Last week started with a recurring thought from Maya Angelou’s mother. She was always…
I want to be like that. Unfazed by whatever happens.
Another thought came from the Book of Proverbs…
I want to be like that. Strong and Dignified. Fearless and Joyful.
Meanwhile, I’ll name it and claim it.
When Saturday rolled around, I mindlessly scrolled Facebook when a book caught my eye:
The post said, “Found this book in our move. Everyone could use a little more positive in their life! Ready to apply this with my family, friends, and students! If you’ve read this, what was your biggest take away?”
I read the book about five years ago and remembered the part about energy vampires. I pulled the book from my shelf and flipped to that chapter. These words jumped off the page: “If you want to be successful you have to be very careful about who is on your bus. After all there are people who increase your energy and there are people who drain your energy…Your job is to do your best to eliminate any negativity on your bus and this includes negative people.” Noted.
Charles Dickens once wrote: “It was the best of times, it was the worst of times.” What a paradox! Our times can be both the best and the worst. Let’s choose our focus.
Alexandre Dumas once wrote: “Life is a storm, my young friend. You will bask in the sunlight one moment, be shattered on the rocks the next. What makes you a man is what you do when that storm comes.” The storms of life happen—bad weather, catastrophes, flat tires, politics, rude people, illness, death—and when storms happen, I protect my energy.
I seek out good. I redirect my thoughts. I choose faith and gratitude, peace and hope.
There’s energetic power in the thoughts we carry. And energy, good or bad, travels. It transfers into our cells and to our loved ones. I don’t know about you, but my molecular make-up, my loved ones, too, could use some good energy. So, today I’m thinking good thoughts—for you and me—strong, dignified, fearless, joyful thoughts. Pass it on.
I was home on the couch on a Saturday. While watching Anne with an “E,” I tapped affirmation after affirmation into my phone. The whole series radiates girl power, especially Season 3, Episode 5, “I Am Fearless and Therefore Powerful.”
In this episode, the kids practice for the upcoming barn dance at school. It reminded me of the time in fifth grade when we learned to square dance for a hoe down in the gym with parents invited. I was mortified about touching the boys’ hands and refused to dance. Then, my music teacher sent me to the principal’s office for invoking my right to choose. But wait, I had no rights. Click here for that story. In the same way, while dancing with boys as part of school, the girls in Anne with an “E” are plagued with fears about becoming pregnant via touching the boys. During a secret, moonlit bonfire ceremony, Anne and her friends meet and invoke the Goddess of Beltane (representative of fertility), Sacred Mother, Queen of May, Wild Lady of the Woods, and Guardian of Love and Life. Wearing white nightgowns and floral wreaths atop their heads, the girls dance around the fire, proclaim their affirmations, and release their fears:
“We shall choose whom to love and with whom to share trust.”
“We shall walk upon this earth with grace and respect.”
“We’ll always take pride in our great intellect.”
“We’ll honor our emotions so our spirits may soar!”
“And should any man belittle us, we’ll show him the door!”
“Our spirits are unbreakable, our imaginations free!”
“Walk with us, Goddess, so blessed are we!”
The Netflix series is based on the Anne of Green Gables book series, set on Prince Edward Island in Canada, 1899. I haven’t read the books, but now I’m curious. Did L. M. Montgomery write with this feminist spin? Or is this a modern retelling? Either way, I love how Anne appreciates the little things and lives in the moment. Of course, she is human and feisty and has her bad days. Don’t we all?
More great quotes from the show:
“Grace is perennial like the green, green grass.”
“No one but you is allowed to dictate what you’re worth.”
Then we watch a video. Same poem another person’s thoughts. The ending goes straight to my heart. I might have seen students wiping their eyes. Students in a class later that day laughed, a contagious laugh. I’ve learned I can’t control anyone else’s reactions, only my own.
We speak of the first Thanksgiving and how the Native Americans were later robbed. The lesson is heavy, but thought-provoking, and the students quite like the two poems side-by-side. I’m posting from my phone today and unable to format this poem as intended. Otherwise, you would clearly see that each line ends with the following words consecutively: We strike straight. We sing Sin We thin gin We Jazz June, We die soon). The students minds are blown.
