November 9, 2009

This is Mrs. Chili’s “I Am Not Pleased” Face

I’m totally pissed off at my Local U. kids.  They came to class completely unprepared to talk about Dr. King’s Letter from a Birmingham Jail tonight.  I spent an hour up there, fucking talking to myself.

NOT.  COOL.

I sent them this letter.  I hope that at least a few of them are a little ashamed of themselves right now…

Dear Class,

Please; don’t ever let that happen again.

Precious few of you came to class prepared today (and those who were “prepared” were really fighting for it).  Look; I understand that you’re all lagging.  I get that many of you have been sick.  I very clearly remember the mid-semester doldrums from when I was a student.  None of those things excuses the train wreck that was tonight’s class, however.

I came to class excited to dig into this beautiful and articulate argument, and I spent the hour talking to myself.  I already KNOW this piece; I’ve studied (and taught) it many times before.  I wanted to share that with you, though, so that you could see an example of a well-crafted, beautifully worded piece of argumentation, so that you could learn from Dr. King’s example as you begin to compose your own pieces of persuasive writing, and none of you came to my party.  All of our time was wasted, and I am more than a little disappointed.

For homework, please do on paper what we were going to do in class.  Write a careful and detailed analysis of Dr. King’s response to the Clergymen’s complaint, being mindful to look not only at the main points King makes, but the subtle subtexts and inferences that he uses, as well.  This is a singularly gorgeous piece of rhetoric for a number of reasons; your job is to see how many of those reasons you can uncover and fully explicate in your analysis.

I’m available via email if you need anything.  Enjoy your Veterans’ Day off; I’ll see you again (fully prepared for class this time, please) on Monday.

Warmly,

Mrs. Chili

November 8, 2009

Quick Hit

Holy shit.

In the past two hours, I’ve gotten no less than five – FIVE! – emails from students and colleagues telling me that they’re sick, sick, sick.

Gird your loins, Everyone!  It’s not coming; it’s already here.

Surgicalmask-main_Full

image credit

(Now I’m going to go figure out a way I can leave the house wrapped entirely in plastic…)

November 8, 2009

Seminar on Teaching Writing: Intro to Research

For the last few months, Dingo, O’Mama and I have been zipping emails back and forth through cyberspace as we’ve taught our respective classes.  We’ve talked about pretty much everything from grading (Oy!  The papers!) to professional development.  We’ve found a lot of useful material and invaluable support in one another.  Really? This is the reason I blog.

Well, today’s email conversation revolved around research.  O’Mama’s obliged by her college to teach a research paper, and she’s stressed (and rightly so) about where and how to begin.  Her cry for help elicited from me a couple of suggestions based on what I do in class, and since I’m eyeball-deep in research papers at the moment, the topic is pretty much all that’s on my mind.

THAT email prompted Dingo to write that if I were ever to teach a seminar about teaching writing, I was to sign her up immediately.  “Shall I start a series on my blog?” I asked.  “Hell, YES!” was the general consensus.

I am nothing if not accommodating.  Here, then, is the first in a series of meta-cognitive posts; a seminar in which I explain what – and how – I teach my students about the mysteries of the written word.

Since I am, as I said, eyeball-deep in the aforementioned research papers, and since the first batch that came to me were gawd-awful, pathetic examples of what I was asking for, I’m going to start with an explication of the research paper.  I’m going to be starting ALL OVER again with my freshmen and sophomores at CHS, and here’s how I’m going to do it.

I begin by talking about the research process.  What, exactly, IS research?  How do we get started?  What are our responsibilities as researchers – and writers – and to whom do we owe those responsibilities?  Who uses research and to what purposes?  This conversation gets the class thinking about the how and why of research, and it varies depending on the kind of time I’ve got – for the high school classes, it is much of a whole class period; for my college kids, it takes up about 15 minutes.

In my world, research is NOT a dirty word.  Though most students will chafe at the  idea that research might be (get ready – I’m going to say it out loud…) fun, that’s exactly how I present it.  I am eager to find out stuff I don’t know.  I adore digging into a topic that I think I have under control and finding this one strange little fact that puts my whole thinking in a tailspin.  I love finding connections between this thing and that thing that I never even knew existed, and I love figuring out how to put all of my new-found knowledge together so that it makes sense to other people – so I can share it!  Imagine!

