Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts

Tuesday, February 21, 2012

Hunger Games and Catching Fire



I see no real answers. The characters are faced with the same questions that constantly plague the minds and thoughts of teens today. Similar feelings and emotions. That is where the connections lies. And yet it is a false connection, a shallow one because no real hope is offered. There is never any true rest. Just when you think a bad situation has been redeemed, that a young girl’s heart has been taught the themes of love and community all is dashed and life proves once again that grown ups are just manipulative and self-serving no matter which side their on.

I think my greatest sadness is that students no longer have models of how to act rightly as adults through their modern literature. That is one of the greatest endowments fairy tales have bestowed upon generations of children. They showed in beauty, truth, and chivalry the way to conduct yourself with maturity. Not in disregard of the playfulness of childhood, but embracing it as the foundation for the later years. The problem with every modern youth fiction book having a youth as its hero or heroine is that it doesn’t prepare kids for what comes after youth. Let me re-phrase that because I feel as though I’ve seen/heard the term “help prepare kids” in terms of preparing them for the grim and gory facts of the world, specifically as an argument for including certain facts, scenes, or scenarios into stories that probably could be left out. Back to youths as heroes, the primary problem I see is that it gives kids nothing to aspire to beyond childhood. As teachers, we often talk about setting the bar high so our kids will reach and be stretched. This is not an argument for all modern youth fiction to have adult heroes, instead, it’s a call to set the bar a little higher.

When we don’t know how to be adults, forty year-old office execs act like frat boys on the weekends, and Snooky leads our children through Never Never Land.

Monday, April 18, 2011

S4theD: Day 35

Oh the irony. This was one of my favorite songs in high school. When I was tired of homework, mad at a teacher (yes, that happened on occasion), or desperately longing for spring or summer break I'd find myself singing along with and impersonating the wee British lads in their protest against education.

And now I'm a teacher. I wonder what song my kids sing when they're tired of homework, mad at me, or desperately longing for break?


Another Brick In the Wall, Part 2
by Pink Floyd


We don't need no education
We dont need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teachers! Leave them kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

We don't need no education
We dont need no thought control
No dark sarcasm in the classroom
Teachers leave those kids alone
Hey! Teachers! Leave those kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

"Wrong, Do it again!"
"If you don't eat yer meat, you can't have any pudding. How can you
have any pudding if you don't eat yer meat?"
"You! Yes, you behind the bikesheds, stand still laddy!"

Wednesday, March 16, 2011

S4theD: Day 7 (I'm a teacher...I'm calling it "research")

Never Say Never
by Justin Bieber
featuring Jaden Smith


See I never thought that I could walk through fire.
I never thought that I could take the burn.
I never had the strength to take it higher,
Until I reached the point of no return.

And there's just no turning back,
When your hearts under attack,
Gonna give everything I have,
It's my destiny.

I will never say never! (I will fight)
I will fight till forever! (make it right)
Whenever you knock me down,
I will not stay on the ground.
Pick it up,
Pick it up,
Pick it up,
Pick it up up up,
And never say never.

I never thought I could feel this power.
I never thought that I could feel this free.
I'm strong enough to climb the highest tower.
And I'm fast enough to run across the sea.

And there's just no turning back,
When your hearts under attack,
Gonna give everything I have,
Cause this is my destiny.

I will never say never! (I will fight)
I will fight till forever! (make it right)
Whenever you knock me down,
I will not stay on the ground.
Pick it up,
Pick it up,
Pick it up,
Pick it up, up, up,
And never say never.

Here we go!
Guess who?
JSmith and Jb!
I gotcha lil bro.

I can handle him.
Hold up, aight?
I can handle him.

Now he's bigger than me,
Taller than me.
And he's older than me,
And stronger than me.
And his arms a little bit longer than me.
But he ain't on a JB song with me!

I be trying a chill
They be trying to side with the thrill.
No pun intended, was raised by the power of Will.

