Monday Monday

So anyways I taught today. A class of 8th graders, a class of 6th graders and a class of 8th graders. The last class could not would not stop chattering. They come straight from gym and ordinarily I found out from the teacher during the uprising they have a half hour of SSR (sustained silent reading - so weird and funny that 13 year olds have the idea this is torturous.) I said I'd like to have them return to their usual routine after she (the teacher, M.K.) told me they really settle down during that time. Why didn't she tell me this before? I have an idea it's because at the planning meeting (8 or 9 teachers plus me so the one on one was a bit on the lighter side,) there seemed to be a drive to get me in and out with no breaks, have me push through quickly. I can understand their reasoning, but I'm going to dig having 30 minutes breather after two classes and before this one that did not gel at all on the first day and which I'll need to do a bit of remedial work with towards our community and group project.

Well, sheesh, the group project is the 8th grade class project which is (and here I hope you have the image of the mirror image inside the mirror image inside, etc.) based on Georgia Ella Lyons' poem, "Where I'm From." "Where I'm From" is a fine poem but has become a nearly universal poetry prompt in middle school so that say for example today a girl said, "oh I did that last year." I remember being in middle school. If you have done a thing, a sonnet or a book report or an algebra proof, you have done that thing and have no further interest in exploring another facet of that project, your mindset being, "Next!" cuz you're 13 and damn you have lots of new things to get to.

I am not entirely sure what the teachers meant when they said to me, "We want you to do that "Where I'm From" project. I do not hit up one poem for multiple sessions and have decided to keep my own counsel on my approach. I'm taking it as a broad theme. I read the poem to them today along with a poem I wrote influenced by it which felt badly in need of music as I read it to them. I veered mightily off course and read them my poem in my own made up language along with the translation. In both 8th grade classes a boy in the back right corner asked, "How did you do that?" about the translating piece which I thought was an interesting question. The first class I waved my arm and made a "psst, pffft" response, but I tried to answer the second boy. I realized I had gone too far when he put his head down on his desk.

After I read WIF to the first class a boy said, "she never said where she comes from!" And she didn't tell us where geographically she came from so his question let me open the topic of what she did tell us and the topic of being poetry sleuths trying to discover what a poet is doing so we can copy and move forward or "embrace and extend" which is business lingo, at least coming from Jim.

I felt back in the saddle after the first two classes but the third class wore me down and sored up my throat since I mistakenly attempted to talk (yell) over them which everyone who has ever worked with eighth graders knows is an invitation for them to get louder. They got louder and louder. At one point I said, "Do you know what your job is at this age?" One of the boys said, "To be quiet?" I said, "well yeah, but I mean developmentally," which was kinda passive aggressive because kids never want to think of themselves as incomplete evolving beings. Then I said, "At your age, your job is to bond with your peers," and then I paused and said, "and you guys are really got at your job!" and then asked them to can it anyway. I said, "Just for these few minutes, while I'm meeting each of you, you can decorate your file folder, write your secret name inside your name plate or pass notes to each other, just don't talk. They talked. Loudly. This was a test. MK was stepping in ineffectually every few minutes to tell them to be quiet, then I would step in ineffectually to make my plea and it just wound up and up and up ridiculously. Even so, several kids got up and read their poems to the group at the end. The rules for the poems were: write a poem in a made up language with no words in any language you know, the poem has to be at least three lines long and has to have at least four made up words per line, and it cannot make any sense whatsoever. I wrote this in my notebook which I'd set so the document camera would display its image on the screen for all to see. One boy asked, "What does the poem have to be about?" "You can't make it be about anything," I said. "I can't rhyme," another kid said. "Don't rhyme," I said. "Oh!" both boys set to writing.

The eighth graders come in sizes from four feet tall and 80 skinny pounds to 5'11" and a lumbering 200 or so pounds. Some of them look 10 and others look 18. Standing outside the door waiting for MK to come unlock it, I was in the shorter third of the class, which I forget when I only work with 6th graders.

I returned to the 6th grade classroom of a teacher, SM, I worked happily with last year. One girl came up to me before class and said, "I'm going to be your biggest fan!" We had a blast in there, everyone including SM writing own language poems of twice plus the length of the 8th grade assignment. 8th graders are far more easily exhausted than 6th graders. SM, who lived in Russia for a couple of years, read her poem along with several kids. Hers had a slavic growl to it.

The sky is blue above and through the branches of the big alders across the alley above the white house of my urban chicken farmer neighbors. Light falls on my three orange pumpkins which I will soon pitch into the yard. The first year we lived here I had the most fortuitous lovely pumpkin vines that grew pumpkins all through the landscape in a charmingly haphazard way as though I'd orchestrated the composition. I tried the year after that to orchestrate a composition but as you already must know nothing of beauty came of that. Now I pitch the pumpkins onto the hillside once they begin to sink into themselves and pretend not to hope.

Thanks to no more daylight savings time we had light on us for rowing practice this morning. When we loaded into the boat I could see the expression on the face of the stroke, and expressions not to mention faces and oars of the other rowers and oh yes out on the water, buoys! My eight which according to the regatta central website will row together for Head of the Lake this Sunday, November 11, went out with Eleanor. I haven't gone out with only Eleanor before and was a tad nervous. Before Head of the Charles we were out in the fracking dark one morning and, after I'd run my two seat's oar into a buoy, Eleanor said, "You are not taking into account the oars sticking out from the boat," which I let lie. The fact was I had not seen the buoy in the dark. I was fit for glasses soon afterwards. Eleanor said quite gruffly that morning after I thanked her for her help with wind direction, and other things, "Your crew has to be able to trust you." She was right of course but not very kind about it. This morning as I came up on the inside of a visible buoy I had my eye on, Eleanor said, "It looks like you're going to hit that buoy." I said, "I've got lots of room. Trust me." I did have lots of room. There was a bit of rower chat in the boat. Perhaps my little head will be popped off the next time I goof up.