Monday, December 27, 2010

Poetry day


Just a poem I like today....



Inheritance
by W. S. Merwin
At my elbow on the table

it lies open as it has done

for a good part of these thirty

years ever since my father died

and it passed into my hands

this Webster's New International

Dictionary of the English

Language of 1922

on India paper which I

was always forbidden to touch

for fear I would tear or somehow

damage its delicate pages

heavy in their binding

this color of wet sand

on which thin waves hover

when it was printed he was twenty-six

they had not been married four years

he was a country preacher

in a one-store town and I suppose

a man came to the door one day

peddling this new dictionary

on fine paper like the Bible

at an unrepeatable price

and it seemed it would represent

a distinction just to own it

confirming something about him

that he could not even name

now its cover is worn as though

it had been carried on journeys

across the mountains and deserts

of the earth but it has been here

beside me the whole time

what has frayed it like that

loosening it gnawing at it

all through these years

I know I must have used it

much more than he did but always

with care and indeed affection

turning the pages patiently

in search of meanings


"Inheritance" by W. S. Merwin, from The Shadow of Sirius. © Copper Canyon Press, 2008.

Wednesday, December 22, 2010

Midnight


When we were kids we played a game called "Midnight." Similar to tag, it took place after dark and was played on nights when my family had hosted a summer barbeque and there was a yard full of unsupervised kids. One person would sit on the back step and count (1 o'clock, 2 o'clock...) while the rest of us would run around the house to hide behind the bushes and trees in the yard. When the seeker reached the count of "midnight" and started out to find us, we would jump out and run, as fast as we could, back to the steps. It was a noisy and exciting game. For the youngest it was the darkness and the element of surprise when someone would jump out that made it just scary enough to be fun. As you got older the excitement centered more on who you might be hiding beside in the dark, or who you might let catch you as you ran. At the end, though, there was the safety of home base where we would arrive screaming and laughing, safe in the light on the steps.
Sort of a metaphor for life, isn't it? A little dark, a little scary. Fun and exciting, filled with laughter and innocence. Aren't we all trying to get to home base, to the light on the back steps?

Tuesday, December 21, 2010

Aging Faculty

When I was in graduate school in the late 1980s I was advised that it would be a great time to enter academia because the faculty was aging. I didn't believe it. Now, the aging faculty argument is rising again. Here is an excerpt from Harry Moody's aging issues newsletter:

"In a recent survey, among faculty at Stanford University,
it turns out that 53 percent are older than 50, up from a level
of 43 percent in 1993. Those under-45 have fallen from 42 to 33
percent. One cause may be that, since 1994, federal law has
ended mandatory retirement for faculty. Some are worried about
the trend. Former Harvard president Lawrence Summers said that
the aging of faculty 'is one of the profound problems facing the
American research university.'"

Perhaps the trend has finally hit the academic world. The oldest of the baby boom generation is reaching age 65. But will they retire, and at what cost? At my current University we have many faculty in their late 60s and early 70s who still teach. Some do it quite well, others not so well. We put effort into easing them out of the classroom, then out of their offices. For many it is a slow and painful process. They move to part time teaching, they alternate semesters, they plan research and writing projects. Managing the soon to retire and retired can be a time consuming process.

Why is academia different from other occupations in that regard? Most places send you off with your retirement fund and watch and wish you luck. We have retirement galas of all types in academia, but often the nature of the job, and they type of people it attracts, makes it difficult to really move people out the door.

I think about this with respect to my own career. Will I recognize when it is time to stop teaching? Will I be ready to move out the door?

Tuesday, December 14, 2010

Gestures Improve Thinking?

I gesture a fair amount when I talk. I'd say I'm above average in that category. When I was a high school debater we were trained to use very specific, deliberate gestures in our speeches. Now I am more of the "all over the place" school. I wave, point, shrug, plead and implore with my hands. So, I was very happy to read an essay in the NY Times on Sunday that touched on this topic.

Turns out that some research has shown that gesturing enhances thinking. It could be that bodily motions actually play a role in the thinking process. In some experiments when gesturing was inhibited subjects showed decreased performance on mental tasks. Ah, my gesturing may be useful! I remember in second grade we were working on dividing words into syllables. I was working out "elephant," and waved my hand as I sounded out each syllable. The teacher noticed and pointed out how helpul that might be for other students--to "feel" the syllables.

The article goes on to note that gestures increase when we are actively working out a solution, rather than reciting an already established understanding. Think of how in the classroom you see students working on a tough problem, they are moving, gesturing, standing up. This is especially evident in group work, I think. Sure, some of this is to get attention or the result of nervousness, but some may be an integral part of the thinking process.

I feel greatly relieved to hear that my wild gesticulations may be an indication of deep reasoning!





http://opinionator.blogs.nytimes.com/2010/12/12/out-of-our-brains/

Sunday, December 12, 2010

"I Wish" songs


The other day I was listening to an old This American Life broadcast. The title of the podcast was "Promised Land," and while I didn't find the stories all that interesting, the introduction was fascinating to me. This may be something that everyone else already knew, especially those in the drama and theater fields, but it was a new insight for me.