Usually, I start the actual “research” part of my classes by talking about topics and what, exactly, I want the students to look into.  Depending on the age of the student (and the theme of the course), I will be more or less specific about this guidance; for my I/II kids, for example, I required that they research something having to do with World War II.  I wanted for them to make solid connections between actual history and events that were the basis of the fiction we’d just finished reading in The Book Thief.  Since we just finished reading The Sunflower and had spent the last few weeks talking about how we treat others, I asked my juniors and seniors to engage in research that focused on some topic that touches on the larger issue of human rights.  My Local U. kids got to choose whatever topic they wanted, though many of them came to me in desperation and begged me to assign something to them; sometimes, more freedom is harder than less. (If you want to see the actual assignments I wrote for each class, just say so and I’ll post them in another entry.)

Once the kids have a topic in mind, I start asking them narrowing questions.  My goal here is to get them to see that “the Rwandan Genocide” is far too broad a topic to be handled in a 5-10 page paper, so when they come to me with a topic like that, my pat response is “Okay; what ABOUT the Rwandan Genocide?”  They’ll sputter a bit, but they eventually see what I’m getting at, and this leads us to a discussion about guiding questions.

Guiding questions are the questions that the kids ask of their research – the ones they hope to answer as a result of their investigations.  What kinds of questions the students will ask will depend entirely on the kind of research a student is doing (analytical, expository, or argumentative).  Since I mostly teach analytical and argumentative research, I encourage my students to ask the kinds of questions that will lead them, sooner or later (though usually a lot later than the student prefers) to a thesis.  Again, the kind of research being undertaken will determine whether the thesis is a question (“How does understanding the causes of the Kristallnacht pogrom in Germany and Austria help us to understand modern racial conflicts?) or a statement (“Despite the inherent risks of the sport, schools should not eliminate football from their programs”).

Once they’ve got a decent thesis going (and this is almost always harder than they think, and it almost always changes once they get into the actual research), I get them to start thinking about audience.  Recognizing that I – or the person doing the grading – is most likely going to be the person they’re playing to, I try to get students to consider a much broader readership than just the teacher.  I’m asking them to think beyond what one person may or may not know about their topic and, in essence, forcing them to consider how best to communicate specific information to a broad, and largely unknown, audience.  One of the big learning objectives in a research paper is exactly that – the communication – and I want to make sure that they’re not relying on me and what I already know (about them, their writing style, their topic, etc) to get them off the proverbial hook when it comes to style and clarity.

From there, I usually spend a fair bit of time – at least a couple of classes, sometimes more – talking about ethical research techniques.  O’Mama just had an incident where a student plagiarized most of his paper.  His (lame, pathetic, and utterly inexcusable) excuse was that he didn’t know any better.  I’m calling “bullshit” to that.  I spend a lot of time explaining exactly what plagiarism is and making sure that the students understand that the consequences for such behavior are draconian.  I’m not messing around here, and in an effort to make sure that all those bases are covered, I go over, in excruciating detail, how to avoid falling into the plagiarism trap.  Start early (rushed and panicked writers will resort to plagiarism more than those with a manageable writing schedule).  Understand that paraphrasing and summarizing information you didn’t already know is plagiarism.  Oh, and CITE YOUR DAMNED SOURCES.

Tomorrow (or maybe Tuesday.. depends on what my life is like), I’ll continue this by telling you about how (and why) I teach annotated bibliographies and how I feel about Wikipedia.

November 7, 2009

Poetry 101

I think I’ve decided to work with poetry with my juniors and seniors for the next week or so.

I was toying with the idea of heading right into debate and persuasion, but I’m not quite confident that I’m ready to start that unit just yet. I’ve ordered a handbook with the traditional rules for debate from Amazon, and the book’s not here yet; I’d like to be a bit more familiar with the conventions of logical and reasoned argumentation than I am at the moment. I want to read A Christmas Carol with both of my classes (and to watch a couple of versions of the story on film), but I’d like for that unit to culminate just before the holiday break, so I’m holding back on that for now. When I put a bunch of ideas up for a vote on the class website, several of the kids expressed an interest in poetry, so I guess that’s where we’ll go next.

The thing is, I’m not a huge fan of poetry. I mean, of course, there are poems that I adore – deeply and abidingly and, well, truly adore – but in general, I’m not a huge fan of the genre as a whole. For the most part, I find that my frustration with poetry stems from the idea that it’s all so meaningful and profound when, most of the time, I find it overwrought and dramatic (put the back of your hand to your forehead here, and sigh deeply).

