Currently (SOLSC 11/31)

I've seen many people do this type of slice, so I thought I would give it a try. Currently I am...

watching an anime called High Card.  It tells the story of a fantasy world set in a more modern time where people have found cards that grant magical abilities.  Each card in the deck has a unique ability or power and some of them are quite bizarre.  It's been entertaining though and I have found all of the characters to be engaging.  There doesn't seem to be much to it yet, but it strikes me as the kind of show that will only improve as it continues and the characters' backstories start to come to light and cause conflict around them.

reading two very different books at the moment.  I'm always juggling multiple books.  

First, there is Amanda Gorman's Call Us What We Carry, a book of poetry I am reading in preparation for a poetry month book club event (link).  I have not made much progress with it because the poetry is heavier than I anticipated.  Not in a bad way, just I want to soak in the words and each poem takes some time to unpack and appreciate.  I have very much enjoyed it though and if you are interested you should totally join us for book club!

In addition, I am also reading The Long Way to a Small, Angry Planet by Becky Chambers.  I am not very far into it, so all I have is that it is set in a very sci-fi environment and takes place on a space ship with a motley crew.  I'm excited to read more as I just finished Becky Chambers' novellas that were also sci-fi and they were fun reads!

listening to older episodes of the podcast Critical Role.  I am caught up on the latest in Campaign Three and so decided I could spend some time listening to some of the Exandria Unlimited content.  I would love to make time for Campaign Two again -- especially since I will have a long flight soon to dedicate some time.  I just finished listening to The Magnus Archives and would love to find more podcasts like that!  I love podcasts that tell stories more so than anything.

hoping to get my grading caught up and sub plans ready.  Spring Break is in one week and I will be venturing to Italy with a group from the school.  We will actually be gone for a few days after school returns and I want to make sure I am prepared.  That's actually my plan for this weekend, but most of the time it's difficult enough planning a week at a time.

waiting for the aforementioned trip -- I can't believe it's so soon!

Morning Routes (SOLSC 9/31)

Follow me from the parking lot to my classroom for my morning route/routine! 

I park my car sometime between 7:05 am and 7:25 am and make sure my podcast pauses correctly -- I don't want to miss out on the thrilling moments of Critical Role or The Magnus Archives.  If I'm playing music, I may linger a bit longer and let the song finish -- getting me excited for the day ahead.

I step out, gathering my things to bring inside: my large tote bag that carries my keys, lunch, my notebook, pens, and a planner.  On a good day I remember to toss my phone into the bag.  On a bad day I leave my phone perched in its holder and waiting for me to come back in 10-15 minutes before students arrive. On a really good day I bring Starbucks for myself or donuts for my colleagues.

Sometimes I get to the door at the same time as Ms. Gray or Mr. Rice.  Other times it's just me and the sound of a nearby mourning dove crying hello. The leaves are still gone from the nearby tree and I pause before stepping inside. Can I spot her in the branches today?  

I should count how many steps from the door to my classroom.  I pass five doors on my left and three doors on my right before reaching my room.

I have a bright pink desk lamp on a shelf near the door that is turned on first.  I set my tote bag down behind my desk and then make a circuit of the room to turn on each and every lamp.  Overhead lights are the bane of my students' existence even with the blue sky light coverings I put over them.  I move from lamp to lamp, but pause when I reach the other classroom door.  This door faces my neighbor's room and makes for a quick exit.  

I open my door, step over to hers, and shout merrily as I step into her room, "Good Mor--."

She is not there and my shoulders immediately slump: disappointed.  My neighboring teacher friend is not there, but I did spy her truck in the parking lot, so at least I don't have to worry about her.  I return to my own room, closing the door behind me, and continue lighting the lamps.

Before students arrive at 7:50 am, I make sure to start my coffee, check my email, tweak the agenda for the day and make last minute copies because I won't get a chance to do any of that again until lunch.

What's your morning route to your classroom like?

Paper Wishes (SOLSC 8/31)

 

We had a few minutes before the bell and I noticed a student had several paper butterflies on her desk.

"Oh, those are nice."

"Thanks.  I was writing my "how to" blog post on origami and made them as practice.  You can keep them if you want."