“Now I want you to create something as a celebration of Thanksgiving—maybe a poem, a song, or art—and give a mini presentation. This is how it works. You entertain me, and I give you a 100. I would be so happy if someone would sing me a song. You have thirty minutes. Go.”
I teach high school English. Can I say how much I hate multiple-choice tests over literature? I never took a multiple-choice test in my college English classes. Instead, I wrote.
In a perfect world, I would teach books I love, and the kids would experience the love of story and language. Then again, the world isn’t perfect. Students have obligations and jobs, and I would be naïve to believe they’re all reading. Let me take a stab and say 50% of them, give or take, are not. Most classic pieces of literature have been made into movies. Take for instance, Jane Eyre. How many of my students watched the movie and called it a day? Should I give up on the classics? Should I give up on reading checks?
I’m locked into this year’s general plan, but I’m rethinking for next year, my how and my what. Meanwhile, I endeavor to pull my students through a novel I love. In my classroom, I have seven table groups of four or five, thirty-two students total in my largest classes. I have a few go-to activities for literature re-cap: reader’s theatre (students act out a chapter or passage with books in hand, narrating and acting out the dialogue) and ShrinkLits (shrinking the literature or a chapter down to a rhyming summary, a concept developed by Maurice Sagoff in a book by the same title). Of course, there are times I assign specific passages to be read (hopefully re-read) closely for discussion and analysis. And of course, there are writing assignments, too. For the activities, I assign table groups a specific chapter, as a summary (or a preview for those who have fallen behind), and they present to the class. At a performing and visual arts high school, they take their acting seriously. Our reader’s theatre was quite outstanding. However, as with anything, overdoing it loses the magic. This year when I had used all my best tricks for Jane Eyre, I confessed: “I’m out of ideas. I’m going to give your table a chapter, and you can decide how to present it. You have thirty minutes.”
And so today I’m thankful for white board space and students with ideas. Some students presented in news reporting format, others did interviews, one group played charades, which actually happens in the novel, and my dancers danced to Avril Lavigne’s “Girlfriend” for Chapter XVI, where Mr. Rochester tries to make Jane jealous through a feigned relationship with Blanche Ingram. (The lyrics go like this: “Hey, Hey, hey, you, you, I don’t like your girlfriend / No way, no way, I think you need a new one / Hey, hey, you, you, I could be your girlfriend…)
And you know what? Some of my students love Jane Eyre as much as I do. That makes me happy.
A co-worker told me recently about a teacher who inspired him. He had visited his teacher once years later, and the teacher pulled one of his essays from a file and gave it to him. My friend was shocked and flattered that his teacher had kept his work for all those years. We spoke of sending our past teachers thank you notes and apologies.
I said, “I did that once. I’m sure I owe a few more teachers.”
My high school geometry teacher was elderly and kind. In retrospect, she was probably ten to fifteen years older than I am at present.
Back in my high school days, I took my socializing seriously for an introvert. I maximized my time in the hallway between classes, chatting with friends making eyes (or something like that) with my boyfriend. I would arrive at the classroom threshold as the bell rang. Mrs. Lee always stood there waiting with a patient smile. If I remember correctly, I asked her if I could go to the restroom almost daily as I arrived almost late. She always let me go. At some point in the school year, she just started taking my books for me, never with an ounce of exasperation. When I returned to class, my books waited for me on my desk.
When Mrs. Lee’s husband passed (He was my elementary school counselor who administered standardized testing and told us to bubble our answers “dark and glossy”), I searched for Mrs. Lee’s address. I found it and mailed my condolences, along with an apology from my former self and a note of appreciation from my adult-teacher self. Now I’m the one who allows restroom breaks when they might not be convenient and even when the students try my patience. I told her that, and you know what? She wrote me back, the kindest note in keeping with my memories of her.
In my twenty-first year of teaching, I still remind myself that kids are kids. We learn character, by witnessing character. I did anyway. Although I made A’s in my geometry class that year, I’ll remember what Mrs. Lee taught me about patience and kindness above all. And I’m grateful.