I suppose this resistance to the genre comes from far too many college classes with far too many self-proclaimed poets who went about moon-eyed for the tragic figures in our anthologies. While I appreciate that a lot of great poetry can come from suffering, I’m not sure I buy into the whole poet-as-martyr image, and I KNOW I don’t buy into the whole culture of the poetry lover, at least as it’s represented on my campus.

The kids want to look at some poetry, though, and I’m willing to take another turn on that merry-go-round, so away we go.

I’m going to experiment with the unit, though; I want the kids to do some SERIOUS thinking about this, and not just nod knowingly while I try to explicate a particular piece. I’ve dug every single poetry book out of my library which, surprisingly, totaled 19 volumes ranging from an anthology of Frost poems to work from children in concentration camps in World War II to Maya Angelou to a blogging friend of mine.

For someone who “doesn’t like” poetry, I’ve got quite a range of resources, don’t I?

My plan is to hike all these books up the 85 steps to the school, spread them out on a table, and instruct my students to choose a book or two to peruse.  At first, they’re just going to read – as much and through as many of the varied books as they can.  When they come across something that intrigues or inspires or frustrates or delights them, they are to have a closer look. Their job will then be to present these pieces to the class, and to lead us in discussion, investigation, and appreciation for the poems they’ve chosen.

I’m going to see if I can tie this in to the Poetry Out Loud program that CHS participates in every year, but I’m not going to demand that the students participate; I suspect at least a couple of them will really want to, though, and I will certainly use that as their demonstration of mastery as a final project.  For those who are not inclined to compete, I will work with them to come up with some creative way of proving to me that they “get” poetry (which will really be their way of demonstrating that they understand that poetry is entirely subjective, that poems can take on many different forms and styles, and that one of the essential features of the genre is that the piece says more than the word on the page).

My biggest challenge is going to be not rolling my eyes when one of my self-proclaimed poets pulls out a piece that I find overwrought and dramatic.  I just need to keep remembering: to each his own, Chili; to each his own…

(in case you were wondering, some of my favorite poems are this one, this one (which I can (and will) recite from memory), this one (which may be my all-time, most favorite, ever), and a new favorite, this one)

November 5, 2009

PLEASE, Let Me Be Wrong About This…

I have a bad, bad feeling, and I’m praying with all I’ve got that I’m totally out of tune on this one.

One of my students, let’s call him Sam, was pulled from CHS today, and as soon as I heard the news, I was struck with a sense of dread that I’ve not been able to shake all day.

The “official” story behind his transfer is that Sam’s parents were having too hard of a time getting him to CHS (he lives a fair distance away, and CHS can’t provide transportation), so they registered him in his town’s public high school.

My students tell another story, and their version really confirms this sick feeling I have.

Sam is openly gay. Not flamboyantly or loud-and-in-your-face gay – Sam is, in fact, a very quiet and unassuming young man – but he makes no secret of the fact of his sexuality. In fact, he made a point of coming out to me the other day. He saw my telling the “you’re a nice person, but you’re going to hell, anyway” story as an opening to tell me that the same thing happened to him, too, only he was told that he can’t go to heaven because homosexuality is a sin that can’t be forgiven. I think he wanted me to know; he understood that I am an ally (there’s evidence of my ally-hood all over the place in the form of buttons, magnets, and stickers on and around my things in the school) and I think he saw me as someone he could trust.

The reason my kids say Sam was pulled from school is because his parents are not at all okay with Sam’s being gay. Not only are they not okay with Sam’s being gay, but they seem to be under the impression that CHS encouraged this revelation in him; that it is somehow the “fault” of the school that Sam is homosexual.

I don’t know for sure, but I suspect that Sam knew this was coming and confided in his friends the reasons for it; I have no reason to doubt what they said; the story was independently confirmed by a couple of different students at a couple of different times.

My sense of dread is that this may be more than Sam can take. He told me, early in the year, that he never felt more comfortable than at CHS. The poor kid has been to five high schools in four years – I think this will make six – and I’m horribly worried that he may feel so isolated and misunderstood that he will do something to hurt himself.

