Back in the fall, I had the privilege to spend twelve weeks as a long-term sub for a good friend and former teaching peer while she took her maternity leave. In English II, our students studied culture, exploring their own backgrounds and heritage before reading Robert Lake’s essay, “An Indian Father’s Plea.” It’s not a piece that students love, but it serves as a study of persuasive writing and a segue into some important conversations about cultural conflicts.
Lake, AKA Medicine Grizzlybear and Bobby Lake-Thom, is a member of the Seneca, Karuk, and Cherokee Indian tribes. He is a native healer and university professor who writes his son’s kindergarten teacher a compelling letter about the systemic racism his five-year-old son Wind-Wolf has faced during his short time in public school. The teacher wants to call Lake’s son Wind, insisting that Wolf must be his middle name, and the other students laugh at him. The teacher also labels him a “slow learner,” yet in Wind-Wolf’s home experience he is learning several Indian languages.
Wind Wolf does make a new friend at school, but when he invites the child to his house, the friend’s mother responds, “It is OK if you have to play with him at school, but we don’t allow those kind of people in our house!” Another little white girl who is his friend at school always tells him, “I like you, Wind-Wolf, because you are a good Indian.”
This is a non-fiction piece. Wind-Wolf is five, and he doesn’t want to go to school. His father advocates on his behalf. Sometimes we all need advocates in our corner.
After reading the essay together and jumping through the hoops of the curriculum, I asked students to put their heads on their desks and close their eyes and answer a yes or no question by raising their hands. The question, I borrowed from Ms. Ranmal, my Canadian/South Asian/Muslim/first-year-teacher/friend next door: Does white privilege exist? I tallied the results.
Two of my three sophomore classes were equally divided by race. In those classes, the black and brown students voted yes, and most white students voted no. The students wanted their voices heard, and they went on to have eloquent, civil dialogue to support their opinions based on their own life experiences. My last sophomore class had a white majority. The one-sided conversation fell flat. Instead we watched Bryan Stevenson’s Ted Talk, “We Need to Talk about an Injustice.”
Overall, the student discourse on the topic of race was the best I had witnessed in my twenty years of classroom teaching (Thank you, Ms. Ranmal!), and students left feeling empowered that day. Do I need to say this makes me sad? Sad, not only to hear so many stories of discrimination, but also because of my own missed opportunities to intentionally structure these conversations into lesson plans for the past twenty years. The interchange is imperative from K-12. Our educational system can do better.
In the days ahead, I’ll be featuring voices other than mine here on the blog. Thank you for listening and learning along with me.
“In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had.’”
That’s Nick Carraway in the first sentence of The Great Gatsby. Last spring break I lounged on the beach with a beverage in one hand and Gatsby in the other. “All the people in this world haven’t had the advantages that you’ve had,” I read. People judge, I thought. Nick refrains because his father said so, or he tries. I remember my mother trying, too. She would stop herself mid-criticism and say, “I’m not going to say that. It wasn’t very nice.” And Philippians 4:8 comes to mind about thinking on excellent, praiseworthy things.
Speaking of excellence and praise, what about this one for its sheer lyricism? “It was dawn now on Long Island and we went about opening the rest of the windows downstairs, filling the house with grey turning, gold turning light. The shadow of a tree fell abruptly across the dew and ghostly birds began to sing among the blue leaves. There was a slow pleasant movement in the air, scarcely a wind, promising a cool lovely day.” I want to write like that—grey turning, gold turning light. How poetic! Fitzgerald makes writing seem effortless. Writers know better.
That March day, I soaked up the Florida sun, snapped a few photos, and tapped a few phrases into my phone. In three sentences, I attempted to be Fitzgerald. It was spring break now on the Emerald Coast and we went about lounging on Crystal Beach, filling the day with a wave of sparkling sunlight, turning glittering foam. Tides of translucent sea rolled rhythmically on the sand and the gulls floated on wings and Sunday prayers. There was a peaceful simple luxury in the pause, scarcely a word, promising more of the same.
