By Erika Luckert –

I was developing a lesson for a 6th-grade unit on poetry and mythology. We would read two different Medusa poems, I decided, and then students would have a chance to write their own poems addressed to Medusa. The first poem I selected was Sylvia Plath’s “Medusa,” The second, by Lynn Schmeidler, was titled “Goodbye Letter to the Medusa That Was My BFF.” When I sent out a lesson plan to the classroom teachers that I was working with, I invited questions or suggestions, as I always do. This time, I got an email back. The teacher was concerned that the Schmeidler poem would be too difficult for the students.

I was taken aback—if anything, I had thought of the Plath poem as the more difficult one, though really, thinking of poems on a scale of difficulty felt wrong too. I had thought of the Lynn Schmeidler poem as one students would connect to—it had “BFF” in the title, it mentioned things like binge-watching TV, strip malls, and gluten-free biscotti. It was awash in contemporary life. But when I looked back at the poem, I also found phrases like “I admire your way with oglers, the fatal/ and muddy roads of all your hands” and “a talent for recognizing/ the piercable, combined with a whisper no one understands.” 

At first I felt like I had to defend myself. I wondered if I had been choosing the wrong sorts of poems; I wondered if I hadn’t been thinking enough about the students. Was I failing in my goal to help these students access poetry by bringing them poems that were inaccessible?

The thing was, these poems weren’t any more difficult than countless others that I’d brought students in the past years. But what I had been doing—teaching difficult poems—was something I’d been doing by instinct, without knowing precisely why it felt so important.

When I select poems to teach, I don’t think first about the difficulty of the language, the vocabulary, the references. I look, first and foremost, for poetry that will surprise students—that will surprise their preconceptions of what poetry is, what writing is, what language is. I want them to be surprised because I think of surprise as a sort of expansion or explosion of your idea of a thing. Because I think that to create a wider view of poetry or writing means that it is more possible to write.

Sometimes, that leads me to teach poems whose language is plain and every day, in a voice students recognize as closer to their own voices than to their idea of poetry. And sometimes that leads to poems with difficult language, or complex constructions, things that seem difficult to understand.

I remember in elementary school, our classrooms had books arranged in bins by reading level, and you had to read a certain number of books at your current level before moving on to the next bin. The message was: “read what you’ll understand,” and “some of these are too difficult for you to read.” Outside of the classroom, I went to the library and brought home stacks of books higher than I could carry. In the library, books were arranged instead by topic, genre, author. The message: “read what you’re interested in,” and “read what you like.”

In school, reading is evaluated through standardized testing for “comprehension”—where comprehension means filling in the correct multiple-choice bubble. It’s not a type of reading that has any relationship to “read what you’re interested in,” or even “find interest in reading.” It’s about reading for answers, correct ones.

When that teacher asked me if a poem I had selected might be too difficult for her 6th-grade students, I bristled at the suggestion. But it was, of course, too difficult, if the objective had been for students to comprehend it in the way that leads to a passing score on a multiple-choice test. I, too, would likely have failed a comprehension test on that particular poem. I was bringing it to students not because I understood it, but because it interested me. It surprised me, and I thought it might also surprise them.

The teacher suggested modifications—adding definitions of all the difficult words to the printouts of the poem, or explaining the words to the students before reading the poem aloud. These were reasonable suggestions, but again, I got defensive. That’s not how you read poetry, I thought. Which of course is not really what I meant—on a second or third or fourth read of a poem, I often look up words or references, I follow the linguistic and cultural curiosities that the poem has sparked in me. But if a poem became an artifact of its vocabulary—a sheet sprinkled with glossaries of  obscure words—I feared that we would lose that excitement of reading it, the experience of the poem itself. Maybe I didn’t want students to understand the poem, but only to like it, or to dislike it, or to react to it in some way.

Later, when I got over my bristling, defensive reaction, I realized something. I didn’t want vocabulary lists written all over the poems I was teaching, and I didn’t want to teach “easier” poems. But what I wanted from these students was a type of reading that they didn’t know how to do, and so I would have to teach them. They had been taught, when reading, to circle every word they didn’t know—a good strategy when reading for a comprehension test. But when I imagined these poems read with that strategy, I saw a page crowded with circles, a visual manifestation of confusion, a way of reading that would create and magnify a feeling of alienation.

So the next time I taught a difficult poem, I asked students to circle the lines that they liked—those would be the things we paid attention to, that we talked about. Sometimes, the lines they liked were the ones that they understood. Sometimes the lines they liked were lines that they didn’t understand at all, but that for some other reason—their sound, their rhythm, their strangeness—they were curious about. We talked about those lines, and what they liked about them, what the words made them think of. It gave us an entry into those difficult poems, gave each student their own purchase on it. And from those circled lines, they started interpreting the poem, leaping across and into those parts of the poem whose words they didn’t understand. They became more confident, and less afraid of being wrong.