Blogging has long been a practice in my classroom for a few years now.  I assign them different "types" of blogs to try throughout the year just to see which kinds of blogs they might like.  Many students for their "how to" blog of course used recipes, so I was excited about something different.  I accepted her offering and even tucked one of the paper butterflies near a 'Welcome' sign hanging next to the main door where she sits.

Now, I'm not sure if I just missed some or what, but ever since that first day I have slowly been finding more and more paper butterflies in my room.  Each of them around the same spot.  Each time I gather them and start affixing them to the welcome sign. I'm starting to think she's making them and leaving them behind for me to find.  But I never see her make them and I can't tell if it's just one I happened to miss the day before.

Either way it makes me happy.  I love the little reminders of their time with me.  It can be paper butterflies, sticky note doodles, notes on my white board, or even stickers I gave them placed in unexpected spaces. It's evidence that they were here -- if even for a brief moment.

What little treasures are being left in your classrooms?

(Update: I started writing this blog yesterday, so today I intentionally kept an eye on that side of the classroom.  Sure enough, I witnessed her gathering up a small selection of paper butterflies and even a crane! I knew it!)

                        Today's slice was brought to you by another Teach Write Daily Writing prompt.

Chance Encounters (SOLSC 7/31)

 

"I think I know her." I say, watching as the waitress hurries past us and out the door.  I didn't get a good look at her face, and I can't help but try and catch her eye as she leaves.  I know it will bug me if I don't say something.  I am shy, but I will break my habit of talking to strangers if it is a stranger I think I recognize.  I make a mental note to find her later.

Fortunately, I don't have to as when we are seated for lunch, the familiar face is the one to slide up to our table.  Here is my chance! I'm now 99% positive I recognize this young woman about to take our order. However, before I can say anything, my dad chimes in: "My daughter thinks she knows you."

The waitress's eyes light up as she finally sees me for the first time.  I smile and we both make the connection at the same time.  I recognize her as a former student at the same time she remembers me as her former teacher.

She squeals as she says my name, clearly delighted: "Ms. Johnson, right?"  

"Yes, and you're Amaya."  I'm usually terrible at student names, but despite not having taught her since 2016 I still remember her vividly.  I didn't quite match her enthusiasm, but only because I was still in a bit of shock.  I wonder if this is how celebrities feel when they are recognized in public?

It was surreal moment, especially in the middle of lunch on a random Sunday afternoon in an area far from my usual stomping grounds.  Then again, we were in the area of where I first started teaching, so it wasn't completely random.  

"What are you doing these days," she asks.

"Oh, still teaching.  I'm at Vilonia now though.  How are you?"

"I'm good!  I just started here.  I drive by the high school sometimes, just to see how it's grown.  It's so much better now."

I nod, I hadn't seen it for myself, but I could remember the years I worked there.  It wasn't a building so much as a collection of trailers in those days.  Although at least then I had windows.  "It's good to see you too."

I try not to dwell on the fact that I don't have nearly the enthusiasm to see her.  I wouldn't say I have bad memories of her, but I didn't think we were so close as to elicit that squeal of excitement. My real mistake comes when I share that with my parents after they ask me if she was a good student. 

"Not really," I say without thinking.  But, I amend later, "She was just a teenager with some attitude."  

I don't remember how it comes up, but as we are getting ready to leave she brings my parents the check and mentions that I was actually her favorite teacher!  

"Really?"  I'm flattered, touched, and a little embarrassed, because of what I had said earlier.

"Yes!  I loved how bubbly and positive you were.  You were the best teacher at charter."

I don't know if I'll be back at that restaurant, but it was a humbling experience to have a student be so thrilled to see me.  It just goes to show how wildly different experiences can occur despite being in the same room.

Echo (SOLSC 1/31)

Eyes wide with surprise, a grimace of disgust, jaws slack with horror, and shoulders either tense with anxiety or dropped in defeat -- these were just a few of the expressions I witnessed from my students today. Each reaction was unique as they realized the same thing: I had moved the tables and chairs!

It didn't matter which class period it was, the sentiment was echoed*:

"The tables are moved!" "Why did you change the desks?" "Ew! I don't like it." "Can we change it back!" 