Back in the classroom, I picked another passage for my students to try. I’ve used this one before. “That’s my middle-west—not the wheat or the prairies or the lost Swede towns but the thrilling, returning trains of my youth and the street lamps and sleigh bells in the frosty dark and the shadows of holly wreaths thrown by lighted windows on the snow. I am part of that, a little solemn with the feel of those long winters, a little complacent from growing up in the Carraway house in a city where dwellings are still called through decades by a family’s name. I see now that this has been a story of the West, after all—Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”
Thomas Miller was one of my juniors in AP Language and Composition last year. His mother is Vietnamese, and his given name is Thien. He was a funny kid, tardy almost every day, but he knew I had a soft spot for him. Kids like Thomas inspire me, and he graduated last week. In response to the Gatsby passage, he wrote, “That’s my Vietnam—not the jungles or the fields or the cramped southern cities but the soothingly tranquil rains of my youth and the cold dawns and quiet afternoons in the murky light and the gathering of family members drawn by enticing banquets on clean floors. I am part of that, a little energetic with the feel of those wet summers, a little slovenly from the year I spent in a towering townhome in Saigon where townhomes rule the cityscape. I see now that Aunt Suzy, Mimi, Bambi, Vivi, Titi—they all represent a period of equilibrium and peace in my life. That’s my Vietnam.”
“I wanna watch my birthday movie,” Kody said. It was Friday, May 8th. He turned 51.
I gave him a quizzical squint of my eyes and cock of my head. You would think after thirty years of marriage, I would know he had a birthday movie. Anyway, there was no time for birthday movies. Our daughter Lauren and I had planned him a surprise party at her apartment. My job was to get him there.
Restaurants are re-opening here in Houston with precautions in place at 25% capacity. Kody and I had made dinner reservations for later that evening for the first time since the quarantine, but Lauren planned enough fun to make him change his mind. I thought, what’s the difference between going out to eat or having friends who have stayed well over for a party?
“You’re not the only one who has a birthday movie,” he said.
I laughed. How many of my birthdays have I watched—wait, this is his birthday. Of course, he knows my birthday movie, but that’s a story for another day. “What’s your birthday movie?” I said.
“The Assassination of Jesse James by the Coward Robert Ford,” he said. The title rolled off his tongue.
He has watched it over and over, but somehow, I had never given the whole thing a chance. All two hours and 39 minutes.
The surprise party was a success. With a bang, we broke the rules of social distancing, cancelled our dinner reservations, turned up the music, and ordered pizza. We were modern-day outlaws. Without masks or guns.
When Saturday morning arrived, the time had come for the much anticipated The Assassination of Jesse James by the Coward Robert Ford. This time I gave the 2007 movie a chance.
The narrative prose is exquisite, the cinematography stunning, and the cast star-studded. Brad Pitt is Jesse James. So there is that.
Apparently, I’ve always missed the beginning. The narrator captivated me with his lines as the images played out:
“He was growing into middle age and was living in a bungalow on Woodland Avenue. He installed himself in a rocking chair and smoked a cigar down in the evenings as his wife wiped her pink hands on an apron and reported happily on their two children. His children knew his legs, the sting of his mustache against their cheeks. They didn’t know how their father made his living, or why they so often moved. They didn’t know their father’s name. He was listed in the city directory as Thomas Howard. And he went everywhere unrecognized and lunched with Kansas City shopkeepers and merchants, calling himself a cattleman or a commodities investor, someone rich and leisured who had the common touch. He had two incompletely healed bullet holes in his chest and another in his thigh. He was missing the nub of his left middle finger and was cautious, lest that mutilation be seen. He also had a condition that was referred to as “granulated eyelids” and it caused him to blink more than usual as if he found creation slightly more than he could accept. Rooms seemed hotter when he was in them. Rains fell straighter. Clocks slowed. Sounds were amplified. He considered himself a Southern loyalist and guerrilla in a Civil War that never ended. He regretted neither his robberies nor the seventeen murders that he laid claim to. He had seen another summer under in Kansas City, Missouri and on September 5th in the year 1881, he was thirty-four-years-old.”