Like Luke with the force, when push comes to shove.
Like Cobe with the 4th, ice water with blood.

I gotta be the best, and yes
We're the flyest.
Like David and Goliath,
I conquered the giant.
So now I got the world in my hand,
I was born from two stars
So the moon's where I land.

I will never say never! (I will fight)
I will fight till forever! (make it right)
Whenever you knock me down,
I will not stay on the ground.
Pick it up,
Pick it up,
Pick it up,
Pick it up, up, up,
And never say never.

I will never say never! (I will fight)
I will fight till forever! (make it right)
Whenever you knock me down,
I will not stay on the ground.
Pick it up,
Pick it up,
Pick it up,
Pick it up, up, up,
And never say never.

Friday, March 11, 2011

S4theD: Day 3












Great Gettin' Up Mornin'
by Mahalia Jackson


Fare ye well, fare ye well
Fare ye well, fare ye well
fare ye well
Well in that great gettin up morning
(fare ye well,fare ye well)
In that great gettin up morning
(fare ye well,fare ye well)
In that great gettin up mornin
(fare ye well,fare ye well)
Well, in that great gettin up morning
(fare ye well,fare ye well)
Let me tell ya bout the comin of judgement

(fare ye well,fare ye well)
Let me tell ya bout the comin of judgement
(fare ye well,fare ye well)
Let me tell ya bout the comin of judgement
(fare ye well,fare ye well)
Let me tell ya bout the comin of judgement
(fare ye well,fare ye well)
God going up and speak to Gabriel
(fare ye well,fare ye well)
God goin up and speak to Gabriel
(fare ye well,fare ye well)
Pick up your silver trumpet
(fare ye well,fare ye well)
Pick up your silver trumpet
(fare ye well,fare ye well)
Blow your trumpet Gabriel
(fare ye well,fare ye well)
Blow your trumpet Gabriel
(fare ye well,fare ye well)
Lord, how loud shall I blow it
(fare ye well,fare ye well)
Lord, how loud shall I blow it
(fare ye well,fare ye well)
Oh, to wake the chirrun sleepin
(fare ye well,fare ye well)
Oh, to wake the chirrun sleepin
(fare ye well,fare ye well)
fare ye well,fare ye well
fare ye well,fare ye well
fare ye well
(repeat)
They be comin from every nation
(fare ye well,fare ye well)
They be comin from every nation
(fare ye well,fare ye well)
On their way to the great carnation
(fare ye well,fare ye well)
On their way to the great carnation
(fare ye well,fare ye well)
Dressed in a robe so white as snow
(fare ye well,fare ye well)
Dressed in a robe so white as snow
(fare ye well,fare ye well)
Singin, oh, I been redeemed
(fare ye well,fare ye well)
Singin, oh, I been redeemed
(fare ye well,fare ye well)
In that great gettin up morning
(fare ye well,fare ye well)

Wednesday, September 29, 2010

Something to Talk About

Often times someone just needs something to talk about. As an individual who gets paid to use words on a daily basis--and a lot of them at that--I find that by mid-afternoon I have used up my word allotment for the day. Being an introvert doesn't help. And being a busy introvert doesn't help either.

But every once in a while something will come up that just needs to be talked about. Enter...The Ragnar Relay !


Here's the short of it: Running 200 miles in 24 hours with 11 dear friends to raise money for King's Meadow Study Center's Chalmers Fund. Why do such a crazy thing? Well, for starters because it's going to be a lot of fun, but the main reason I will be both running and volunteering in this incredibly wonderful craziness is because I believe in the purpose. Raising scholarship money for prospective students for both Franklin Classical School and New College Franklin is a worthwhile calling.

I've been in school all my life--first as student, now as teacher. I have been a beneficiary of sacrificial giving from individuals who felt called to give to scholarship funds so I could get through highschool and college. And now it's my turn to both give back and encourage others to do the same.