Sometimes the displeasure was not verbally expressed, but physically.  I had at least three different students attempt to move a chair where I did not want a chair to be moved.

Of course, the only one happy about the new arrangement was me.  And more than one student accused me of taking pleasure in their pain today.  I was amused, but not at the pain.  Instead, I was smiling at the observation that despite changing the layout, very little had changed in terms of where people sat. Nearly every class migrated to the exact same spot in the room they had previously occupied.  Or at least they got as close to it as they could.  

There were two exceptions to this.

One class finally had the freedom to sit where they chose (earlier in the year I had assigned them seats due to behavior) and immediately snapped back to their previous locations of choice.

The other exception was a pair of boys who decided to lean into the chaos and took up residence at a table away from their normal group.  However I quickly learned that this was not a positive.  One student joked that they had "breeched containment" because even though they were sitting on the opposite side of the room, they still felt the need to communicate with their former group members. (I'll address that tomorrow).

Aside from that, it was an attempted lesson in change, yet so few of them actually changed anything.  Apparently we are creatures of habit and in order to combat changes we will take it upon ourselves to find some form of comfort instead.

*NOTE: Today's slice was inspired by one of the Teach Write Daily Writing Prompts for March.  I will likely be pulling much of my writing from these prompts and if you are stuck for an idea, I encourage you to do the same.  You can find the prompts posted on both our Twitter & Instagram accounts @teachwriteedu.

 

What Does Back to School Have to do with 10 Things I Hate About You?

Today I am going to take a pause on the summer series because something major is on the horizon: the first day of school!  Not only that, but it's the start of my tenth year of teaching as well.  As much as I love blogging about the summer, I did not want to miss my opportunity to capture those first day jitters.  But how to celebrate and pay homage to all of that?

Immediately my mind went to one of the teen movie classics of my youth: 10 Things I Hate About You (1999), a Shakespeare re-telling of Taming of the Shrew set in (you guessed it) high school.  This seemed an appropriate jumping off point given my own role as a high school English teacher (we do love our Shakespeare re-tellings).  

#SOL21 | 30 | Never Gonna Give Up On Pranks

Tomorrow is the last day of the annual SOLSC month long challenge.  The day after that is April Fool's Day.  Today's slice is a nice blend of the two, as I decided just now that I would write about my plans for the days ahead.

#SOL21 | 29 | Senioritis Strikes Back

Today was our first day back from a week long Spring Break and the school was already off to a great start.  I had arrived to find that at some point over that week the power had been lost to the school and our clocks/bells were no longer working.  Not a big problem, at least, not compared to the Internet outage we would suffer a few hours later into the day.

But this slice isn't about the internet outage.

#SOL21 | 24 | Cooper's Three Stop Field Trip

Hi!  My name is Cooper and I'm a dog.  I had a busy day today because my mom took me to not one, not two, but THREE different parks.  

I didn't pay attention at first as she prepared food in the kitchen, though I did start to get suspicious when she packed food and a book and a metal box in her backpack.  Usually that's what she does when she is going to work and about to put me in the kennel.  I started following her around, hoping to remind her that she shouldn't leave me!  We were doing so good this week -- I thought we had finally broken the cycle of putting me in the kennel.  It looks like she was backsliding though.  Again.

Luckily, it must have worked.  She slipped on her shoes and put my leash on me and we headed out to the car.  

#SOL21 | 19 | What's More Spring than New Things?

Weekend Coffee Share is a new link-up I am joining starting today and, much like the IMWAYR link up, I have no idea if there is a right or wrong way to do this.  I am going to assume there is no wrong way -- which is reassuring and actually something I stressed to my students' today when we were doing a practice with sentence structure.  The point is to experiment, stretch, and try something new right?

I am hoping that this break will give me a lot of opportunities to stretch myself in writing.  My SOL post streak is still 19 days strong, but I also have a novel I am continuing to revise and I am hoping I can carve out a lot of quality time next week to focus on it instead of the burdens of reading student essays.  