And that’s the movie. The last seven months of the life of American outlaw Jesse James with slow somber themes. Brad Pitt portrays him as mentally unstable, alternating between genteel and manic. No surprise. I recognize the look in his eyes.
The stage was set for my next literary endeavor of my grad school Maymester, Michael Ondaatje’s The Collected Works of Billy the Kid. Another American outlaw. Same time period. In the afterword about his writing process, Ondaatje says that he started writing with a vague idea of Billy. “Twenty-one killed. Dead at twenty-one…I invented every gesture and choreographed every gunfight. I stole jokes from my friends and woes from people I knew less well.”
“What I discovered I had at the end of two years of writing poems and prose and imaginary interviews and songs and fragments was a manuscript somewhat like a valise containing the collected raw material for a collage. And so there followed another year of rewriting, refocusing, restructuring, and compressing all that material into some newly invented organic form that would contain the story…I learned everything about editing a haphazard structure in the time I spent choreographing and rebuilding The Collected Works of Billy the Kid…After the strict editing of the individual pieces I became obsessed with the arcing of the story, its larger architecture, as opposed to the clash of juxtapositions or plot development.”
An excerpt from The Collected Works of Billy the Kid:
After shooting Gregory
this is what happened
I’d shot him well and careful
made it explode under his heart so it wouldn’t last long and
was about to walk away
when this chicken paddles out to him
and as he was falling hops on his neck
digs the beak into his throat
straightens legs and heaves
a red and blue vein out
Meanwhile he fell
and the chicken walked away
still tugging at the vein
till it was 12 yards long
as if it held that body like a kite
Gregory’s last words being
get away from me yer stupid chicken
I’ll never forget the first blog post I ever read: “When Ripples Collide” by Baron Batch, March 29, 2011. Baron Batch was a football player at Texas Tech, and the Midland Reporter-Telegram published him as well. If you have some extra time, click the link.
I’ve read quite a bit this semester, and we study author’s style. Short stories by Flannery O’Connor and Isak Dinesen, Mavis Gant and Denis Johnson and Raymond Carver, Chekhov and Hemingway. Memoirs and novels, most of it assigned, some of it not:
How Fiction Works by James Wood
Bird by Bird: Some Instructions on Writing and Life by Anne Lamott
Pride and Prejudice by Jane Austen
Madame Bovary by Gustave Flaubert
Beauty in the Broken Places: A Memoir of Love, Faith, and Resilience by Alison Pataki
The Prime of Miss Jean Brodie by Muriel Spark
Even the Stars Look Lonesome by Maya Angelou
Jewel by Bret Lott
All the Pretty Horses (The Border Trilogy, #1) by Cormac McCarthy
Franny and Zooey by J. D. Salinger
I’m finishing Glennon Doyle’s Untamed now, and by my Maymester I will need to finish Michael Ondaatje’s The English Patient and The Collected Works of Billy the Kid.
The texts chosen by my professors serve as mentors and models of how to write. Practice and discussions help, too. I see my style and revision efforts evolving. Each of those books set in motion by authors sending out their ripples and transforming me in some small way.
My class this semester is all online. I submit all written assignments to an on-line forum, where my classmates and I respond to each other’s assignments in writing. We write in response to our assigned readings and each of us is working on own personal writing projects.
I’m writing a memoir of a mom advocating for her mentally ill son on the continued quest for help. Ironically, my son had been diagnosed with paranoid schizophrenia and had just been released from his second hospitalization when I read Baron Batch’s blog in March of 2011. Here is where my ripples collide.