Now that's something to talk about!

Follow my progress as I join the Sum Ergo Zoom running team on November 5th and 6th, and tell everyone you know to donate by going to my online fundraising site: www.crowdrise.com/amyshore

It really is something to talk about...so TELL EVERYBODY!

Tuesday, November 25, 2008

Psalm 42-43

Psalm 42

Why Are You Cast Down, O My Soul?
To the choirmaster. A Maskil of the Sons of Korah.


1 As a deer pants for flowing streams,
so pants my soul for you, O God.
2 My soul thirsts for God,
for the living God.
When shall I come and appear before God?
3 My tears have been my food
day and night,
while they say to me all the day long,
"Where is your God?"
4 These things I remember,
as I pour out my soul:
how I would go with the throng
and lead them in procession to the house of God
with glad shouts and songs of praise,
a multitude keeping festival.
5 Why are you cast down, O my soul,
and why are you in turmoil within me?
Hope in God; for I shall again praise him,
my salvation 6 and my God.

My soul is cast down within me;
therefore I remember you
from the land of Jordan and of Hermon,
from Mount Mizar.
7 Deep calls to deep
at the roar of your waterfalls;
all your breakers and your waves
have gone over me.
8 By day the LORD commands his steadfast love,
and at night his song is with me,
a prayer to the God of my life.
9 I say to God, my rock:
"Why have you forgotten me?
Why do I go mourning
because of the oppression of the enemy?"
10 As with a deadly wound in my bones,
my adversaries taunt me,
while they say to me all the day long,
"Where is your God?"

11 Why are you cast down, O my soul,
and why are you in turmoil within me?
Hope in God; for I shall again praise him,
my salvation and my God.


Psalm 43

Send Out Your Light and Your Truth

1 Vindicate me, O God, and defend my cause
against an ungodly people,
from the deceitful and unjust man
deliver me!
2 For you are the God in whom I take refuge;
why have you rejected me?
Why do I go about mourning
because of the oppression of the enemy?
3 Send out your light and your truth;
let them lead me;
let them bring me to your holy hill
and to your dwelling!
4 Then I will go to the altar of God,
to God my exceeding joy,
and I will praise you with the lyre,
O God, my God.

5 Why are you cast down, O my soul,
and why are you in turmoil within me?
Hope in God; for I shall again praise him,
my salvation and my God.

Thursday, September 25, 2008

FCS: A Cultural Marker

I love this kinda thing. I love it when the students come up with it on their own. I love it when I'm reminded why I do what I do. I love it when I'm reminded that the vision for the future is so much bigger than me.

Thursday, July 03, 2008

Learning to Pray

I find that I am eloquent when I am not in need. When things are running smoothly or when someone else needs the encouragement of a friend to go before the throne of grace with them. Words come fairly easily then. I may not always have the right words, but I can always find something to say. At least, until I am made speechless by the encroachment of need upon my own life. Then I am left to stutter, mumble, or simply run through a series of images and snap-shots in my head hoping God will get the picture of what it is I'm trying to say and what it is I want Him to do in the midst of my messy incoherent cries for rescue. There's a reason God gave us a template for prayer. We are so bad at it. We feel the need for creativity and eloquence when talking to Him. We try to convince him that our desires are just and our wants are our needs. But I find that when I am stripped of eloquence and dumbfounded by vulnerability my mental capacity is only capable of verbalizing four words: "Thy will be done". And still there are other times when I am reduced to one word: "Help". When there are no more words, it is so bolstering to return to the prayer that Christ taught His disciples, or to read the prayers of those who have gone before and experienced the same longings of the soul and worries of the flesh. It is in these templates that we can find a sure footing when we know only to place one foot in front of the other to move on. It is in such examples that we find a simple means of grace and abundant stores of mercy.

