sun Belters read this, please comment on these. I am eager to know what y’all think.

I have my answers to them, but want to get other perspectives. Maybe I could start a wiki where we could discuss this...

I got to talking with the TL from Winthrop Writing Project out of South Carolina. Brandon was very energetic. He told me a bit about their new teacher initiative and it sounds like that site has it going on. I am hoping to keep in touch with him now that real life has returned.

I met the Sun Belters for lunch. The only place open in the whole of the Javits Center was one pizza fast food place. We were in a food court surrounded by closed fast food places. It was weird. And as the weather was stormy, leaving the Center wasn’t really an option. There were twenty or so people ahead of us on the line. We got on while the getting was good. By the time we finished our lunch and took off, the line stretched for hundreds of people. Poor planning for that part of the conference.

The afternoon session was another three-hour one. This one was ostensibly about planning inservice workshops (on writing and reading) for teachers in all subject areas. Disappointingly, the first presenter talked for over an hour. No interactivity. She had some good ideas, but the sheer length of the presentation wore. The second speaker had multicolored handouts for us to focus on and that was more palatable, but still, almost no interactivity. All in all, I was disappointed.

If you were only interested in the professional portion of the day, you can stop reading here. For the rest of the day, read on.

Then we left. As they searched for a cab, I decided to walk back to my hotel to put up the laptop. I couldn’t see carrying that with me. I hung out in my room a bit and then left to find my friends for drinks before dinner.

I got a call from John that they were at a place called The Social. It was very loud, but they made a halfway decent whiskey sour. We tried to talk for a bit, but it was hard to hear ourselves think, never mind talk. So after John attacked me with a lit candle, spilling white wax on my dark blue shirt, we took off to wander around until it was time for dinner.

We found a little shop that was a mom and pop art place. I looked a lot, but restrained myself. I did buy vicariously. I pointed out a couple of different cards to Whitney, who loved and bought them. I can’t remember the name of the place, but it was pretty cool.
Then dinner. Cathy got us reservations at 44 South West Italian Continental Restaurant. We were joined by Jordan and his boss from JSU. Also Will and Jessica Henry (Jess is a TC from our site) found us and a couple of teachers from Opelika High School who I never really got to meet or talk to, unfortunately. The food was great. The company was better. It was a great time. And the whiskey sour was a little stronger than that at The Social.

Then we broke up, sadly enough, and started to wander back toward the hotels the others were staying at. I wanted to walk around more, and Susie also wanted to walk around. So we broke off from the group and wandered down to Fifth Avenue again. I found out that Susie was also a sci-fi geek. That was cool. Then I got hit over the head by the tired stick and Susie was still busy taking pictures of publishing houses, so we went our separate ways.

I got back to my hotel and slept really well.

NYC for the NWP National Conference

When I got to NYC for the National Writing Project’s national conference, I got sort of a contact high from being in “the City.” I got to my hotel room, after a few minor hiccups caused my lack of attention to detail (Luckily I was not in any hurry and so I never felt like I was rushed. When there is no particular reason to hurry, why do so?). I got to my room and made the calls I needed to make to let people know I was here and safe. Then I had to get out and go walking. My hotel, The Americana Inn, is on 38th Street, just off of The Avenue of the Americas (6th Ave). That put me a few blocks from several NYC landmarks.

I walked toward Rockefeller Center, passing Bryant Park on the way. I had no idea where I was eventually going to wind up, and I didn’t care. I was walking around in NYC at night, and it felt totally safe. I don’t know why that surprises me. I felt safe in all the other big cities the NWP has visited in the past, but I was a little anxious before I got here.

I walked from 38th Street down to 47th and then farther. I passed by the Radio City Music Hall. I looked at the tree (not decorated, still scaffolded) at Rockefeller Center. Looking in, I saw that the ice skating rink there had been set up. Then I got to 5th Avenue and took a left. Soon I was passing by St. Patrick’s Cathedral. It is beautiful. I can’t imagine the amount of skill it took for the stone masons in the early 1800’s to build that.