I actually started a new notebook today and one of the first things I wrote in it (aside from a note to the notebook itself) was a brainstorm for a new novel idea.  That brings my novel idea count up to 3 and finished revised drafts at 0.  It's getting really hard to stay focused on the revision, but I am determined to see it through.  Also, I think idea is being generous -- I have a premise or concept at best.  But we all have to start somewhere and at least now I have a means of writing it down and coming back to it for later.

That's not what I want to blog about though.  It's been awhile, but I finally got back into the habit of using my notebook to do a 5-4-3-2-1 Recap of my week.  My new notebook is completely without lines and that's a first to me, but I've already noticed that it makes me want to play more with layout and drawing on the page.  That's what I caught myself doing between the novel idea notes and the recap.  I'm looking forward to seeing what I produce on the page now that I have no restraints with lines or dots or anything.

As for the recap.  Here are Five Things That Made Me Smile this Week (in no particular order):

5. The picture from my sister of my niece wearing a Captain America mask.

4. S's notebook share about music that included a subtle nod to the music we listen to in 3rd block.

3. My new story idea.

2. Attending wake up and write every morning this week.

1. Finishing one notebook and starting a new notebook.

Now, if you will excuse me, I am going to leave some comments and then make time to watch the latest MCU show: Falcon and Winter Soldier -- something I have been excited for since it was announced YEARS ago.

This post is part of the 14th Annual Slice of Life Story Challenge.  

#SOL21 and information around Slicing can be found on Two Writing Teachers. 

#SOL21 | 18 | A Brief Exchange About Dreams

"Do you remember your dreams?"

I don't know why a small group of senior boys was having this conversation, but that's the part I overheard.  For the purposes of this slice I will give them the names Edward, Jeff, and Ned.  Edward was the one who had asked about dreams.

"I've been writing my dreams down.  Otherwise I have a hard time remembering them," I said, jumping into their conversation.  

Ned nodded while Jeff leaned back in his chair, "I can usually remember mine that day, but not for much longer."

"What's the last dream you remember," Ned asked me.

"Well, last night I had a dream about catching a koi fish.  I had nowhere to put it, so I stuck it in a garbage bag with some water and then I had to carry it onto the subway."

"Why were you on the subway?"

"I don't know.  I think I was in London?"

"London has subways?  I thought it had trolleys."

"No," I chuckle, "I think you're thinking of San Francisco."

"Oh! Right."

"A couple of weeks ago I had a dream I was a detective," Jeff added, sitting forward, "I was solving someone's murder."

I thought that was pretty cool.  I could actually see Jeff as a detective and would definitely love to read or see a story like that.  He'd be pretty cool solving crimes.

Ned seemed to agree with me, but then added: "I had a dream I was with these giant spiders and they made me the king of the spiders.  I had a crown."  He raised his hands to his head, miming the placement of the crown.  I would not want to rule over spiders, but again I thought it sounded like a pretty cool dream.  

We looked to Edward, the one who had asked originally, but he just shook his head, "I actually never remember my dreams.  I don't know what dreams are really like.  Yours all sound pretty cool though."

It made me a little sad that Edward didn't remember his dreams.  We continued to share a few we remembered and even had a brief discussion about flying in dreams -- especially if lucid dreaming was involved.  For Jeff and Ned flying and hovering came easy, but for me I always struggled with it.  But, at least I could have those dreams.  Unlike Edward.

This post is part of the 14th Annual Slice of Life Story Challenge.  

#SOL21 and information around Slicing can be found on Two Writing Teachers. 

#SOL21 | 15 | Socks

Every day I ask students an attendance question.  Something simple and fun -- either/or questions or favorite/least favorite thing -- to start the class and sometimes even prompt conversation.  Much like stickers, my high school students can get strangely into it depending on the topic and sometimes I am completely shocked by what will get them excited.

Today's question was "Describe your socks."

We are coming up on weather that makes for less sock wearing, so I thought this would be a good day to ask this question.  My own socks tend to be colorful and fun.  I actively try NOT to wear just plain socks any more and I'll be honest it definitely makes folding/matching a lot easier.  