I sent him an email this afternoon, telling him that even though he’s not a student in our class anymore, that doesn’t mean we’re forgetting about him. I sent him an invitation to our new class website, and I told him that if there’s anything I can do for him as an English teacher, an ally, or a friend, he needs only ask. I am desperately hoping that he finds a safe place – and some safe people – in his new school, and that he recognizes that he only has to live through the next few months until he turns 18 and gets to make choices for himself.

Still, I have to say that I will not be surprised to hear news that Sam did something drastic. I hope, with all that I have, that I’m completely wrong…

November 4, 2009

Research Paper

*Chili’s note; Grammar Wednesday is being postponed this week; I’ve got bigger work to do*

I had an uneven number of students in my morning class, and I didn’t expect that they’d be able to give me a whole lot of productive feedback anyway (yes, I’m being pessimistic, but I’m also a realist), so I didn’t get my paper workshopped.  My hope is that I’ll be able to participate in the big-kids’ workshop next period.

Regardless, I wanted to put this out for you, dear readers (well, for those of you brave enough to get to the end of it, anyway) to see if I can get some peer feedback on the thing.  Remember that this is a first draft; I’m entirely dissatisfied that I’ve properly addressed my major question.

I’ve included my own questions at the end; I welcome any and all suggestions you care to make.

Thanks!

Mrs. Chili
English I/II, III/IV
November 9, 2009
Research Paper

Shards of History: Kristallnacht, Memory, and Racial Unrest

When the sun rose over Germany and Austria on the morning of November 10, 1938, much of its light was filtered through the smoke of still-burning synagogues and Jewish homes across both countries.  What light shone past the haze sparkled over perhaps billions of broken shards of shattered windows and illuminated the faces of Jews both dead and stunned living alike.  Those who survived the night had endured an unprecedented, targeted, and deliberate riot perpetrated by the German government, the police forces, and ordinary German citizens against their Jewish neighbors.  Homes and businesses were looted and destroyed, synagogues were burned, and thousands of Jews suffered arrest, rape, and murder at the hands of their countrymen.  The riots came to be known as Kristallnacht, the night of broken glass, and the memory of that night is still alive in the consciousness of survivors and scholars.  Kristallnacht stands as a warning against the violence and destruction that racial hatred can bring.

As soon as Adolf Hitler assumed the chancellorship of Germany in January of 1933, he began implementing programs meant to limit the freedoms and infringe on the citizenship of German Jews.  As early as April of that year, a boycott against Jewish-owned businesses was called for by the Nazi government, and the call was made on April 1st in a rally by Joseph Goebbels, the Nazi propaganda minister.  Though the boycott was largely unsuccessful – the German people were not yet ready to follow Hitler in his hatred of their Jewish neighbors – it was, nevertheless, a warning sign of things to come.

Antisemitism and the persecution of Jews represented a central tenet of Nazi ideology (USHMM).  The adoption of the Nuremberg Laws in 1935 announced the public intention of the German government to marginalize German Jews and to limit their participation in civic life.  Among the many restrictions imposed on Jews was the denial of positions in civil service, limits on the numbers of Jewish students allowed in universities, and restrictions on the practices of Jewish doctors and lawyers.  The ban on Jewish participation in German life even extended to the entertainment industry; Jews were no longer allowed to act on stage or in films (USHMM) and, eventually, were forbidden to attend plays and films as patrons, as well.

Life for Jews in Poland wasn’t much better.  Poland, too, had become increasingly hostile toward its Jewish population, and was unwilling to allow Polish Jews living outside of the country to return to Poland.  In order to return, foreign residents needed to obtain a special stamp on their passports.  When these people went to their consulates in Germany and were refused the vital stamp, the purpose of the Polish government became clear. Poland did not want them to return (Schleunes, 237).

Along with the restrictions Germany put on Jews came many mass, forced deportations of foreign Jews from Germany.  Soviets, Poles, and Austrians who were identified as Jews were forced to leave Germany and German occupied territories, regardless of whether these deportees had anywhere to go; in many cases, these people had lived in Germany for decades and, in some cases, generations, though sometimes without ever obtaining legal citizenship.