Do you have a Mrs. Lee? Someone who made a difference that might not even know?
In a lovely little chapel on the campus of Houston Baptist, I received kind words, a pen, and a pin. This was the last Friday night in May. I had taken the classes, put in the work, and completed requirements for my MFA.
Now, I hear Frank McCourt in my head, and he says, “Stock your mind. It is your house of treasure and no one in the world can interfere with it.” I notice his two polysyllabic words and the strength of his monosyllables. Now, I will work with my tools, read books, study language, and hone my craft. I will put my bloody manuscript in a drawer and let it rest. Same for me, sans drawer, just rest. I’ve learned that good art takes time.
Even though my angel mother grew up in the Baptist church, the “B” in HBU filled me with trepidation. I leaped with faith anyway. God played a role in my story, and I wanted to do Him justice. Still, I never imagined I would find my tribe of like minds at HBU. Now, I see God’s plan. I’ll be forever grateful for these people—my cohort and professors. They became my friends and family, encouraging and inspiring me with their ideas and insight, persistence and growth, love and prayers. All of this without judgement. Even their criticism was kind.
At HBU, I’ve learned to make time and space for my writing and for me. And I’ve realized we all feel like imposters sometimes. I’ve learned to be scared and do it anyway. And I’ve realized the power of continued progress. Anything is possible with belief and persistence. I’m still learning trust and patience in God. At the same time, I believe He is using my story in a way I never could’ve imagined.
I clicked into the online class because the title said, “20 Minute ZUMBA Fitness.”
I said to myself, “I can do anything for twenty minutes.”
From the first downbeat, the instructor Ayhan Sulu is high energy. His sleevless shirt says, “EGO IS NOT YOUR AMIGO.” And his smile—well—you might just need to click play to see for yourself. Better yet, stand up wherever you are, set your ego aside, and give it a try.
Let me warn you, at about the seven-minute mark, I nearly cried mercy, but I couldn’t stop smiling. Just when I found myself almost dying, the music switched, and we slowed down. Not for long. The intensity built once more. But if this guy’s energy doesn’t make you smile, then picture me—a 51-one-year-old woman who has never ever Zumba-ed, trying to keep up with his moves. Maybe you had to be there, but I’m still tickled.
Around fourteen minutes, I hit pause and went to pee for the sheer excuse of taking a time out. The workout would be over at 22:17. “I can do anything for eight minutes,” I reminded myself. Just as I hit play, there was another slowdown. And then another speed up. And then somewhere in the nineteen-minute range, we started cooling down. I had made it! Through the class. Through my A-Z blogging challenge. Through my month of action. Miracles do happen. Bring on May.
Once upon a time, I went to a yoga class. In fact, two different classes kept me balanced for about four years. That was probably at least seven years ago. I just realized I miss it—the strength, the flexibility, the relaxation.
The class begins in child’s pose, my knees on the mat, belly between thighs, hands stretched in front of me, forehead and chest resting downward, and from there a flow to downward facing dog. I can do this, I thought.
The class progressed with a walk to the top of the mat, a slow roll to standing. Sarah Beth says, “Consider what kind of a practice you would like to have today. What is the intention you would like to set for your practice? You don’t have to think too hard. Just let it be the first thing that comes to mind and let that set the pace of your flow and intensity.”
And sometimes that’s all we need—a little guidance to remind us of our intentions—that we don’t need to think too hard—but we do need to choose our purpose. That seems like common sense, but sometimes I forget. Clearly, I need more yoga.
All it takes is a step,
then another and another,
until momentum takes over
and propels you forward.
The steps we don’t take
are the ones we regret.
Just take the step.
Don’t worry or fret.
Our paths, like our steps,
always lead to the next.
Billions of us on journeys
with paths that intersect
Plan all you want.
At some point you’ll see
what happens in life
might be destiny.
“The fault, dear Brutus, is not in our stars / But in ourselves, that we are underlings.” (Julius Caesar, Act I, Scene III, L. 140-141).
Cassius in The Tragedy of Julius Caesar, Act I, Scene III, L. 140-141