I stand tall, immovable before their testing eyes
Giving the most interesting and intelligent report they've ever heard
I thrust my body into the air, over guarding hands
Hanging for a split second before shooting; scoring the winning basket
I trudge past cynical comments coming from sneering faces
Digging through the grueling earth to create a trench and a chance for life
I exist, though she did not know it only a few weeks ago
Holding her by my side as the sky kisses a cool breeze up onto the shore
What will I be in my new pair of shoes?
This morning, I purchased a new pair of basketball shoes for our weekly games. I was struck with the thought that this act, this moment, was one of many in a life, where one may see a brief glimpse of the possibilities of the future. Indeed, what will we be in our new shoes?
Thursday, August 9, 2007
Saturday, August 4, 2007
A Verse of Frustration
Sing to me the songs of love
Those of lust and idolatry grow far too strong
Move
Multiply
They surround me like the living dead
Waiting to envelope me into their legion
Struggle
Flee
All the while, trying to control their cancer inside of me
Keep it from spreading
Fight
Defend
My veins scream with the battle cry
The conflict is constant, but my banner remains
Hold
Hope
Those of lust and idolatry grow far too strong
Move
Multiply
They surround me like the living dead
Waiting to envelope me into their legion
Struggle
Flee
All the while, trying to control their cancer inside of me
Keep it from spreading
Fight
Defend
My veins scream with the battle cry
The conflict is constant, but my banner remains
Hold
Hope
Friday, August 3, 2007
The Teacher, The Student
I am currently reading Todd Whitaker's What Great Teachers Do Differently. Looking back on my graduate school experience in the Valparaiso University LEAPs program, I find myself wishing that someone had put this book into my hands during my tumultuous first year of teaching (Or, even better, immediately before it). Throughout the book, as he compares the aspects and habits of less effective teachers to those of most effective teachers, it seems as though Whitaker is invoking my two years of teaching in Chicago.
In my second summer of graduate work, before returning for my second year of teaching, I was quite sure that I needed to be proactive in my teaching and completely overhaul my approach to the classroom and school. I began to lay out a plan of attack.
Coming into my second year of teaching, I had dramatically changed my approach to the classroom. Early on in the school year, I realized that I had become a much more effective teacher. Indeed, I had not mastered every aspect of teaching, for none ever do. However, I had taken great steps towards improving myself as an educator. The best teachers are constantly striving to learn more about education and improve their abilities and practices in their vocation. Now, as I read Whitaker's observations and advice, I am tempted, at moments, to laugh out loud. The way in which he details the differences in practices and behaviors of effective and non-effective teachers is astonishingly familiar. I imagine this is true for not only me, but many teachers (if not all) who read this book. Certainly Whitaker's book is not without its flaws. Yet, his contribution is so relevant to the whole realm of education, that I recommend it to all of my present and future colleagues.
The peaceful nature of the book and his approach to education is applicable to those who do not even teach. The chapters entitled "It's People, Not Programs", "High Expectations - for Whom?", "Prevention Versus Revenge", and "Ten Days out of Ten", clearly depict the validity of Whitaker's observations and commentary because they are universally applicable. Anyone from any background can employ many of the practices and behaviors of effective teachers, as observed by Whitaker, towards the improvement of their careers.
Since the summer began, I have been filled with anticipation for the upcoming school year. Since I have begun reading Whitaker's book, I am approaching the year with even more anticipation, but also a renewed awareness of my talents and abilities as an educator, and the reflective spirit of a life-long learner. Such a reflective spirit will aid me in continuing to grow and improve as an educator. After all, should that not be the goal for all of us; to constantly strive for growth and improvement?
In my second summer of graduate work, before returning for my second year of teaching, I was quite sure that I needed to be proactive in my teaching and completely overhaul my approach to the classroom and school. I began to lay out a plan of attack.
Coming into my second year of teaching, I had dramatically changed my approach to the classroom. Early on in the school year, I realized that I had become a much more effective teacher. Indeed, I had not mastered every aspect of teaching, for none ever do. However, I had taken great steps towards improving myself as an educator. The best teachers are constantly striving to learn more about education and improve their abilities and practices in their vocation. Now, as I read Whitaker's observations and advice, I am tempted, at moments, to laugh out loud. The way in which he details the differences in practices and behaviors of effective and non-effective teachers is astonishingly familiar. I imagine this is true for not only me, but many teachers (if not all) who read this book. Certainly Whitaker's book is not without its flaws. Yet, his contribution is so relevant to the whole realm of education, that I recommend it to all of my present and future colleagues.
The peaceful nature of the book and his approach to education is applicable to those who do not even teach. The chapters entitled "It's People, Not Programs", "High Expectations - for Whom?", "Prevention Versus Revenge", and "Ten Days out of Ten", clearly depict the validity of Whitaker's observations and commentary because they are universally applicable. Anyone from any background can employ many of the practices and behaviors of effective teachers, as observed by Whitaker, towards the improvement of their careers.
Since the summer began, I have been filled with anticipation for the upcoming school year. Since I have begun reading Whitaker's book, I am approaching the year with even more anticipation, but also a renewed awareness of my talents and abilities as an educator, and the reflective spirit of a life-long learner. Such a reflective spirit will aid me in continuing to grow and improve as an educator. After all, should that not be the goal for all of us; to constantly strive for growth and improvement?
Thursday, August 2, 2007
"...and not to yield."
It has become abundantly clear that I have a yawp buried deep inside me
Its leg shaking, a reflex response, attempting desperately to wake itself
In its sudden awareness, the quiet "snikt" is heard
It begins to claw its way to the surface
Inhaling for the first time, it cries out
Periculum
What shall it say next
Its leg shaking, a reflex response, attempting desperately to wake itself
In its sudden awareness, the quiet "snikt" is heard
It begins to claw its way to the surface
Inhaling for the first time, it cries out
Periculum
What shall it say next
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