Submitted by Kathy Shaffer
Monologue, By Sacred Writing
Oh my. I wasn’t expecting company. It appears that I am quite special today. Everyone wants to be with me. There’s Mel and Ian. They have joined me with their fine group of young writers from camp. Let’s see . . . today I think I’ll have them write about their mentors, a favorite teacher or the person who has most influenced their life. This should be both enlightening and interesting.
Julie made me weep as I learned of her advisory teacher during her student teaching in first grade. Mrs. Lambert was always smiling and so were her students whether they were doing worksheets, math, or reading. The students even smiled as they rubbed their cares away on the worry rock given in love by their teacher, only to be returned in grief by her students as they mourned her death. Even a worry rock cannot ease so great a loss at so young an age.
She was in his special Literacy Magazine Class. Mr. Cline, who drove Heather to do her best, taught high school English as if it were college. Years later, however, his sharp collegiate mind was now replaced with vacant spaces where memories of Heather once lived. Another death. The death of memories in the mind of a beloved teacher.
I bear many burdens as sacred writing. Perhaps chocolate will lighten my load.
I hear many descriptions of the renowned Dr. Shirley Lumpkin, but I do not recall the word goddess being mentioned in the same sentence as her name – until today. Amy credits her with teaching her about the process of work and trust; work and trust. Only out of the work comes the quality that she demanded and expected. While Amy may have initially been averse to reading Beowulf, it was not an adverse experience – especially when she read it backwards.
I am sorry to say that I was not able to hear of Annie’s wonderful father except to know that all he ever wanted to do was help everybody.
More tears demands more chocolate.
Moving every five years was difficult for Jennifer, but despite the hardships, her parents were a great influence in her life. From Missouri, to Iowa, and finally to West Virginia, they were supportive. And while Jennifer is not exactly sure what house mothers do, her mom was one – and a good one at that – providing both rides and money for many activities such as dance, piano, and soccer. Dad did his part by easing the pain of one final move with the promise and the giving of a dog.
I have never had a strong desire to run to the car in my underwear. But Dustee’s mom counted this a wonderful privilege of living in the country. Because she influenced how Dustee thinks about life, Dustee now considers this a great benefit that she no longer enjoys. It is a wonderful mother who can take any situation in life, look at it through the lenses of pride and humility to see the blessings, to be thankful, and to teach her daughter by example.
What would mother think? What would mother do? What would mother say? These questions linger in Judy’s mind whenever she craves the wisdom of her beloved mother. Their family kitchen, the center of her universe, the place where time stood still, was the sanctuary where she gleaned from her perfect role model, mentor, and best friend.
Mrs. Karr got to choose her students, and she chose Amanda. Although Mrs. Karr did not make a favorable first impression, Amanda learned quickly that the loud yelling emanating from her classroom was actually misinterpreted sounds of laughter and fun. Now Mrs. Karr is characterized as wonderful. Yes, it’s a wonderful teacher who can pull a hilariously funny April Fools joke on worldy-wise 3rd graders, and who can orchestrate the making of beautiful paper heart necklaces worn by the Students’ of the Day.
Small talk is a talent given especially to women. It can be developed, I’m sure, given the right place, the right time, and the right people. Dr. McCurdey and Ian, however, have not developed this skill though given ample opportunities to practice in the men’s restroom. Despite this impasse in their student/mentor relationship, Dr. McCurdey remains one of Ian’s most influential teachers having been in his English 102 class years ago. Ian still aspires to emulate his mentor hoping that some day he, too, will be able to accept a compliment and exit a men’s room with grace plus efficiency minus small talk.
His advanced English teacher tells jokes that Charles laughs at – but others do not get. He helps Charles coordinate on-line classes, competitions, and study materials. He teaches through discussions, he assigns projects, and he recommends books. He does not give a lot of homework, and he answers all types of questions - even in the summer.
I hear many descriptions of the renowned Dr. Shirley Lumpkin. Jennifer adds mentor and favorite teacher, to the goddess of English.
His name is Joe. He is sensitive, insightful, and stable. While most people were too busy to attend church, giving into the temptations of backpacking, boating, and sporting around in RV’s, the congregation at Joe’s church was different. That is because Joe was different. Having drawn the attention of thousands in the community as well as thousands more across the nation, Joe was interested in Ford, his protégé.
Unexpected and unwelcome tears assaulted his eyes as he spoke of his father. Thoughts of his dad quitting school after graduating from the most elementary level in order to work so that his brothers and sisters might eat caused the sudden display of emotion.
Surprising yet precious, Anthony inspired us all to take pride in our heritage and our past, to appreciate our present, and to value hard work.
The basket of chocolate eludes me at my time of greatest need.
Because her mother did not care for her writing, Jennifer was forced to become a closet writer. She wistfully admires the young writers who have this opportunity that she never had. She desires to bubble wrap their young and fragile writer-hearts allowing their words to become sacred.