I kept walking a while and pretty soon ended up at Central Park. Not feeling that I wanted to tempt fate, I didn’t actually enter the park. In fact within a couple of blocks I was turned around and headed back the way I came. By this time I was hungry and tried to spot some sort of a little diner to grab a nosh in. Two burger places I passed were already closed. But I did get to see the mass schedule at St. Patrick’s and decided to get there Sunday morning, if possible. I am not exactly sure when my plane is leaving. But with the first mass at 7:00, I ought to make it.

I passed by the NBC News building. Passed by Fox Noise, as well. Actually, the building doesn’t look evil from the outside. As I was headed back to my room, I saw a TGI Friday’s, and earlier I had passed a Mickey D’s, but I was damned if I was going to travel 1200 miles and somewhere I could at home. So I bought a hot dog, a pretzel, and a bottle of water from a street cart. I felt so New York.

Then it was back to the room, try to calm down and let the adrenaline rush level off. But when CSI: New York came on I was rejazzed. The main crime took place in Times Square, which is about a half mile or so from where I am staying.

I am not getting a wireless connection in the hotel, and I didn’t really expect one. I was annoyed that the phone won’t make outgoing calls without a $50 deposit. And then I’d be charged 85 cents a minute. No way! It took a couple of days, but I am now at a branch of the NY Public Library next to Bryant Park. And it was just a few blocks from my room.


I’ll write updates on my subsequent days soon. It has been packed.

ACTE Conference 2007

Okay, before I forget too much about it, I would like to write a little about this year’s Alabama Council of Teachers of English conference. I was invited to submit a proposal for a workshop a long time ago and did so. This workshop is titled “Introducing Process Writing Using Legos.” I’ll get to that in a bit.

The day started off with a keynote speech by Carol Jago. She was lively and entertaining, as well as thought provoking. She posited that teachers are often not working in their students’ Zones of Proximal Development (ZPD) as proposed by Vygotsky. She thinks that a lot of teachers (and she did not exclude herself entirely) work in their students’ ZME: Zone of Minimal Effort.

She thinks that too often teachers make the work too easy for the students. She believes we should challenge our students more in the classroom. I have to say, she made some good points in her speech. She shared a lesson with us and got us talking to each other and sharing with each other. It was well done and thought provoking. A little while later I had a chance to meet her and talk to her a little one on one. She was friendly and interesting in person as well. She autographed a copy of her book Cohesive Writing for me. As soon as I finish Writing Brave and Free: Encouraging Words for People Who Want to Start Writing by Ted Kooser and Steve Cox I plan to read it.

The speaker at lunch was Watt Key, author of Alabama Moon. He was an entertaining speaker and kept the crowd of teachers laughing. He didn’t do a reading from his book, saying he always disliked going to readings of other authors (no matter how much he happened to like the author). Instead he told us stories about his time in college and his visit to New York after his book was accepted for publication.

My workshop came up after lunch. I started by defining an old definition of an expert--someone who travels more than 20 miles and provides handouts. It got the hoped for laugh and broke the ice. I then quickly explained the idea behind the activity, passing out bags of 25-30 Legos to groups of students who then build something with them. They also have to write specific instructions for another group to do the same. Then I take pics, the object gets deconstructed, and then another group (in a different class if possible) tries to recreate the original object following the directions.

It doesn’t take long to explain, even with a PowerPoint show of what my students created and what the next group created using the provided instructions. The meat of the workshop was actually breaking the teachers up into pairs (and one group of three due to the odd number) and letting them construct something, write instructions, deconstruct it and swap with another group. They all worked happily away while I wandered around the room and tried to keep out of their way.