I have seven classmates in my program, and they’re honest. Add in my professor, and I receive excellent constructive criticism. They show me where my stories have holes and question me in places where I can develop scenes and clarify ideas. On top of that, they support and inspire and encourage me with responses like these:
“You have a real talent for making everyday life compelling…There’s something about the raw realism of this story that makes it hard to stop reading.”
“I’ve gone through a range of emotions in one reading: laughter, crying, frustration, anger, disbelief. I’m all over the place, and I know I’ll be thinking of this for days.”
“Every time I read your stories, I always envision you sitting in a chair on a patio telling this story to me like an old friend. You make the reader feel so welcome in your world.”
“You write about your life with humility and honesty, and you never shy away from telling us how you feel about something.”
“Best and thank you for sharing your story—not just because it is difficult, although I admire you sharing for that reason—but because it is written so well, and I cannot wait to see what you do with it and its final incarnation.”
“Holy cats! This is compelling. I was disappointed to stop reading. That is about as good of a compliment that I know to give.”
And what if we had never moved? Would I even be a student again? Would I ever have met these awesome people who are literally cheering me to the finish line of completing the book I feel compelled to write? A memoir of a mom advocating for her mentally ill son on the continued quest for help.
“Maybe it’s all luck and chance…maybe nothing we do matters at all…but…what if everything does?” (Baron Batch).
During the spring 2020 semester I’m taking a three-hour, on-line class—WRIT 6342: Writing Workshop Fiction II. One of the course objectives is to articulate how various stylistic choices shape a work of fiction. An assignment last week forced me to slowdown my reading and consider the effectiveness of a single sentence, word by word, phrase by phrase, clause by clause. When I teach again, I’ll use this assignment. Each week I have two to three assignments due. Once I submit my work online, my classmates read my work, and I read theirs. We discuss by commenting back and forth to each other.
“I’m working on my memoir,” I typed on my laptop and scoffed, an audible huff through my nose. I feel like a fraud to say it—still I plan to persist. During the summer of 2011, I attended a two week summer writing institute through Plano Independent School District, where I taught sophomore English at the time. I wrote a piece about my son Drew’s paranoid schizophrenia diagnosis and how that came about during his first psychiatric hospitalization. This episode begins the story I must write.
I attended this same professional development opportunity nine years earlier in 2002. At the time I was a novice seventh grade English teacher and hardly a writer, but the course required a final written piece to be shared with our class on the last day. In all truthfulness I lacked the vulnerability to share anything real and the creativity to write believable fiction, so I wrote about writer’s block. Isn’t that ridiculous? Looking back, I would give anything to have written a slice of life involving Drew and Lauren. They were twelve and ten at the time, a cellist and a soccer player. But no, I wrote about writer’s block. In my defense, my piece was connected to my teaching and learning empathy for my students who struggled with their words on the page. And this course transformed my approach to classroom writing assignments—more mentor texts as models, more creative opportunities, more choices, and portfolios to track progress.
By 2013 I landed an opportunity to launch a Creative Writing elective class at my high school. While developing lesson plans, I adopted the philosophy that writers must be readers (and we took time for that) and that writers must write—every day. I remember feeling like a hypocrite, not unlike now, and forcing myself to write—(almost) every day, journaling bits of dialogue and scenes, keeping notes in my phone for later, and writing each assignment alongside my student authors. I’ve taught some truly gifted kids over the years, and my efforts often paled in comparison. Still I persisted. I started my memoir in secrecy during class and in my spare time and as inspiration struck. At some point, I knew I had a story to tell although the words written in 2013 remain really rough. Tell it I did, much more than showing. At the moment I have 53,834 words, single spaced in an 11 point font, on 101 pages, but as Anne Lamott would say, “It’s a shitty first draft.”
