Every English teacher should read this post by my friend, Deanna Mascle:
Hopefully all the links are intact!
Heroes among us
This week’s learning event caused me a little angst. I understand the hero’s journey in a literary sense, but we live in an age where true heroes come in unique forms.
Learning Event #9 connects the previous events into a story and a reflection. From the opening of the first door through the connections of high five, the reflections of dreams and totems, and an exploration of heroics, #walkmyworld is a journey of identity, discovery, and connection. The Story of Us is that, underneath the trappings of culture and training, we are all the same, reaching for the bright lights of a future yet unseen, pressing on toward a world that is better and brighter than the one we leave behind.
“Our story is never written in isolation. We do not act in a one-man play. We can do nothing that does not affect other people, no matter how loudly we say, “It’s my own business.”
— Madeleine L’Engle (Walking on Water: Reflections on Faith and Art)
Back in late 1988, Michael Jackson released his album, Bad. I was student teaching 7th grade in Arroyo Grande, CA at the time, and decided to create a unit about taking personal responsibility for making the world around them better. Jackson was near the height of his popularity, so I used his song, “Man in the Mirror” as my central theme. Of course, the internet didn’t exist, and even MTV was so new that it actually played music videos, but Jackson being who he was, every student knew the song. I recorded the song from the radio for reference and as a class we decoded the lyrics and analyzed them (I was cutting edge even then!) We created “mirrors” of tinfoil and constructed paper frames, writing poems on the silver about personal change. We discussed current events: the Cold War just ending, human rights issues in the Soviet Union, uncertainty over China’s policies, economic challenges in the US, drugs, drought, and increasing Anti-Semitism. The bulletin board reflected light from the foil, while the students reflected for a moment the power of attitude. I discovered the role of relevance in the classroom.
Skip ahead a whole bunch of years, and #walkmyworld again considers self reflection, addressing the man in the mirror. Looking back at the headlines from 1988 and comparing them to headlines in 2015, and the stories are largely the same: wars and rumors of wars, human rights issues around the world, uncertainty over foreign policies, economic challenges, drugs, drought, and a rise in violence in the Middle East, a symbol of increasing (again) anti-Semitism. The old aphorism, “the more things change, the more they stay the same” sings true. In his poem, “Two Fusiliers,” Robert Graves wonders, “And have we done with War at last?” The 2014 movie American Sniper was a huge box office success that told the story of the bond between war veterans because of the “wet bond of blood” they share. We have not done with war, as Graves had hoped. If anything, war is a constant in the 21st century.
So this brings me to the reflection of this week. Jackson’s song is a call to take responsibility for making the world better, not on a global scale, but by reaching out to the needy nearest us first. While we wait for governments to “fix” society, it continues its decline. The best of times are when individuals come together. We saw this as a nation in the weeks following 9/11. Jackson calls our normal state a “selfish kind of love” that needs to be replaced with personal change that makes a way to improve life for someone ELSE. It doesn’t take wealth or fame or influence to give of oneself. The smallest things matter. I have given countless hats and scarves from my own head and neck to individuals who needed them more than I. It takes just a few seconds. I have sorted shoes for donations, served lunch in rescue missions, sung in nursing homes on Christmas day, and photographed memories for strangers who couldn’t afford a photographer for their events. I’m nothing special, but I did look in the mirror back in the 1980s and vowed to make a change that makes me see others in a different way.
To take this concept to the classroom would be such a easy thing: trash collection, scrubbing dirty and graffiti tagged walls, food drives or clothing drives to replenish the stores of the local rescue mission, and any number of other things that students can imagine. Let students brainstorm ideas. Give them ownership of the new vision and give them power to make it happen. Connect the service to poetry or song lyrics and biographies of people who have given of themselves (Mother Theresa, Martin Luther King Jr., and Eric Liddell come immediately to mind). This particular learning event can serve as a springboard to all sorts of positive changes, one student looking in the mirror at a time.
Graves, R. (1918). “Two Fusillers”. Fairies and Fusillers. Retrived from http://www.bartleby.com/120/4.html
Totems are not things I generally consider often. I associate them with trips to Seattle and thoughts about Alaska, but as a general rule, they’re just not on my personal radar. And then came learning event 5: http://bit.ly/walk2015le5.
By definition, a totem is a sacred object that represents a group of people connected by lineage, family, or tribe. When families are fractured, however, the ideal symbol is elusive. One side of my family may be best symbolized by wheels: trucks, race cars, go carts, and gears. The other side is less connected, some sharing a similar faith, some a love for words or music, and others deeply patriotic. There isn’t a real shared tradition or history; in fact, it is difficult to trace back even names more than two generations removed.
So the idea of a totem has to be rethought. My last 30 years have been spent creating a family with the guy I married at 22. On our 25th wedding anniversary I created a book that contained some of the best memories. It’s certainly not sacred, but it is a symbol of our life together.