Tuesday, April 29, 2008

No Safe Investment

“There is no safe investment. To love at all is to be vulnerable. Love anything, and your heart will certainly be wrung and possibly broken. If you want to make sure of keeping it intact, you must give your heart to no one, not even to an animal. Wrap it carefully round with hobbies and little luxuries; avoid all entanglements; lock it up safe in the casket or coffin of your selfishness. But in that casket—safe, dark, motionless, airless—it will change. It will not be broken; it will become unbreakable, impenetrable, irredeemable.” — C.S. Lewis, The Four Loves

Tuesday, April 08, 2008

The 7th Day


In English class today we had a bit of a creative exercise. We are currently reading The Magician’s Nephew—chronologically the first book in C.S. Lewis’ Narnia series. We have just finished the part where Aslan has sung Narnia into existence. I wanted my students to compare the similarities and the dissimilarities between Narnia’s creation and the biblical creation as portrayed in Genesis 1.

The first part of the exercise was rather simplistic but remarkably telling. I had them take a piece of paper and draw a line down the middle writing characteristics of the Genesis account on the one side and characteristics of the Narnian account on the other. They came up with everything from both had suns and stars, to God spoke the world into being and Aslan sang the world into being. It was an extremely enlightening exercise in the sense that it got the kids to ask why some things were exactly alike in both accounts and why others were either slightly or completely different. But the most enlightening thing for me occurred as I was going over the comparisons of one student in particular followed by the inquiry and short discussion of the students surrounding.

I had noticed on the student’s paper that she had written “creation in 6 days” on the biblical account side, and I corrected her by saying that it was 7 days. The student’s response was one we have all heard a lot: “But God created in 6 days and rested on the 7th.” I was feeling slightly argumentative at the time and wanted to test her a bit further, so what came out of my mouth next was more like role-playing devil’s advocate then a profound split-second thought: “Yes, God did rest on the 7th day which means He created rest on the 7th day.”

As soon as the words were out of my mouth I realized that I had never really thought about it that way before.

One of the surrounding students replied by saying, “Well, that doesn’t really count!” To which I replied, “I don’t know about you, but some times it takes a lot of effort and deliberateness for me to rest.”

Of course, as young teenagers my students haven’t gotten to the place where they are “too busy” to rest. Recreation, rest, and boredom are the norm for them—it’s the industry, diligence, and effort that’s the deliberate drudgery and work for them!

All too often I get caught up in the tyranny of the urgent, convinced that something just shy of burnout for the Kingdom is the best way to minister and serve. Though in recent years I have come to see the value in “a change often being as good as a rest”, or the benefit of recharging or takeing time for my self so that I may more efficiently serve others, I have never realized how difficult it can be to deliberately rest. Nor have I thought about the idea of God creating rest on the 7th day. His was a purposeful, deliberate, intentional act of resting. Knowing that it would be hard for us he gave us an example in the very pattern of creation. It is much easier to acknowledge that we are sub creators under the Creator in areas of skill, industry, and creativity, but to understand that we are also to be sub-creators in the stewardship of our time and the structuring of our rest seems to be an idealistic, ivory tower sort of notion, either that or an altogether missed notion.

There were 7 days of creation. But we not only have to be deliberate in remembering the 7th day, we have to be deliberate in imitating it as well.

Monday, March 24, 2008

Spring Fever


What have I done! I haven't been this sore in ages! The things spring fever makes you do!

Today a friend of mine and I started a 6 week soccer camp for FCS students. Being the first day back from spring break I wasn't really expecting a whole lot of people to show up. We ended up having about 14, which is about 10 more than I thought would show the first day. My friend Nolan is the one with the soccer skills, I have the organizational skills and I know the kids. So I've decided that I'm going to start calling him the "Guru from Peru". While we're working together on things to do for the kids, it's pretty obvious that I'm going to learn more than I'm going to teach. He has 9-12th grade ages and I have 5-8th. Works for me! Today was a boat-load of fun even if it was a bit crazy in all the unknown factors!