One such deportation was the mass expulsion of Polish Jews in 1938.  The group were rounded up and shipped to the border, where Polish officials denied them entry into the country, a move which forced the deported Jews to live in a refugee camp between the two countries.  Two of these refugees were the parents of Herschel Grynszpan, a 17 year-old illegal immigrant living in France.  Seeking to avenge the cruel treatment of his parents, Grynszpan sought the audience of a German official at the embassy in Paris on November 7, 1938; it is suspected that he asked to see the ambassador, Count von Welczek, but was received by the third secretary, instead.  Ernst vom Rath, a minor figure in the embassy, had the unhappy luck of answering Grynszpan’s request to meet with a German official and was shot  by the teenager.  He died of his wound two days later.

Vom Rath’s death was the pretext under which the Nazis launched a widespread riot in Germany and Austria against Jews.  An article in the New York Times reported that the shooting in Paris was linked to a “world conspiracy” and warned Jews of certain retaliation.  The official German response was that Grynszpan’s frustrated attempt to find justice for his parents was, in fact, “a new plot of the Jewish world conspiracy against National Socialist Germany, an attempt to torpedo Franco-German relations, and a plot against European peace.”  The article went on to quote Der Angriff, the German newspaper founded by the Nazi party in 1927, which called for “the nations of Europe to unite for ruthless war against the international Jewish menace and against Jewish murder and Jewish crime”(Tolischus).

The German government wasted no time in organizing retaliation for vom Rath’s shooting.  In orders transmitted at 11:55 p.m. on November 9th, 1938 to all Gestapo offices, Heinrich Muller, the chief of the Gestapo, ordered that “Actions against Jews, especially against their synagogues, will take place throughout the Reich shortly.”  Jewish homes, shops, and places of worship were targets of violence, though the Gestapo’s orders made clear that action was to be taken against these places “only if there is no… danger to the surrounding” German-owned properties and there was no risk of harm to other, non-Jewish citizens.  The orders went on to clarify that looting and “other significant excesses” were to be suppressed, though it clear from eyewitness testimony of people who lived through the pogrom that those orders were not conscientiously followed by officials.  Further, Heinrich warned that “Preparations are to be made for the arrest of about 20,000 to 30,000 Jews in the Reich. Above all well-to-do Jews are to be selected.”  As many Jews as could be accommodated were to be arrested, particularly the “healthy, male Jews, not too old” were targeted.

What is interesting here is that while the pogrom was not discouraged by the Nazi government, many elements within the Nazi leadership took pains to distance themselves from the more radical elements of the SA, sometimes called “Brown Shirts” or storm troopers, who were originally organized as Hitler’s private army and whose purpose was to disrupt opponents to Hitler and to influence the populations by intimidation and violence.  While Hitler’s sympathies were clearly with the SA’s proposed method of dealing with “the Jewish problem” (Schleunes, 236). he was forced to concede, after the Kristallnacht riots, that a more rational approach to Jewish marginalization was required.

The German government was not above letting the radicals do some of their dirty work, however.  At a rally on the night of November 9th, Propaganda Minister Joseph Goebbels, a chief instigator of the pogrom, intimated to the convened Nazi ‘Old Guard’ that ‘World Jewry’ had conspired to commit the assassination and announced that, “the Führer has decided that … demonstrations should not be prepared or organized by the Party, but insofar as they erupt spontaneously, they are not to be hampered” (USHMM).  The regional Party leaders took this as a command, however, and issued orders to their offices and to branches of the State Police, SA, and Hitler Youth.  Many of the perpetrators from these organizations dressed in civilian clothes, however, to perpetuate the myth that the riots were sparked spontaneously by ordinary citizens outraged by the assassination of vom Rath.

Ernest Günter Fontheim, a young Jewish boy at the time of the pogrom, remembers going to school on the morning of November 10th and being told of what happened the night before.  “In a tense voice Dr. Wollheim announced that school was being dismissed because our safety could not be guaranteed,” Fontheim says. “This was followed by a number of instructions which he urged us to follow in every detail” (Fontheim).  The students were told to go straight home and to not walk in large groups so as to avoid the attention of others.  Fontheim and his class was told that school would be closed for the foreseeable future.

On his way home, Fontheim walked past the synagogue where he was made Bar Mitzvah.  He watched a “thick column of smoke rising out of the center cupola. There was no wind, and the column seemed to stand motionless reaching into the heavens” (Fontheim).  He also witnessed a mob dragging a Jewish man from his apartment and beaten bloody.