In the summer 2016, a job transfer for my husband brought us south from Dallas to Houston, I lost my beloved Creative Writing class and the convenience of good friends nearby, and I discovered a void. I didn’t write much for a while, instead drinking copious amounts of alcohol to fill the growing hole. Fast forward to August of 2017, Harvey, the hurricane, flooded my family out of our house and into a pet-friendly La Quinta for the next ten months. Not only had I saved my laptop, but my laptop saved me. I typed the story of our evacuation and sent my words for the first time into the blogosphere. I typed other stories, too, and again and again, I tapped the blue button in the upper right corner, the one that says Publish. Seventy-nine posts later, I see growth, and this growth encourages me to return to those shitty first drafts.
And in 2020, at age 50, I went back to school for a graduate program in Creative Writing, and my professor wanted to know what I plan to work on this semester and why. So this is it. “I’m working on my memoir.” And still, I shake my head and laugh.
“That’s my middle-west—not the wheat or the prairies or the lost Swede towns but the thrilling, returning trains of my youth and the street lamps and sleigh bells in the frosty dark and the shadows of holly wreaths thrown by lighted windows on the snow. I am part of that, a little solemn with the feel of those long winters, a little complacent from growing up in the Carraway house in a city where dwellings are still called through decades by a family’s name. I see now that this has been a story of the West, after all—Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”
Nick Carraway, F. Scott Fitzgerald, The Great Gatsby
Over the past twenty years, I’ve discovered that most writing success begins with an example. Students need concrete models of introductions and thesis statements, topic sentences and embedded quotations and commentary, statements of theme and parallelism. Name the skill, any skill, an example provides the training wheels.
In my bag of teacher tricks, I dig for a creative writing assignment that I must credit to F. Scott Fitzgerald and The Great Gatsby, not to mention Plano ISD, where I taught English and learned my craft for fourteen years, and the intensive two-week Plano Writing Leadership Academy, which I attended twice, and my writing mentors, Lisa Thibodeaux and Marsha Cawthon, who facilitated those game-changing professional development opportunities.
The directions for said-teacher-trick go something like this:
Think about where you are from and use F. Scott Fitzgerald’s description above to inspire one of your own. Use some of his words as needed, and pay attention to his phrasing and punctuation.
That’s my _________—not the _______ or the ________ or the ________ _________ ________ but the ________, _______ _______ of my ________ and the _________ _______ and _______ _______ in the ________ ______ and the…
(You understand where this is going.)
As the teacher, I can’t escape the upcoming high stakes testing, but I know the students need breaks from the test prep and loads of confidence. Did I mention bonus points for sharing aloud? You should see their little faces beaming with pride as they string their ideas together like Fitzgerald, and my eyes get a little misty, too, as I learn something new about my kids and their journeys, their hearts and the insides of their heads.
“Happy Friday, you guys!” I say as each class begins.
A chorus of voices, practically singing, respond on cue, “It’s
Fun Fact Friday!”
Fun Fact Friday just sort of happened this year. One Friday
during the Fall semester, I said, “Fun fact,” and in the pause, all eyes spun
toward me, and I had a captivated audience. I proceeded to tell my students a
little something about my life. They loved it, and now every Friday their
voices ring out, “Fun Fact Friday!”
Last Friday’s Fun Fact:
“So this is my twentieth year to teach,” I said. “I have a
fact from about twenty years ago during my first few years of teaching when I
was young, right?” I try to make eye contact with all of them as I speak. “So
when I first started teaching, I taught seventh graders for five years. Then I
taught freshmen for a couple of years and sophomores for most of my years, and
this is my third year to have juniors. Anyway, do you remember having really fun
assemblies back in middle school?”
A sea of heads bobbed up and down.
“Well, at my school, we had a traveling trampoline show with four or five trampolines in the gym, and music, and people jumping really high and flipping. It was the best assembly ever. The kids loved it. Anyway, at the end, they asked for volunteers to come down and flip.” I raised my hand as if to portray how a person volunteers.
“And so I did. I ran down from the bleachers and jumped up
on the trampoline. I’m not sure the last time I had been on a trampoline or the
last time I had flipped, but I was a gymnast when I was younger, and twenty
years ago I was still young, right? So I took a couple of bounces and went for
it.” I paused to add a little drama. “And do you know what happened?”