Did I mention that I haven't played soccer since I was in 10th or 11th grade myself? Yeah. That does put a bit of a damper on things. And seeing as my last year in the sport I was goalie, I really don't feel qualified for this job! But I suppose that's why I'm here, because I hear that teachers, or in this case coaches, end up learning right along with their pupils. And my, the weather sure is looking nice for some out door activity. I figure this'll help out with that nasty case of spring fever we school folks get this time of year. And what better way to battle the fever than right along side your students on the soccer field. Ahhhh, spring is here!

Friday, February 29, 2008

The Culmination of Discipleship


I always wondered about the details of discipleship. I heard Dr. Grant say it is: "being accountable to and for someone." I heard Susan Hunt say-in the context of Women's ministry-it is a relationship between an older woman and a younger woman. Either way, I felt discipleship was portrayed as a mutual learning experience with a kind of give-and-take relationship. It was not simply the mentor mentoring the mentee. Though I always heard it to be the case, I never really understood how discipleship could be so mutual a learning experience, such a simultaneously, edifying endeavor, an equally, encouraging scenario. This I never understood-at least not until I walked through my mentors' hard times right alongside them.

It seems to me that there are stages of discipleship. One is the intentionality stage where either one or both parties covenant to interact and take part in each other's lives. I say one party right along with both, simply because it is often the case that souls such as myself either do not think they want to be mentored initially, or they do not realize that someone is actively mentoring them. In the intentionality stage, I think of things like e-mails, phone calls, and coffee get-togethers where mentor and mentee sit down with the express purpose of "getting to know" each other. Then maybe an invitation to dinner and an opportunity to see home life-or at least the surface of home life. In the intentionality stage of discipleship, I am still convinced that the majority of responsibility for intentionality falls on the shoulders of the mentor. If it were any different, would the mentee need mentoring?

Somewhere along the way intentionality gives way to a more relaxed involvement in each other's lives. It is no longer necessary to schedule coffee every other week because interaction seems to be more of a given, a dependable guarantee of the open door policy. Intentionality is not altogether thrown to the wind by any means, rather it takes on a new and necessarily more creative role. Familiarity does not do away with intentionality, rather it necessitates it all the more. With the involved interaction stage comes a closer and more vulnerable look at home life, character, and peculiarities. When I think of involved interaction I think of assisting in a move-whether it be books or an entire house-I think of grocery shopping, games, and planning Christmas parties. Involving each other in the ordinary stuff of life, whatever happens to come up, making sure the other person has an opportunity to help or take part if it is at all appropriate or possible. In this involved interaction stage, I still see the weight of intentionality falling on the mentor's shoulders, but an equal willingness must be displayed by the mentee to not only accept the interaction, but to actively involve his or her self in it. This is the beginning of mutual edification.

Not until recently did I recognize something that I will call intercessory discipleship. It is the relationship that has made its journey through the oft-times monotonous ordeal of intentionality, to the enjoyable involvement of just being a part of one another's lives, and then is confronted by the yet uncharted waters of trial and hardship. The foundation of trust was laid early on, but never tried so unforgivingly as with the advent of heartache and trial. To truly know a person is to see what that individual is when he or she can no longer help it. It is the showing of vulnerability by the mentor that ultimately is the most profound lesson, not so much the telling of it. The telling resides in the intentionality stage, even in the involved interaction stage, but that is merely the foundation. The "AhHa" moments come strongly and unexpectedly to the mentee after having witnessed how to walk through adversity well. The intercessory part comes when you know the person so well that words are unimportant, nothing needs to be said, there is a mutual understanding, and in that is comfort.

That is where the mentee, properly trained by a godly mentor, exemplifies what Christ said to His disciples in Matthew 10:

A disciple is not above his teacher, nor a servant above his master. It is enough for the disciple to be like his teacher, and the servant like his master...