“Maybe it comes and goes. Maybe it’s always there.” Jonathan Levitt
Feelings often do come and go, but the commitment represented by any totemic symbolism is always present as underscore and foundation upon which the rest is built. The challenges of mortgages, moves, career changes, and loss are balanced with the satisfaction of raising three independent young women and still actually liking each other at the end of each day.
And so, more than 30 years since our first date, our totem rises higher and higher, represented in thousands of photographs, lived out by the real people who make up our family.
For the full book, click here.
As a teacher of young adults, I am intensely aware of the search for identity and significance most young people face. My texts are often selected partly because they afford an opportunity to discuss and reflect about how one transforms from a child whose parents must be right to teens who are certain their parents know nothing to young adults who take the best of what they were taught and blend it with what they learn to become independent adult thinkers. However, the more I consider the concept of identity, I recognize the transitory nature of knowing the self.
This particular learning event coordinates with my focus word for 2015, chosen because my own life is in a transition not unlike the one from child to adult. This is the year I turn 50, an age once upon a time I considered old (and I am certain most high schools students think of 50 as one step from the grave). This is the year I complete my M.Ed., officially become an empty-nester, and embark on a career path still uncertain. So, I reflect: Who am I? Am I the sum of my beliefs? My experiences? My surroundings? All of these? None of these?
This week #walkmyworld encouraged my to consider my own identity, apart from the roles I play as woman of faith, wife, mother, daughter, educator, artist, writer, runner, coach, musician, photographer, student, blogger, and friend. I have always considered myself a modern Renaissance woman because my interests and skills are diverse. On the worst of days, I call myself a “Jill of all trades, mistress of none.” On the best days, I manage to do some pondering, some crafting, some writing, and some exercise, feeling very accomplished in the process. Either way, these are things I DO, not necessarily who I AM.
Pardon me for a moment while I consider the importance of understanding the changing nature of identity as taught by the Apostle Paul in his first letter to the church at Corinth in the mid 50s CE: 11 “When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put the ways of childhood behind me.” Paul here sets up his argument that identity as a believer requires change over time. He uses familiar language to make his point, comparing physical change to spiritual change. The fluidity of identity must be addressed periodically throughout life in order to truly know the self beyond the activities of life.
This is the reason I chose “identity” as my word for the year. And this is what makes this particular learning event important for both students and educators. We are ever evolving as we learn and think. Projects like #walkmyworld expand our horizons and expose the participants to cultures and ideas that may not be otherwise known. For teachers, it can form an unexpected Professional Learning Network (PLN) wherein ideas from one side of the world can find a place in the other. Students who participate may develop friendships in unexpected ways. In sharing bits of our worlds, we begin to see our individual identities as they stand at the moment. When we open our worlds to others, we also enter the worlds of others, and this new information may well alter our identity, affording us the opportunity to change and grow and morph into the next “version” of self.
It’s a mind-expanding idea: identity is fluid, changed by time, experience, relationship, and ideas. Understanding that, however, eliminates the identity-confused “mid-life crisis,” because instead of fearing great life change, one may anticipate with excitement whatever is next. Who I was at 18 is certainly not who I am at (nearly) 50. The things that I do influence the way that I think. The relationships I form in person or via digital means add to the depth of how I understand the world. Every day that I learn, I grow up a little bit more. Growing up, but never getting old.
Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.
Last year I participated in a really cool event called “Walk My World.” Educators and students shared bits of their lives via Twitter using the hashtag #walkmyworld. The project covered ten weeks, with specific learning events each week. We analyzed the poetry of Robert Hass, wrote poetry, and shared pictures. Of shoes. Lots of shoes. Not exactly sure why.
It was tremendous fun, and I connected with people all over the US. It was during this project that I decided to see just how well Twitter can function as a pedagogical tool. So much class time is taken up with administrative duties and test preparation that there often isn’t time to really delve into the meat of the literature and what makes it relevant to today’s teens/young adults. Using Twitter as a modified discussion board allows students to continue to contemplate the literature: how it affects them and how others are affected by it. Assigning a class hashtag and an “assignment” tag allows Twitter’s filters to organize those discussions so that a teacher can quickly see how students are thinking about the work.
Twitter has its advantages. The 140 character limit forces economy of words. The relative anonymity allows for shy students to speak up and be heard. Reading the tweets of their peers connects students who may not otherwise have something in common. Having to connect literature to life requires introspection and self-evaluation, two key elements in forming a personal identity. To get students considering who they are and who they want to be is a critical thinking skill that cannot be measured in a standardized test. This kind of thinking is real life.
In a broader sense, a project like Walk My World allows people to connect who may never have met in any other way. The commonality of learning events forms a foundation upon which relationships can build. One never knows where those relationships will lead.
Excellent information from Vicki Davis about teaching digital citizenship. Originally posted on Edutopia.org.