Joanna Gerechter Neumann was also an eyewitness to the morning after:

“What I saw was hordes of people standing in front of a beautiful synagogue, and         throwing stones through these magnificent colored windows. And as we arrived, of     course we ran past place itself, the noise, the shouting, the screaming. I suppose         there was an, an aura of, of eeriness about it, because we still didn’t know what was     happening, but I suppose just the mere fact that so many people were there and         were screaming and shouting and, and throwing stones into the stained glass         windows was enough to make us run.”

The final tally of destruction is not clearly known.  The number of synagogues destroyed varies depending on the sources consulted, ranging from about 270 to more than 1,000-2,000 (Bard).  At least 96 people were murdered, nearly 30,000 were arrested and sent to concentration camps, and upwards of 7,500 Jewish homes and businesses were destroyed.

Adding insult to grave injury was the fact that, three days after the riots, Herman Goring, Hitler’s acknowledged second in command, held a meeting with the top Nazi leadership to assess the damage done during the night and place responsibility for it (JVR).  In this meeting, he issued an edict stating that Jews themselves were to be made responsible for the damages inflicted against them.  Realizing that the cost of insurance claims for damages to Jewish property would certainly cripple insurance companies, Goring mandated that Jews “be held legally and financially responsible for the damages incurred by the pogrom. Accordingly, a “fine of 1 billion marks was levied for the slaying of Vom Rath, and 6 million marks paid by insurance companies for broken windows was to be given to the state coffers. (Snyder, 201).

The Reich saw the pogrom as a perfect opportunity to truly begin addressing the “Jewish question.”  Goring was concerned, however, about the loss of property due to violence against Jews; he wanted for the Jews to suffer, certainly, but he wasn’t willing to have property and materials that he deemed valuable to the Reich destroyed in the process.  In the meeting, Goring warned his subordinates that any property that could be seized for the benefit of the German cause should be, and that actions should not be taken that would “hurt” the Nazi party.

Further,  Goring made perfectly clear the intention of the Nazi leadership toward Jews going forward.  “I should not want to leave any doubt, gentlemen, as to the aim of today’s meeting,” Goring is quoted as saying.  “We have not come together merely to talk again, but to make decisions, and I implore competent agencies to take all measures for the elimination of the Jew from the German economy, and to submit them to me” (JVL).

International reaction to the Kristallnacht pogrom was mixed.  The German Ambassador to the U.S. , Hans-Heinrich Dieckhoff, reported that the attitude of the U.S. toward Germany took a decided turn from neutral to somewhat positive to decidedly hostile after the Kristallnacht pogrom.  In a report sent to the Nazi government on the 14th of November, five days after Kristallnacht, Dieckhoff wrote:

I believe the storm now raging over the United States will calm down in the
near future. As for now, a hurricane is raging here and no regular work can be
done. It is well known that a large part of the American press has been
attacking Germany in the most hateful and vicious way, and that this
incitement has become widespread. Until 10 November, large and strong
parts of the American people were still indifferent to the propaganda
campaign, partly because of indifference in what regards European matters,
partly because of skepticism concerning the newspapers, partly out of
sympathy for the Third Reich… Today this is no longer the case… There are still wide circles that are indifferent, and many individuals who are maintaining their calm, but as far as public opinion is being expressed, it is without exception enraged and bitter against Germany (Yad Vashem).

My research question is “How does (does?) understanding Kristallnacht help us to understand other incidences of racial intolerance and violence (i.e. the Israeli-Palestinian conflict, the Rwandan genocide, etc)?”

My concerns for this paper are:
• that I’ve not included enough background information about the political, social, and economic conditions imposed upon the Jewish population of Germany leading up to Kristallnacht
• that I’ve not made clear enough the internal power struggles between Hitler and his radical SA and Goebbels and Goring’s more systematic approach to the “Jewish question,” and how that affected both official policy and conditions on the ground.
• that I am unsure of how to make the leap from 1938 to the present time (though I think I’m going to tie it in to Kristallnacht commemorations that will happen on Monday night).
• that I have to have a far broader understanding of psychology in order to make the connection between my research and its application to my guiding question.

Aaaaand, GO!

November 2, 2009

Not So Bad

I gave my freshmen and sophomores an essay test this morning, and with the exception of two kids who only did one of the two required essays, they all did pretty damned good!