Ira Glass was talking about the Disney movie, Sleeping Beauty, and how each character is introduced with a "wish song." He goes on to note how in most musicals, especially Disney stories, the first song sung by a character is called the "I wish" song. It is the song in which the main character estabishes his or her identity and their main longing or desire. It is the song that sets up the storyline, the quest to fulfill that wish is what drives the story.


"I wish" songs include "Over the Rainbow" in the Wizard of Oz, "Part of Your World" in the Little Mermaid, "Out There" in the Hunchback of Notre Dame...there are more, but you get the idea. Once you start thinking of them, they are everywhere.
Around Christmas wishing is a common theme--children make wish lists, Sears used to call their Christmas catalog the "Wish Book." There are wishes for world peace, toy guns, and baby dolls. There are wishes for prosperity, love, and understanding. I think my students are wishing for good grades, wishing to go home, and wishing for more sleep.
What would be the theme of your "I wish" song?

Tuesday, December 7, 2010

Puzzles


I love doing puzzles, I've probably written that here before. I know I've extolled the virtues of jigsaw puzzles, but have I mentioned crosswords and sudoku? I am not a very good crossword puzzler. I don't know enough esoterica. I am pretty good at sudoku. I've always found puzzling to be enjoyable and relaxing and have tried to pass that love on to my kids. They are moderately interested. If there is nothing better to do, a puzzle is fine, but they are of the video game generation. Puzzling is too slow I imagine.

Today's NY Times had several articles about puzzling. In one there was this great passage: Marcel Danesi, a professor of anthropology at the University of Toronto says, “It’s all about you, using your own mind, without any method or schema, to restore order from chaos and once you have, you can sit back and say, ‘Hey, the rest of my life may be a disaster, but at least I have a solution.’ ” The article also states "(But) the appeal of puzzles goes far deeper than the dopamine-reward rush of finding a solution. The very idea of doing a crossword or a Sudoku puzzle typically shifts the brain into an open, playful state that is itself a pleasing escape…And that escape is all the more tantalizing for being incomplete. Unlike the cryptic social and professional mazes of real life, puzzles are reassuringly soluble; but like any serious problem, they require more than mere intellect to crack. "

I agree. Solving puzzles is a way to relax, to tap into other dimensions of thinking, and, to get an answer. I love to start the day by solving a puzzle. It gives me a sense of accomplishment right at the start and an optimistic view that will carry me through the day.

Of course, working puzzles during lectures is a whole different story!

Saturday, December 4, 2010

Lists



As we get close to the end of the year it is not just Christmas season, but List season as well. The top 10 books of the year, the top 10 movies, the top 10 news stories (funny, we don't seem to have many "bottom" lists, although I heard today that the most boring day in history has been established, some date in 1954 on which nothing important seems to have happened.)

I admit to being a list maker. I make lists for everything--tasks to be completed at work, household chores, groceries, Christmas gifts. I even make lists in my journal--the most important things on my mind that day. I don't know where this propensity comes from. I know my Mom made lists, but I don't think my Dad does. For me, lists are a way to get control of a situation, to get organized, to allow me to focus on the tasks at hand. I don't seem to have passed this ability on to my children, but I have seen lists by my siblings.

what is appealing about a list? I like the orderliness of it. I read an article in the NY Times Book Review last week about lists. Here is a great quote, "That said, there is something reassuring about a list, a precision and formality that makes us think we’ve got a handle on things. Isn’t every list in reality a ceremonial flourish against amnesia and chaos? "

I have a dear friend suffering from dementia. He writes everything down. He has lists everywhere. But they don't help much. The are like a finger in the dam of forgetfulness, the memories and meaning are trickling out, gushing out, and no list will hold the memories of a lifetime.

Wednesday, December 1, 2010

What will they remember?

I regularly read a blog written by a middle school "home ec" teacher. I don't think it is called "home economics" anymore, but that is how I recall the class. Now, instead of cooking and sewing there is an emphasis on things like money management and career choices. There are a few simple cooking and sewing lessons thrown in, but much of what I remember of the curriculum is gone.
In any event, this woman wrote about a fight that broke out in her classroom, the first in her 23 years of teaching. While she was troubled that she hadn't anticipated the conflict, what she pondered in her essay was "will this be what these boys remember about my class?" She points out that teachers make 1,500 instructional decisions in a day and that some of those will be indelibly written to memory for some students.

We can all probably point to some teacher or particular incident in school that we recall in vivid detail. It may be pleasant or, more likely, unpleasant. As we near the end of the semester I wonder what my students will remember from my class. Will it be content? A particular graph or table of data we discussed? A skill or technique? A time I answered a question for them?

I recall only bits of my college classes, so I have no illusion that I have made an indelible impression on many in my class. But, perhaps, for a few there will be at least a pleasant sense that our time together was useful.
http://blogs.edweek.org/teachers/place_at_the_table/2010/11/fight_fight_fight.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+place_table+%28Teacher+Magazine+Blog%3A+A+Place+at+the+Table%29