It is a culminating opportunity when disciples can lavish the love and intentionality that has been shown to them back on their mentors. Is this the "be all" and "end all" of discipleship? No. But it certainly is a wellspring of hope and comfort along the journey of life.

Discipleship and Leadership

One question I have had since early high school is: "Who holds up the holder-uppers?" Leaders are not any less vulnerable than the rest of us. If anything they are more vulnerable from their more solitary lookout and scouting position than if directly on the battlefield where there is at least some safety in numbers.

My mom is a firm believer in giving a "cup of cold water" for the sake of the Kingdom. From my youth, I have multiple images in my head of sitting in a church service thinking the pastor was getting a bit slow and boring when in fact, as my mother realized, he was simply tired and thirsty. Whether or not anyone else in the congregation caught on, I feel that I will never know; but I do know that my mother was the only one that ever acted on her insight as she got up quietly in the middle of service and got the man some water.

One of my favorite Bible stories is only three verses long. In Exodus 17, the children of Israel have not only left Egypt, but they have crossed the Red Sea, sung of victory, had bitter water made sweet, received bread from heaven and water from a rock. Interspersed among it all was much complaint about hunger and thirst, and whining about dying in the barren, forsaken wilderness. The one man who led Israel through all of it, who petitioned God for daily sustenance, and had been the recipient of thousands of complaints, now has to lead his people into battle against Amalek. Moses is tired, no, he is exhausted, weary, worn, malnourished, over-worked, with little sleep and fewer benefits. But he continues on because he knows Joshua needs his encouragement and the children of Israel need to see God's hand mightily at work.

With all this in mind, Moses takes his place at the top of a hill overlooking the battle, but chapter 17 makes very clear that he is not alone:

So Joshua did as Moses told him, and fought with Amalek, while Moses, Aaron, and Hur went up to the top of the hill. Whenever Moses held up his hand, Israel prevailed, and whenever he lowered his hand, Amalek prevailed. But Moses' hands grew weary, so they took a stone and put it under him, and he sat on it, while Aaron and Hur held up his hands, one on one side, and the other on the other side. So his hands were steady until the going down of the sun.


Most leaders, most mentors, hide their pain and weariness from public spectacle. Aaron and Hur had a long history of intentional living and involved interaction with Moses that lead them to the insight that he needed them at this one moment more than ever before. The lessons of discipleship are wrapped up in this one story. Aaron and Hur knew Moses enough to know what he needed, they acted on their insight and provided what they could, then they stuck with Moses, seeing the battle through to the end. The cup of cold water, or the need of the moment in this case was a stone to sit on, while the intercessory act of holding up Moses' hands was the fruit of his faithful and intentional discipleship all along the way.

Wednesday, February 20, 2008

Red Herring

I have yet to try Dishwasher Salmon. Not having a dishwasher myself has proven more of an obstacle than I had originally thought. I do so very much want to attempt it soon though, so keep your hopes up and I will post as soon as the experiment is executed.


On a slightly different but terribly similar note, I should like to report that I did try zip-lock-microwave salmon in my Logic class yesterday. My students found it a bit unbearable in smell and extremely revolting in appearance. I am sure that is only the case because I neglected to "dress it up", if you will, with any herbs, veggies, and the like. At any rate it was a jolly fun endeavor. We were learning about Red Herring fallacies so I told them about the horse riding hunting trips of yore when the hunters would take their trained dogs and galavant all through the woods in search for foxes. To train their hounds, hunters would wave dead fish (red herrings) across the fox scent to get the dogs off track and then in turn teach them to stay on track. So, we set out on a lemon hunting expedition in class yesterday while the wafting scent of microwave salmon lingered in the air threatening to detract them from their common and proper search. Ah, the joys of teaching!

