As I read this post, the phrase came into my mind, “This is revolutionary.” –
Many people have been providing so much helpful information about their preparations, and I wanted to add my own contribution to this important conversation. I have honestly not taken the time to peruse much of this great discussion (see below for why), but I am sure I will be looking over it all in a few weeks, once things have settled in my classes.
This year has been different from any previous year for me, and it is because of my new perspective on the job and on teaching in general.
For the first time, I am not spending my last week(s) consumed with worry over what or even how I will introduce my students to the curriculum. This is my third year teaching the same levels at the same school. The nuts and bolts are already in place, for the most part.
For the first time, I am not squandering valuable summer time by going in to school in order to make copies or stress out over all the details. They will work themselves out, and I can make copies when I’m back at work.
For the first time, my preparations are almost entirely internal, not external. For example, I try to spend a bit of time each day doing the following:
1. Thinking about how I can be truly present with my students, regardless of whatever happens during those first chaotic days.
2. Reminding myself, that if I am truly present with my students, I will notice and be able to respond appropriately to all those tiny interactions and challenges; not only to notice, but to find my bearing in and navigate the emotional “climate” of each section.
3. Reading poetry or studying a work of visual art (preferably in a book, rather than on a computer screen which so easily undermines my focus), because these kinds of experiences are an intentional inhabiting of a moment. Savoring a work of poetry or art requires you to enter that space, and that is where I want to be when I am teaching. I’d like to do more prayer, but for now, this is working for me.
4. Reading the original Winnie The Pooh with my daughter. In this book, Milne deftly narrates not only the doings of the characters, but also the intricacies of how they respond emotionally to each other. He also emphasizes the importance of a story being about the audience (in this case Christopher Robin—see the first chapter for a great example of PQA into a story). Thirdly, through the stories they build together, the characters show us that the facts aren’t as important as the fact that they are spending unstructured time together, getting lost in a conversation or a story, no matter what it is about. Lots of mind-meld happening in this book. I could give more examples—just read the book, if you have a chance. The second book, “The house at Pooh Corner” ends with a powerful encomium of “doing nothing” in a grove of trees. And if you want to know about why groves of trees are important, just ask Bob Patrick, who recently completed his PhD Dissertation on the topic.
5. Approaching complete strangers and asking to take their photograph. Photography is more of an obsession than a hobby for me, and I recently challenged myself to photograph 100 strangers (I am currently at #9). This has attuned my skills of observation. Someone catches my attention, Why? Something about their appearance, their demeanor, their expression, their surroundings, suggests a story. By initiating an interaction with them, I get to learn a bit of their story and tell them a bit of my story. Sometimes they say no, sometimes very few words are exchanged, and sometimes I hear heartbreaking stories of suffering and hope. This has reinforced for me the notion that everyone has a story, and all of those stories have meaning and dignity. As a result, I feel much less lonely if I am by myself and there are other people around, because I feel more comfortable interacting with them, and sharing stories, whether or not I have my camera on me. It is my hope that this exercise will help me enter my classroom with more interest in and enthusiasm for the stories of my students, and with an improved ability to notice and respond to the visual cues that they give off, consciously or unconsciously.
6. Communicating via phone and email with a small group of my fellow Latin teachers (many of whom are in this group), discussing scenarios, reflecting on initial experiences, deciding how to deal with an ignorant/aggressive comment on the Latin Best Practices list (don’t get me started!)—in general reinforcing the feeling of camraderie that we share and which will support us throughout the school year.
I’m doing some other things as well, but it’s late and I can’t think of them.
I wish everyone the best, and look forward to all the stories to be shared in this truly unique and special online community.
John
- John Piazza
- Cathedral School for Boys
- San Francisco, CA www.johnpiazza.net
- The Essential Marcus Aurelius