I’ve got a million things to do today, so you’re getting this for my post.  I saw it a couple of days ago, and it made me laugh (albeit a bit ruefully, but still…)

funny-pictures-kittens-may-or-may-not-be-listening

Happy Monday, All!

October 31, 2009

Pink Paper Policy *Edited*

Huh!  I checked back in the archives, and it seems that I’ve not written about my pretty pink paper policy yet.  I wonder how THAT happened!

Okay, get ready to flash back about four years.  I’m working on my internship experience (ironically, at the high school I attended and under the guidance of the woman who was my biggest inspiration for wanting to become an English teacher, but that’s another story).  We were working several classes, but my pretty paper policy was inspired by an experience I had with a senior in the AP Language and Composition class (I had this kid…).

Let’s call him Chet.  Chet was a wise-ass.  Chet was always right.  Chet knew more than the teachers (even the ones with Ph.D.s in writing instruction, by the way).  Chet was a royal pain in the ass.

Let’s just say that Chet was not my favorite student, even BEFORE the proverbial shit hit the fan.

Chet failed to turn in a piece of writing.  A fairly important piece of writing that constituted a significant portion of his grade.

Chet baldly accused ME of losing this piece of writing.

It didn’t matter that Chet was unable to reproduce the piece (most kids would have just gone back to their computer and hit “print” again.  No harm, no foul.  Chet made some bullshit claim about a hard drive failure).  Chet had decided that I was an easy target – the intern is the equivalent of the red-shirted, no-name actors on the original Star Trek; you know, the ones who catch a phaser gun blast right between the eyes and never come back from away missions alive?

celebrity-pictures-leonard-nimoy-red-proactive

(edited to include this picture; I just had to go back and include it.  I think it’s a riot that I found this the day after I wrote this post….)

The upshot was that Chet simply didn’t do the work, but he wasn’t going to go down for it; he was going to blame it on me.

Dear Readers, I bought it.  I looked EVERYWHERE for this paper.  I turned my house upside down.  I looked in every rooom in the school I’d even WALKED past.  I practically stripped my car.  I could not find this paper because, well, you know…

The incident made it all the way to the dean before the kid finally confessed – after we threatened to call his parents in on the fun -  that he didn’t do the writing in the first place (don’t even get me STARTED on the depth of dumbassery this kid demonstrated; in the days that we were busy turning my life inside out looking for this fucking essay, he could easily have written the paper and planted it somewhere in the classroom).

I walked out of the dean’s office swearing that I would NEVER AGAIN be used like that.

From that point on, I have instituted what I call my “pretty paper policy.”  I went to the office supply store and bought a ream of neon-colored paper (I started with purple because I like the alliteration, then switched to pink when the purple ran out.  Think about that for a minute…that’s a LOT of purple paper….).

The idea is that when a homework assignment or essay is due, EVERYONE must hand me SOMETHING; either the assignment or a piece of pretty paper with the student’s name, the date, and the missing assignment’s title written on it.  That way, when the student gets a zero for work he or she didn’t do, they can’t tell me that I lost it when I can produce a piece of day-glo paper with their own handwritten confession on it.

I use the pretty paper policy in every class I teach, college and high school.  The college kids never get their pink paper back; I don’t accept late work without prior agreement, so that pink paper stands for a zero on the kid’s score.  The high school kids get to exchange their pink paper for the completed – albeit late – assignments.  Well, they do until mid-semester, anyway.  I wanted to give the kids a good half-semester to get used to me, my teaching style, and the kind of work I’m asking them to do.  I’m doing away with the policy on November 9th.  From then on, they get treated just like my college kids.

It’s a sad thing when a teacher needs to write receipts for missing work so s/he can cover the proverbial ass against unethical (lazy!) students, but it is what it is.  While I’m not happy about having to use it, I’m glad that I do.  I wonder how many Chets the policy has saved me from…

October 30, 2009

Helen Keller Moments

My job is a series of nearly whiplash-inducing ups and downs.  Sadly, of course, the downs – the dumbass kids – make up the higher proportion of this particular roller coaster ride (and, coincidentally, a higher proportion of the fodder for my writing here).

Luckily for me, though, the occasional good ones are enough to keep me getting up in the morning.  These are the kids who “get it” in spectacular and obvious ways, and whose entire perspective of the work we’re doing – and, not for nothing, of themselves – changes in what I call “Helen Keller moments.”  I spell W-A-T-E-R in their hands and suddenly they’re off to the races.