Wednesday, January 23, 2008

Roller Coasters


I recently pulled out a high school yearbook and was flipping through memories. When I got to the page where my dear friend and former headmaster, Todd Burleson, had written me a note I said, "Ah, that's what he REALLY said!" Since high school I have always remembered what he had written towards the end of the note as, "Life is a grand and glorious roller coaster," and there would be occasions when that quote would pop into my head in moments of intensity or drama. But that's not actually what he wrote. Instead his admonition was a lot more proactive than the quip I had turned it into, "Keep working for the Lord. It's a great roller coaster ride."

Any time I think about the analogy of life being a roller coaster, or any time I ride a roller coaster (which is few and far between these days!) I not only think about Mr. Burleson and his admonition to me to stay the course, but I think of Six Flags New Jersey when the Shores and the Burlesons had one of the most fun times in my memory! The admonition and the fun were forever linked in my mind when I looked around me and saw that my closest friends were there with me, along for the ride—for the ups and downs, the screams of terror and the shrills of laughter. Yes, life is a grand and glorious roller coaster, but Mr. B has reminded me that there is purpose in it and that you never ride alone!

Wednesday, November 28, 2007

"I love it when a plan comes together!"

I think it was Hannibal from the A-Team that said that. He had a good point. There's something encouraging about seeing things fall into place the right way. I was particularly reminded of this yesterday in my Logic class when everything we had been talking about for a couple of weeks now was able to come together to help address an issue among the students themselves.

The last several weeks we have been talking about why you believe what you believe, and why you do what you do. We have looked at the fact that behind every idea there is a person or group of people propelling that idea. That every belief they have can more than likely be traced back to a point in time when someone shared that belief with them and it became their own. Similarly, why you do what you do is a direct result of why you believe what you believe and is thus often springs from the influence of an individual as well. Over Thanksgiving break I had my students create a "Memory Board". Basically, I wanted them to come up with a timeline, a creative representation of each year of their lives—from 0 through to their present age—and attach one or two people to each year of their lives. The person that they remember most at that point in their life and what they remember about them. Obviously they had to dig deep and ask family members about their early years, because who could remember what person influenced you the most at age 0! So I told them a good place to start was to ask who all changed their diapers in addition to their parents!

Yesterday the memory board projects were due. At the beginning of class we have a "Pensive Session", a.k.a. journal writing time. I gave them this assignment, "Write all the good things you know about the following people," and then listed 4 members of our class. My reason for doing this was because there is one student in particular in our class who gets picked on quite a bit because he is “different”. I threw in his name amongst one popular, one quirky, and one shy student to force the kids to stop and think about the good qualities they saw in this young man. Two minutes into the assignment, I had several students ask, “What if we don’t know 2 or 3 of these people?” My first reaction was, “Wow! We have been together in this class from August until November, the students share more than just this one class, and we can’t come up with a few good things to say about 2 or 3 specific people.” It made me wonder about the people they didn’t share a class with. I told them to use the great skills of logical observation and come up with at least one thing per person. That gave me some time to stop, pray, and think about where to go next.

When they were done I told them that in my English class the previous period we had talked about being observant and how that often requires effort. I told them that there are times when I can be half way through a day and not be able to recall what I did up to that point. There are times when I am driving when I have gone several miles and couldn’t recall a single thing I passed and barely remember where I’m going. I told them that I started an exercise to help me be more alert and observant. For instance, when I am driving I look for VW Beatles and point them out in my mind. They serve as markers for what I am driving by, and points to notice my surroundings. After doing this for a while, it’s hard not to pass a VW Beatle and not shout out—whether mentally or audibly—“Punch-buggy!” So it is with people. We can walk through the halls at school every day for months and not think about the people we are passing by. The fact that they are people. The fact that they have a story. It takes effort to get beyond that. But often it can start with a little effort, like stopping to ask someone how their Thanksgiving break was. Even if all they say is, “Great! My family from Wisconsin came to visit,” then that’s one more thing about that person that you didn’t know before—that they have family from Wisconsin.