Their faces conveyed expectation.
“I landed on my face.”
“Awww!” They responded in unison, mouths twisting, heads shaking back and forth, half-way disbelieving the horror and fully empathizing.
“This was a big middle school, and I fell on my face in
front of about 500 students AND teachers AND administrators.” I shook my head
up and down to verify the truth. “But
do you know what I did?”
“You quit your job?” One boy jested.
“No.” I laughed and shook my head back and forth. “No. I got up,” I said pointing first at myself and then upward. I looked at my kids looking at me, I felt my face flash red reliving this embarrassing moment, and I resolved to use it. “I got up,” my number one finger punctuated those words, “and I did it again, and do you know what happened?”
Their faces bore uncertainty and fear of the worst-case scenario.
“I landed that—.” I censored myself before I said shit, at the same time cut off by a thunder of student cheers. “And that’s what life is all about,” I continued, caught a little off guard by their response, louder now, “You will fall down on your face throughout your life, but you have to get up and try again.”
In my head there’s this story about me teaching The Tragedy of Macbeth, and well, it’s complicated.
My story starts at the beginning of this school year (new job, new school) during the planning phase. The last minute planning phase. I had been hired a week or two before fall classes began. I remember planning my syllabus, quickly, with a small degree of flexibility, in a very similar way to that of the teacher before me. I knew that I would be teaching something Shakespeare, and I knew it would be a text I hadn’t taught before. Our book room contained two choices: Hamlet or Macbeth. While I had read Hamlet many moons ago in college, Macbeth I had enjoyed more recently performed under the moon in the park. Eenie meanie miney moe, witches and murder, I picked Macbeth.
I’m hoping one of my high school classmates might be reading this post today because I have a question: “Did we read any Shakespeare senior year?” My memory fails. However, I do remember my friend Jacki, back in junior high apostrophizing, “Out, damned spot! Out I say!” or was it, “Out, out, brief candle”? Either way—somehow these lines are equally familiar, and somehow they have stuck with me over time.
After dog paddling my way through the deep waters of last semester’s curricula for my two advanced placement courses, I started studying Macbeth over Christmas. Where was a tutor when I needed one? Not only did I read but also I listened to the audio and watched the movie and researched commentary and googled lesson plans. Lucky for me, I had a two week “vacation” from school. All of this, I did for my two AP Literature classes when I needed to be planning for my four AP Language classes as well.
If you’re not familiar with Macbeth, here’s a quick refresher. The story is set in medieval Scotland in the midst of civil war. Macbeth is a Scottish nobleman and a war hero, cousins with and loyal to the king. Three witches appear at the beginning of the play with a prophecy for Macbeth. He will become king, they say, which causes Macbeth to consider the logistics of the new title and the possibility of murdering the king. He feels conflicted over the potential betrayal on many levels, but his wife Lady Macbeth mocks his masculinity and manipulates him toward the deed. In this tragedy, murder begets murder, and the Macbeths both succumb to guilt, insanity, and karma. Lady Macbeth cannot wash the blood from her hands to her own demise.
I found an introductory lesson to Macbeth in the New York Times. Students would participate in a brief experiment about symbolic cleansing which would segue into research on one of the following significant 20th century psychological studies:
Classical conditioning by Ivan Pavlov
Conformity by Solomon Asch
Operant conditioning by B. F. Skinner
Human obedience by Stanley Milgram
Abuse of power by Philip Zimbardo
False memories by Elizabeth Loftus
Throughout the play, we would discuss how psychology drives human motivation in connection to the Macbeths as well as ourselves. The more I studied and the more I planned, the more I realized all of my students MUST read Macbeth, especially considering the cheating scandal from last semester. Macbeth provided the perfect opportunity for an extended lesson on right vs. wrong, good vs. evil, and the psychology of human behavior. My AP Language syllabus did not include Macbeth, but I made the executive decision to add it, simplifying my life by teaching the same lessons to both courses for the third nine-week grading period.