I didn’t have my digital camera, as the battery is fried and will not hold a charge. I was a little at a loss until I though of my cell phone. I took pictures of the original objects with it and then emailed the pics to my myself. I was then able to open them up and show them to the group over the LCD projector hooked up to the classroom computer. It worked out pretty well. One of the participants told me that she appreciated the opportunity to actually do the activity. She said that if I had simply told them about it she would not have “gotten it.” But by letting them do it themselves she “got it.” I was pleased. I was also pleased that the extra handouts I had were mainly taken by the participants to share with other teachers at their schools.

I was going to try to go to another session after mine, but due t me heading for the wrong room, and staying there a while, I would have been unfashionably late. I was also a bit fatigued from the drive to Birmingham and the equally long search for a hotel room (apparently the Birmingham hotels were full with fans going to the Alabama/Tennessee football game the next day--serves m e right for not being a football fan). I decided to head for home.

Before I left, Cindy Adams, the president of the ACTE, and my friend, asked if I would like to be a Representative-at-Large for the ACTE, as there was no representation from my part of the state. I agreed. Now I will patiently wait for the other shoe to drop and find out what, exactly, I have signed on for. Whatever it is, I will do it the best I can. I am excited that Cindy is reviving the ACTE. It is a needed organization in the state.

I look forward to the next ACTE conference. I will try to have a new workshop set up for that one.

Tabloid Headline Poetry

One of the most common complaints that I get from students is that writing is boring. They never have any fun. And my exhortations that what they write can be fun, and if they share that with others they share the fun, often fall on deaf ears. So today I did a "fun" lesson. It comes from "Tabloid Tone Exercise" by Lee Upton, found in The Practice of Poetry edited by Robin Behn and Chase Twichell. It was adapted by my friend and colleague John Pennisi, one of the co-director's of the Sun Belt Writing Project.

The idea as we use it is to take a headline from a tabloid (take your pick from any of the weirder ones), turn it into the title of a poem, and write a poem about it. I ask to treat it seriously, but my own poems almost always tend to come out tongue-in-cheek. Here are the three I wrote today. I do not vouch for their quality, but it did get me writing in the classroom with my students. Always a worthy goal.

LOST DOGGY TRAVELS 1000 MILES TO COME HOME

...to attack the owner who abandonded him!

or

Revenge of the Yappy Dog

"Taco killed him!" cried his wife
"That little chihuahua took Stan's life!
He told us that Taco had run away last week,
Now he's been killed by that little pipsqueak!"

Who knew that Taco, weighing only four pounds,
Could find his way home and bring his owner down?
The guy tried to ditch him in another state,
Driven crazy by the yap, yap, yapping, early and late.

Taco came home and snuck in through the back,
For once he was silent, waiting to attack.
As his owner passed by, in the middle of the night,
Taco took him down--and it served him right!

Leaving that little yappy dog allalone in the woods,
He should have known it would come to no good.
Now he is dead, hea has paid for his sin,
But Taco's escaped--and may strike again!

©2007-Art Belliveau

MAN'S HEAD EXPLODES DURING HAIRCUT

They always ask about the beard and the hair.
I don't know why they even care.
"Man, why's your hair in a ponytail?
Don't you know that style is stale?"

After 12 years of Catholic school,
Where short hair was always the rule,
I grew it long, so just back way off!
Least that's how I try to play it off.

But it's not the truth, at least not all,
So now I'll tell the whole truth to y'all.
It happened way back, 25 years ago,
Right before I decided to let it all grow.

I was at the barber's, waiting my turn,
When this one dude's new crew cut started to burn!
All of a sudden his went BOOM!!!
So took off running out of the room.

I'll take no chances, I decided then,
I'll just let it grow and avoid firemen
And the bomb squad--I know it is weird,
But that's why I've got this long hair and this beard.

©2007-Art Belliveau

FOUNTAIN OF YOUTH FOUND IN NYC SUBWAY TOILET!

There are some things, I just don't wanna know.
Some facts that I don't need to learn.
Some places that I just don't wanna go,
For fear that I'll never return.

I do not care how old I get.
Or how many gray hairs I may grow.
I never would try it, no, not on a bet,
I could never win enough dough.