After a lifetime of hardships and grief experienced by her Pa-pa, Sydney cannot understand why people complain about their lives and he never complains about his. Filled with the early death of his mother, pain, and defeat, he always knows exactly what to do, he always has time to listen, and he never gives up. He is the best person she will ever know. He is her idol.
Patsy fell in love with health, P.E., and Science simply because Mr. Perry taught them, and she loved Mr. P. He encouraged Pasty to pursue a degree, wisely pointing out the fact that she would one day turn 40 with or without a degree. Mrs. Sakarsky, another influential teacher, helped Patsy find her writers voice as she crafted her literary autobiography. Writing project, however, was the gift that helped Patsy heal after a very grievous time of life. A special tribute goes to Delores for mothering Patsy until she could find her berries.
According to Jennifer, late 20’s is old. At least that is what she thought of Miss Decker, her favorite teacher, hands down. Miss Decker taught Jennifer many things about life including how to either rescue or destroy a princess who was virtually tied to a post on the chalkboard, and that teachers have cars.
Elegant with grey hair that was always in place but did not look sprayed, was Senora Dame Sheridan, Hildegard’s high school French teacher. Her eyes twinkled with her love for French, teaching, and teenagers. Her feet danced with Eliza and Mr. Higgins in My Fair Lady. Her charcoal grey tweed suit was Hildegard’s favorite. She wore a beret with it. Although Hildegard felt fat when her elegant teacher took her and others to a pool, Senora Sheridan liked her swimsuit. It must have been OK, because she has style and class.
As part of the first kindergarten class in the new school, Beth was wary of the halls that never seemed to end, but not of her teacher, Mrs. Wilks. Despite her glasses and red fingernail polish, Beth never seemed to be able to see her coming. Between smiles and backrubs, the class spent a lot of time singing as Mrs. Wilks played the piano. Beth was the featured singer because of her distinctive voice quality, namely, volume.
Family meant everything to her mother, and now family means everything to Mary. Like her mother, Mary alues special times spent with her family all together. Even though she did not always listen to her mother, she now admits that her mom was usually right. Mary fears that admission will make her seem told to the young writers.
Alice does not always like the way Madeleine L’Engle’s books end, simply because she did not envision it this way or that. However, the patience, love, and self-control that L’Engle’s characters portray, encourage Alice not to give up on others and to know that she can do whatever she wants to do.
Generally speaking, she did not like her school, but Erin did love Mrs. Archer, her 6th grade science teacher. She was young, exuberant with black curly hair. She always found a way to get everyone involved. She was teaching and having fun at the same time. After Erin transferred to a different school, she liked her new school, but she no longer liked science.
Story’s mom is perfect.
Katy’s dad has interesting insights and always knows what to do.
He loved her uniqueness, and she loved him for loving her uniqueness. Small blue words written by Mr. Summers, the man who Peggy thinks taught her to write. They are forever indelibly printed on her mind and in her heart. Now she uses Summerisms in her own teaching with her own students. A fitting tribute to the man who recognized and affirmed Peggy as a gifted writer - initially to her classmates but ultimately to Peggy herself.
Shrouded with positive energy, Mr. Petry, Eliots high school English teacher, was always excited about something and usually many things at once. His perpetual smile, his simple ways of explaining complicated ideas, his thoughtful interactions in the personal lives of his students set him apart as special. Mr. Petry was the first to express his congratulatory pride in Eliot when he was first accepted into college. He affirmed that pride in Eliot when they spoke on Monday.
What was it about Mel’s third grade teacher that made Mel want to go home with her? Was it the fact that she hung Mel’s Thanksgiving writing on the special board with the words, “Nice writing” clearly printed? Was is that she taught Mel everything there was to know about life? Perhaps it was the knowledge that came later that Mel’s hugs helped sustain her through a divorce that year? Regardless, Mel adored her and wanted to be like her. However, Mel’s third grade teacher is not to overshadow her love and respect for the simply amazing Mrs. Bentley who got down on her knees and looked into Mel’s turtle shell and told her it was OK to come out. And out she came in a very dramatic way!
Diane has known her mother all her life. She’s always been there for her providing food, shelter, and clothing for which they shop every other week. In spite of divorce and several moves that included Romania, New Jersey, and Pennsylvania, Diane is happy that her mom is now remarried and settled in Huntington.
Strange bird. That’s how Mel describes her favorite teacher. Tall, portly, Captain Kangaroo-ish. He had confidence in Mel, even when she did not have confidence in herself. He envisioned her as a published writer one day and told her classmates as much. He shared his love of literature with his class, but was a little obsessive about mundane vocabulary words and details. Who cares if Maureen Peel’s socks were both white and kelly green? Mr. Saunders cared, therefore, Mel cared.
Commercial: Free Talk
We’re suppose to stick to the schedule every day.
So why am I deviating? ‘cause I’ve got something to say.