And so, to introduce the tragedy, I made two sets of note cards: Group A and Group B. The group A cards said, “Think about an unethical act from your past—like betraying a friend, stealing, or cheating on a test.” The group B cards said, “Think about an ethical deed from your past—like returning lost money, volunteering to feed the homeless, or helping hurricane victims.” My experiment wasn’t exactly scientific. Instead of a random distribution of cards, I targeted my known cheaters with Group A. Then I asked students to consider their responses silently without discussing and bring their cards to my desk where they would choose either a paper clip or an antiseptic wipe, and I would tally statistical information based on their cards and their choices. We followed the activity by reading a New York Times article titled, “Study Finds That Washing Eases Guilty Consciences.”
Instead of the traditional multiple choice test, I opted for a couple of quizzes along the way and a couple of major projects with presentations. In groups, students researched one of the psychology studies previously mentioned and presented their findings to the class in connection to our play. Individually, they had lots of creative options and freedom to choose. And, to tell you the truth, I wrote today’s post just to show off how my students shined when given the opportunity.
Students wrote poetry and performed scenes and sang songs and played ukuleles. One student created an animated video of Macbeth murdering King Duncan using Legos and Play-Doh blood. Now the visuals decorate our classroom and serve as reminders that we don’t need any Lady Macbeths in our lives. But honestly, in the end, my students taught me. They rose to the challenge, and they showed me who they are, and I hope that thirty years from now they will remember reading Macbeth.
P. S. Did you see my flowers? They came from twin girls with an attached thank you for the inspiration.
P. P. S. Fun fact. Did you know that Shakespeare wrote the first knock-knock jokes in Macbeth?
P. P. P. S. Here’s my favorite Macbeth soliloquy.
P. P. P. P. P. S. This is Macbeth’s response to Lady Macbeth’s death. For Macbeth who has just murdered quite a few people and lost his wife due to his own ambition, sure, life is meaningless. He doesn’t have the things in life that make it meaningful: friends and family and love.
P. P. P. P. P. P. S. Happy Monday, everybody! Make it meaningful!
The winter break approached, exam stress visible on the faces of the students. Of my four sections of Advanced Placement Language and Composition, one class tested Monday, one on Tuesday, one Wednesday, and one Thursday. On my white board I wrote: Happy Holidays! Do your best! Be your Best! The underlying message—Don’t Cheat! I would be naive to believe that students wouldn’t try. Yet I want to trust them, really I do.
Monday’s scores were consistent with student averages and other tests taken throughout the semester. Tuesday’s test had two paradoxically high scores, but the students missed different questions, so I didn’t think too much about it as I was still grading my brains out with essays, which would comprise 50% of test scores. By Wednesday after walking in on five girls just hanging out in my office, which connects to two other classrooms besides mine, I knew in my gut that my test had been compromised. There was nothing I could do in the minutes leading up to the test that day.
After passing out Wednesday’s exam, I noted the darting glances from “Felicia.” Every time I looked at her, she met my gaze, and even though this test consists of reading passages and comprehension, “Felicia” failed to even fake read as she bubbled her answers. I monitored like a hawk. She wasn’t copying off of anyone. However, after tests were submitted, I discovered four more inconsistent scores including Bad Faker “Felicia” and three of her friends who had seemingly coordinated well enough to miss different answers.
So (1) there was the situation with unsupervised students in the office where tests were not visible but also not under lock and key. And (2) I did not physically collect phones or Apple watches during this testing season though none were visible. And (3) normally I give more than one version of any test, but this time, with keys having to be entered into an unfamiliar computer system and too much to do and too little time, I did not. This time I stapled a cover sheet on top that either said Form A or Form B and copied Form A in white, Form B green. Lame, I now know.
So on Wednesday after school with one semester exam to go, I assembled a new test and made copies with the same cover sheet, Form A in white and a green Form B.