These are the kids who make me love – LOVE! – my job.

Take today as an example.  After a couple of excruciating weeks of apathy and piles of pink paper (have I told you all about my pink paper policy?), I decided to do a review of The Book Thief in preparation for an essay test I’m going to give the students on Monday.  (Chili’s note; what follows kind of requires that you’ve read The Book Thief; I’ll do my best to explain it so that it makes sense to those of you who haven’t, but that’s really not the point of the story.  Sorry if I leave some of you behind).

I told the kids to do their morning writing about the book; what questions, observations, or connections did they make that they wanted to bring up to the rest of the class?  One of the students – we’ll call her Jennifer – mentioned that she was intrigued by the idea of Death as a narrator, but that she felt she couldn’t quite get underneath it.  She knew it was important that Death was the narrator, but she wasn’t sure why.  We talked a little bit about how Death describes his senses (he can smell color and hear emotions and taste ideas, that sort of thing).  Then, I brought up the fact that Death tells us he only sees Liesel four times; once when Werner dies, once when the pilot dies in the plane crash, once when the air raid hits Himmel Street, and once when Liesel herself dies as an old woman, many years after that air raid.

I held up three fingers to represent the first three times Death sees Liesel.  “Okay, you guys,” I said.  “HOW does Death know about all this stuff” – here I pointed to the spaces between my fingers – “when he’s only seeing her for the time it takes him to collect these souls?” – here I pointed to the fingers themselves.  “He isn’t presented as an all-knowing narrator, so how does he know about Max and Mama and the apples and, well, EVERYTHING?  Why is his knowing kind of ironic?”

There’s silence…

This is nothing new…

I’m willing to wait it out.

I looked up to find that Jennifer had a look of utter shock – SHOCK!  I tell you! – on her face.  Her eyes were huge, her mouth was in a big O, and her eyebrows were up to her hairline.

“OH.  MY.  GOD, Mrs. Chili!!  Death STOLE Liesel’s BOOK, didn’t he?!”

DING, DING, DING!!

Yes, Honey; Death essentially stole Liesel’s autobiography (though, to be fair, the book was tossed in with rubble and debris being removed from the ruined street; it’s not as if he wrestled it from her hands).  THAT’S how he was able to know about all the things that he couldn’t have known about.  It kind of blew one or two minds to think that, really, this whole time, LIESEL has been telling us her story – through Death’s reading of her autobiography – but I didn’t want to get them too worked up over that (we’re still working on basic plot and characterization functions here; I don’t want to push my luck too far).

I made a HUGE deal about this connection – this clicking – that Jennifer did; they know perfectly well when I’m upset with them, and I want them to know just as clearly when they do something great.

Jennifer’s discovery helped salve the last few weeks.  She left the class “getting” it, and that’s what I’m in this for.

October 29, 2009

Sweet Mother of Herman Melville!

I think I’m caught up!

Well, technically I’m only caught up on the grading for my high school classes – I still have annotated bibliographies to assess for my college kids – but having all that paper OUT of my briefcase and into my grade book is such a thrilling feeling!

PHEW!

Things are a little mixed at CHS lately.  There seems to be a pervading sense of, oh, I don’t know; I wouldn’t call it ennui, exactly, but it’s not “let’s go get ‘em!” enthusiasm, either.  More of my students are doing their work, and there’s certainly something to be said for that, but those who still aren’t still don’t get it, and I’m getting the feeling from a couple of them that they just don’t care.

I left this message in a student’s notebook this afternoon.  This kid had about 11 missing assignments, and he decided to “make them up” by writing about eight words for prompts that would require at LEAST a couple of paragraphs (if not a couple of pages) to answer with anything approaching competence.  I made a point to send the message home, too, to let his folks know that I’m more than happy to help him, but that this horse just ain’t drinkin’ the water I’m leading him to…

Mike, this is wholly insufficient.  If you continue to resist the writing, it is going to continue to be difficult for you.  Telling me that you can’t do your homework because you’re so far behind because you haven’t done your previous homework is not a convincing argument at all.

I am more than happy to help you. I am not, however, willing to chase you down. You’re making choices here, and when you decide to start making different choices, I’ll be here ready and willing to help you.  The motivation to do well has to come from you, though; until you decide that you want this, there’s very little else that I can do to help you.