After sacred writing and before enthography
We had a time of chit chat, a time of talking free.
Free talk time, off schedule, oh no!
Talking about soft eyes and how they make you glow.
Patsy thinks that we’re all back in nineteen-sixty.
A part of a social experiment - high-spirited and free.
Cinquain: Ethnography
History
Yesterday, Patsy
Remembering, Learning, Laughing
We re-lived the day.
Ethnography
Announcement:
May I have your attention, please? It is now time for a much needed and much deserved break. We will all meet back in the computer lab in approximately seven (count them) seven minutes for Amanda’s demonstration. Due to time restrains, please keep all restroom small talk to a minimum. Thank you.
Summary: Demonstration
Amanda addressed the need for teachers to help students become responsible, in part, for their learning by using self-assessments. Self-assessments, specifically rubrics, checklists, contracts, and reflective writing assignments, help students develop metacognition as well as empowering them to be independent learners. Because students write and assess their own writing apart from a teacher’s immediate feedback . . .
News Reports:
Heather: We interrupt this ethnography with a live news report from the 4th floor of Corbly Hall where the Summer Institute of the Marshall University Writing Project is now currently in progress.
It seems that there has been a sighting of a reporter and a photographer from the Herald Dispatch, which is the local newspaper in Huntington.
We’re talking with Peggy Henderson, the leader of the project. Tell us, Peggy, when did you first notice these visitors?
Peggy: We were all enjoying Amanda’s demonstration on the virtues of student self-assessment, when all of sudden, I looked up, and there he was – standing near the doorway, toward the front of the room.
Heather: What did you do?
Peggy: Well, at first, nothing, although he was hard to ignore. He soon got my attention, and I stepped out of the room to talk with him and to answer his questions.
Heather: Amanda, you were presenting your demonstration at the time. How did you feel when this interruption took place?
Amanda: Of course, I was nervous, but the other fellows helped me feel more comfortable by paying attention, providing feedback, and engaging in this very important topic.
Heather: And the photographer, we hear that he was especially distracting.
Amanda: Oh, he was. He did not hesitate to move around the room or to flash his camera at any given angle. He even talked to some of the fellows while I was trying to talk. His mother should have taught him better.
Heather: You heard if first hand, folks, live from Corbly Hall. A reporter and a photographer from the Huntington Herald Dispatch visiting the Marshall University Writing Project Summer Institute. Now back to our previously scheduled program.
Summary, continued.
. . . they serve to help students work independently and not just write to please the teacher. Although there is a solid research base for this strategy, practice appears to be several years behind the research. Time was allotted for the fellows to write, self-assessments, and create an authentic rubric to implement in their own classes.
Commercial:
Although it’s time to break apart and separate
To write Amanda’s letter telling how she did so great.
We linger and we chit chat and talk about the news
Not of the reporters, but Peggy’s cool red shoes.
Free talk time, off schedule, oh no!
Some run to the restroom, they’ve really got to go.
It’s OK if you have to, if it’s an emergency
Just try to avoid the small talk with Dr. McCurdey.
Recipe: Writing Group
Ingredients: Three or four life long learners also known as teachers
Original compositions of various lengths and genres, plus copies
Post-a-notes or other similar writing paper
Pencils or pens
A known process for feedback.
Directions: Form a circle with fellow writers
Allow one writer to read while all other responders listen carefully
Make notes
Respond
Mix well with support, cooperation, and encouragement.
Writer takes notes, responds, and allows feedback to percolate.
Results are proficient, creative, insightful writing telling the stories of our lives that only we can tell. Serves unlimited numbers.
Announcement:
May I have your attention, please? It is now time for a much needed and much deserved lunch break. We will all meet back in the computer lab in approximately one hour for the designated time known as Third Space. Enjoy your lunch of hot dogs, cole slaw, chips, macaroni salad, and various desserts served with compliments from Julie and our compliments to Julie.
Top Ten List: Virtues of Third Space
- You get to brag about yourself on your blog.
- You learn that Googledocs Rock is not a new movie, song, or group.
- Someone else plans your next camping trip for you including supplies and location.
- When your students ask you if you have a wiki, you no longer feel the need to send them to the principal’s office for obscenity.
- You’re committed. I mean you’re committed to a daily habit of checking the Summer Institute weblog.
- You’re assigned to watch a youtube about wikis and you actually know what to do.
- Ian teaches a short cut on how to make a new tab using the scroll button on the mouse.
- You get to post a wiki.
- You visit a virtual classroom where there are no lesson plans, gradebooks, bulletin boards, parents, or students – only you, your thoughts, your colleagues and their thoughts.
- You get to watch unattached hands move little people, emails, and documents around expounding the virtues of googledocs and wikis.
Tribute:
Although Ian did a wonderful job of facilitating Third Space this afternoon, Karen was greatly missed by all, but especially by the technologically challenged immigrants.
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