Before the test on Thursday, I made eye contact with every single student as I handed out scantrons. To each one of them, I said something like, “Good luck today” or “May the force be with you” or “I’m thinking of you as you test today.” Some of them probably thought/think I’m creepy, but most of them were amused. I added a new note to my white board next to Be Your Best—No Cheating. Before distributing tests, I didn’t mention anything about the suspected cheaters or the new test, I just said, “It’s been my pleasure to be your teacher this year.”
“What? Aren’t you coming back?” they asked.
“Of course, I mean, 2018 has been great, and I’ll see you next year. I hope you all have a wonderful break. Are you ready? Do your best! Please keep your eyes on your own test and keep your answers covered.” Then I passed out the test and proceeded to walk up and down the aisles for two hours.
Immediately I recognized two scantrons with the same bubble pattern—A, B, B, D—the answers from the original exam. These two students weren’t even trying to read and see if those answer choices made sense, and they weren’t keeping their answers covered either. However, I had left one clue that this test was different. The first test had 37 questions, and this one had 39. I kept my eyes on the two, and about an hour into the test they both exuded an air of defeat—heavy exhales, eyes rolling, corners of mouths turned inconsolably down.
Fast forward to the scantron machine that sounded off like a machine gun and left six scantrons bleeding red. Six. Six students had stuck to the familiar A, B, B, D pattern, their scores to the tune of 10-20%.
Skip ahead once more past me telling some co-workers and my dean. Our math teacher had a similar cheating scandal, and I heard many a conflicting opinion on dealing with my cheaters. If I gave these six kids zeroes, they would all fail for the semester, and six more whom I suspect also cheated, but couldn’t outright accuse, would get away with it. If I gave my little cheaters their 10-20% and averaged that score with their essay scores, they will still pass for the semester. The math teacher and I both entered zeroes into our grade books and left the school that Friday, December 21 for a two-week respite. Grades would not be officially due until our January return.
In the meantime, I’ve reflected on the times I’ve cheated in life. I remember my freshman year, still in junior high. It was just math homework. I’m sure I was too busy with my ninth-grade life to worry about school, so I borrowed the homework of a very smart, kind, and well-respected friend who had diligently completed hers and whose name I will protect to this day. I proceeded to copy her assignment in my history class, and my teacher Mr. Watkins, also the dad of one of my classmates, walked over to my desk, picked up both papers, scrutinized the names, and handed them back to me without saying a word. And I felt ashamed of myself. That’s not to say that I didn’t find a way to cheat my way through business calculus in college, and I don’t relay my own dishonesty with pride.
I say this to illustrate the imperfection of humanity. I realize that the pot should not call the kettle black, and I ask myself, “What would Jesus do?”
I remember the story of a prostitute kissing the feet of Jesus and anointing them with perfume and her own tears and wiping them with her own hair.
I remember Simon saying, “If this man were a prophet, he would know this woman was a sinner.”
I remember Jesus saying to the woman, “Your sins are forgiven…go in peace.”
(It’s all in Luke 7:36-50 with a powerful parable in between*).
There will always be Simons who say, “Let them fail. Teach them a lesson.”
There will always be Jesuses and Mr. Watkinses who teach lessons in other ways.
There will always be people, like me, who choose wrong from time to time, but continue to try to be better than who they were before. Isn’t that what we all do in January? Resolve to be our best selves?
When I go back to school, I’ll give my students credit for their essays and say little, maybe even nothing like Mr. Watkins, and like Jesus, I’ll forgive with grace and peace for new beginnings in the new year.
*Luke 7:40-43, New International Version, biblegateway.com
40 Jesus answered him, “Simon, I have something to tell you.”
“Tell me, teacher,” he said.
41 “Two people owed money to a certain moneylender. One owed him five hundred denarii, and the other fifty. 42 Neither of them had the money to pay him back, so he forgave the debts of both. Now which of them will love him more?”
43 Simon replied, “I suppose the one who had the bigger debt forgiven.”