However, that doesn't seem to be the case with my students, which surprised me.  Most students' socks were black, white, or grey.  Many added the detail that they were wearing Under Armor, Nike, or Adidas socks.  Some mentioned whether it had a stripe or other marker.   There were only two that stood out as "fun" though: polka dots and llama socks.

One students reported they were wearing one sock due to an injury requiring a boot.  

Another student specified that they had stolen their mom's socks today because they didn't have a matching pair of their own.  

One student decided to provide me with a series of alternate names for socks: "Achilles Blanket" which I was amused by and "Foot Jacket" which made me cringe for some reason.

I proceeded to end the attendance question time by describing my own socks: white with pictures of records in alternating blue and yellow.  I expressed my disappointment that more of them weren't wearing "fun" socks.  A girl towards the front of the class replied, "Sorry.  We just don't have socks as cool as yours."

"That's okay," I replied, "I pride myself on my sock game."

What socks are you wearing today or what's your craziest pair of socks you own?

#SOL21 | 11 | Today was...

Today was a school day.

Today was a day for calculating the 12th graders last days.

Today was a day for breaking open writing to see how it ticked.

Today was a day to remember that though they are nearly adults, they are still just kids.

Today was a day for wandering outside to fresh air, fields, and nature trails tucked behind schools.

Today was a day for imagining monsters emerging from a pond, partaking of student sacrifices.

Today was a day to remember that though they are nearly adults, they are still just kids.

Today was a Thursday trying to hide itself as a Friday.

Today was a good day.

#SOL21 | 10 | A Turn Before Algebra

I stand at the intersection of the English hall and the main hall of our building.  It's 7:45 am and the bell just rang, signaling that students can begin entering their first block classes.  It's a small trickle at first.  Each day the seniors seem to arrive just a little bit later, playing chicken with the tardy bell and a d-hall slip.

Across the hall from me, a teacher greets passing students with enthusiasm I cannot muster -- at least not for his subject area: math.  Most students are given some variation of this greeting: 

"Good Morning, Jordan! It's another good day for math."

"There's Elise.  I know she's ready for math."

I wait.  I am keeping an eye on the hall where most students enter.  I am looking for a particular student.  For over two weeks now I have watched this girl do a pirouette in the middle of the hall just before ducking into math class.  About a week ago I started giving her an applause, but today I decided to take it a step further and I can't wait to see how she responds.  

The clock ticks closer to the start of class and I start to wonder if I am going to see her at all.  She is a senior after all and may be taking her time getting here. Just when I think I'm going to have to go to my own class, I spot her and smile behind my mask.  

I quickly step forward, blocking her way to the door, "Hey! Let's both twirl!"

Even with her mask, I can see her eyes light up, "Okay!"

I have her demonstrate a twirl for me and then step away, ready to do one together: "3...2...1..."

And a teacher and student do a pirouette together just outside of math class.

#SOL21 | 02 | Flamingo Time

In my classroom we write in notebooks daily and in my classroom we celebrate that writing weekly with a Friday Open Mic.  It quickly became a part of our usual routine.  

First, a handful of students read aloud from their notebooks a selection of their choosing.   Then all of of us celebrate their writing with a compliment.  I make a point of complimenting every student who shares, although to save time I only have students give one compliment to one writer.  

I probably get more excited about it than they do -- both about reading and complimenting -- but I think they secretly enjoy getting to hear their peers read what they've written.  After all, it's a peak into a secret notebook that otherwise they do not have to share or comment on.

All kinds of writing gets shared during this time: to do lists, poetry, stories, memories, rants, and even doodles.  I decided I couldn't wait until this Friday for the next one (recent weather has put off Open Mic for several weeks) and so declared yesterday 'Make Up Open Mic'.  

One student shared their to do list that they made during one of the snow days.  Another read about their struggles with belief and doubt in regards to an afterlife -- a bold move in a highly conservative, highly Christian school.  What could possibly follow such a controversial and existential notebook entry?

A doodle of a flamingo with the words "Flamingo Time" scribbled below its stick-like legs.

There were compliments for all of these pieces and as we moved on I realized this is my class in a nutshell.  One minute we are discussing deeply personal or existential matters and the next it's celebratory doodles of exotic birds.

I still don't know what flamingo time is, but it does sound like fun.