Then we had our project presentations. I’d like to think they were more attentive than normal as each student shared parts of their past and pieces of their story. Maybe they were. But I do know that when that one particular boy who stated all my thinking and praying in the first place got up to present, there was a change in the class. Not dramatic, but it was evident. There was slight snickering at first when he got up, then an occasional perking of ears when the boy said something about his father’s “period of indifference”, and then inquisitive glances back at me when the boy mentioned that his name had changed after his mother’s second marriage. His was the longest presentation of the day. I let him talk. I let the class listen. It was a moment that cannot be written in to lesson plans, given as a homework assignment, or conjured up through brainstorming. It was a moment when their lessons and learning were applied and embodied in something, in someone, tangible. And that kind of lesson no teacher can take credit for, however good his or her teaching techniques.

My goal for next semester is to move my students towards being able to debate. But before I teach them the structure of debate, the fallacies, the art of argument, I want them to realize that behind every position there is a person. While they should not attack the person, they should seek to know the person. And while some event or circumstance of a person’s life cannot be an excuse for their belief, it sometimes can be an explanation. The better you know the person, the better you understand where they are coming from on an issue.

Behind every idea, behind every belief, behind every action there is a person. Behind every person there is a story.

Saturday, November 24, 2007

Excuse v. Explanation

A good friend and mentor once taught me that there was indeed a difference between an excuse and an explanation. The Oxford American Dictionary says:

ex-cuse—an attempt to lessen the blame by attaching a fault or offence; seek to defend or justify

ex-pla-na-tion—a statement or account that makes something clear; a reason or justification given for an action or belief


I can read those definitions and still not get it. I had to experience the difference myself, get caught in the act of trying to come up with an excuse when all I really needed to do was give in and point to my explanation.

I’m a control freak. I’ll admit that from time to time. I’d rather “attempt to lessen the blame” by attaching my own fault so that I can see that there is something different and better I can do the next time to make the outcome change. It’s easier for me. So naturally defending and justifying my actions fall easily into place when I hand out an excuse.

I had no control. But I wanted it desperately. I was just trying to be with my family during a time of unrest and upheaval, and I couldn’t manage to get my schoolwork done. Nothing was clear to me. I wanted to justify, show that I could do better. That’s when I was told, “Amy, there is a difference between an excuse and an explanation. What you have right now is an explanation.” I suppose the part I couldn’t grasp was the “reason or justification given” part. The reason was already there, the justification already given: I didn’t have to make it up.

Suddenly it was clearer. My family situation was no typical, “My dog ate my homework” excuse. It really was different. For all the effort in the world, sometimes circumstances hinder you from working out what you know you should—or what you think you should—be doing. And there is no amount of control you have over the situation apart from acknowledging and putting the next foot in front of the other.

Saturday, October 06, 2007

Reasons: Thoughts from a Logic Teacher


Our favorite word in Logic class is "tangible". Not because it seems to contradict what Plato is known for, but because it best describes our worldview in teaching logic. I want my students to be overwhelmed by the breadth and depth of the world of thought. But in the end I want them to have such a practical grasp of the scope of thought that it prods them into deliberate awareness and attentiveness. In other words, I want them to think about what they are thinking about and act accordingly.

Our second favorite word is "obstreperous". Not because it seems to contradict the lessons of "tangible", but because I was once called that by one of my teaching mentors who happens to be of Welsh birth. I want my students to see me modeling tangibility. I have come to be more aware than they are about themselves at this point of who I am, why I do what I do, and the people that have helped shape that awareness most. And now I want to share that realization with them. Do they know at the beginning of the school year why I use the word "obstreperous" so much? No. But that too is intentional. I want them to be curious about the word, to be annoyed by my frequent use of the word, to call one of their friends "obstreperous"—after they have used our class dictionary to look up the word—and then I will share my Welsh "obstreperous" story.

Everything in life has a meaning. Everything a purpose. As teachers, we must be deliberate about thinking through such things ourselves then walk with—and sometimes pull along—our students as we discover together.