Apparently, though, someone has tried it,
Though I could puke at just the mere thought.
And the change that occured, well, he couldn't hide it.
He left the stall and was caught.

Some things in life just aren't worth it.
Some things I'd rather not be told.
I wish that they never did unearth it,
But, though they did, I would rather grow old!

©2007-Art Belliveau

A Couple of Writing Lessons

Yesterday my classes and I did a little work on specificity with sensory images. I started with a writing assignment I pulled from Room to Write by Bonni Goldberg titled “Seasons.” Here is what they were supposed to have written the day before:

Today pick your favorite season. First, recall a personal moment during the season. Then focus on only the details that evoke that experience. Use texture, smell, and sound if appropriate. Be truer to your response to the moment than to its features. Notice whether you start with specific features and move to general ones, or the other way around.

So today I started by writing Sensory Images on the board and asking the class what the five senses were. Then I listed them and pointed out that in my experience with beginning writers, most of them put about 90% of their details on visual images, and 9% on auditory images. Ninety-nine percent of sensory details coming from 40% of the senses—a little on the overkill side.

Then I wrote Vague Words on the board and under that wrote delicious. I asked if they could figure out why that was a vague word. After a few guesses, some of the classes hit on not everyone likes the same foods. I illustrated the point with my own love of red cabbage, a treat that makes my Southern wife gag. Just saying it had a similar effect on most of the students in the class. I then pointed out that my wife loves collard greens, a food I wouldn’t eat for pay. Where we grew up and what our families considered normal made us grow to have some very different tastes in food (pardon the pun).

I also pointed out that I cannot make myself eat steak sauce. The students inquired as to why and I explained a traumatic childhood event when my father, to teach me a lesson about way overusing the steak sauce one night got a spoon and made me finish all the steak sauce left pooled on my plate. After about three hours at the table it was gone and I never ate steak sauce again.

After putting some other vague words the students love to use, good, pretty, and nice prominent among them, they started to get the idea. So I gave them highlighters and asked them to mark any word or phrase in their papers that was vague. Then they numbered the marks for future use.

I then made another apparent digression into the difference between Revision and Editing. Every class got what editing was right away. Not a single problem in figuring that out. Almost all of them were stumped by revision. We finally got to the point that we agreed it had to do with content, and that it involved organization, adding in details and deleting irrelevant details.

I told them to look at the highlighted words on their papers and then, either on the back or on a new sheet to write the number one. Then look at the vague term and try to come up with something more specific. I briefly explained clustering to get ideas rolling, and let them loose for a while. Now I can look forward to reading them and seeing what they think is vague. And I’ll add a different highlight of what I find to be vague. Should be fun.

They also had another writing assignment from Room to Write: “Stranger Than Fiction.” The idea here was to write about a recent story in the news. For this I did the first part of the “To Be or Not to Be” assignment I picked up at an idea swap at NCTE a long time ago. The original lesson was donated to the swap by Dr. Tracey Johnson of Clarion University.

The idea here is for the students to write a page or so and then swap it with another student who highlights all the “to be” verbs (be, being, been, is, are, was, were, am, the apostrophe m in I’m, and any apostrophe s that means is). Then I break from the original plan to talk to my students about Klingons. Yes, I am ubergeek enough to use Star Trek and Star Wars references in my classes.

Apparently the writers who originated the Klingon language for Star Trek had decided that the language would have no “to be” verbs in it as Klingons would define themselves by their actions. Ironically, the first thing they were asked to translate was Hamlet’s soliloquy. I am not sure how they did it, I didn’t hear that part of the story, but my best guess would be something like, “To live or to die—This I ask!”

This sets the stage for my students to revise their papers, changing the words without altering the basic message. They need to rewrite all the sentences with “to be” verbs in them so those verbs are eliminated from their papers.

I haven’t checked them yet, but I do have some high hopes.

Okay, ‘nuff said for today. More than enough. But after so long a silence, can I be blamed for my logorrhea?