Medusa, you are beautiful
in your own unique way.
We both sometimes don’t
admire ourselves.

Medusa, I think you should
admire yourself like you
used to, even though
people call you hideous.
Forget what all the haters
say.

—Jaden C., 6th Grade

This was not some new idea that I created for the class; I was simply teaching the way that I, as a writer, read poems. I begin with the parts that I like. It’s a simple, almost childish way of approaching something. And so it didn’t take long to teach these children, again, to read that way. To read as writers, not for testable comprehension, but for engagement, ideas, or inspiration.

You have a different look now I see
I always thought you were better than me
Your eyes shine like the moon and stars
And then when I try to see them they seem too far
I am behind bars, I need to escape
I have belief in you and I have trust in you, I have faith
I’m home and I’m wondering about you
I don’t know where you’re at, I have no clue.

—Ariana P., 6th Grade

I encouraged these students to lift lines from the poems they were reading and incorporate them in their own poems, or to read and gather exciting words and work them into their writing. Through this, students began to write poems with vocabulary and structure that were far above their “reading level,” but they were learning that language through a sense of intuition, and creativity, and play.

Friend, bestie, whatever you
wanted to be called.
You build the life of my time,
when I broke you built
me back up, building a wall
between the rest of the
world.

—Reem S., 6th Grade

When I talk with students about a poem, the one question that I never ask is What does it mean? My go-to set of questions is more oblique. What stands out to you? What does this make you think about? What are the first things you notice? Is there anything surprising or strange? Sometimes, in our conversations, we wind up unpacking complex vocabulary and sentence structure, but the impetus for this is curiosity instead of confusion. My students are learning to ask questions of a poem without expecting a multiple-choice answer. They’re learning to read.

Hello, O hello dearest Medusa,
I tremble in your ragged footsteps
as you proudly walk over mine.
I wonder if you are real or not,
but just give me a sign.
Is it true you can eliminate my mind?
If so, how would I know, the way you walk the way you talk?
I’m only but a small glow.
You are a majestic python
as I am a mouse from above.
You slither through thick black mud
and I hop over shiny leaves.
As you hold a golden crest,
I hold a wooden mess.
O how I wish I could be you.

—Jayshon C., 6th Grade

About the author:
Erika Luckert is a writer from Edmonton, Alberta. She was a nominee for the Canadian National Magazine Award in Poetry, and a winner of the 92Y/Boston Review Discovery Prize. Erika has taught poetry and creative writing to a wide range of students, from patients in hospital wards, to adult community members, to school-aged children of all grade levels in both the United States and Canada. Erika spent two years as the writer-in-residence at Westglen School, where she worked with students and staff to research and write the story of its 75-year history. She currently teaches writing and literature at Hunter College. She is a teaching artist with Teachers & Writers Collaborative and writes poetry, nonfiction, and plays, and also translates from the French, all artistic disciplines which she enjoys bringing into the classroom. Her work has appeared or is forthcoming in Denver Quarterly, The Indiana Review, CALYX, Room Magazine, Measure, Atticus Review, The Boston Review, and others.

Photo credit (top) via Mythology.net

Source: Teachers & Writers Magazine / In Defense of Teaching Difficult Poems

In the education news sections, you can see the study options offered by the various student cities, located on the shore of the paradisiacal beaches and the imposing ocean. If you are a student who loves the sun, the beach or water sports, it is the perfect place for you. Student cities where study and work can be carried out in perfect harmony, as well as enjoying moments of leisure.

It is a promising environment where the beach-loving student feels doubly inspired and his ideas flow more easily, he increases concentration and opens understanding and facilitating his race to the top.

In the student cities, you can enjoy a variety of activities on the beach, such as yacht rides, competitions or water sports in healthy entertainment, an environment of safety and harmony. Hire essay writing help services to reduce stress and enjoy leisure time necessary for mental health.

Some young conservative prefers to enjoy music, a good meal or watch a good movie, in the student cities the prices in these places are affordable to ensure moments of creativity and recreation for the students.

The community of student cities, concerned with the importance of education, ensures that students have the possibility of enjoying economic services, for the full enjoyment of healthy recreation and physical and mental health.

In the student cities, students can get cheap essay writing service that helps them save and facilitate the academic tasks assigned.

Studying at the seashore or the ocean is an unforgettable experience, full of adventures and moments that you can surely tell two sides to every story to your family and friends.

10 STUDENT CITIES FOR BEACH HOLIDAY LOVERS

1.-American University of Sharjah;

Surrounded by clean and beautiful beaches, caressed by a pleasant desert air. Eye of the Emirates, with spectacular views of Sharjah and Dubai; and the unmatched Khalid Lagoon.

2.-The University of Hong Kong;

Views of colonial architecture, study campus and world-renowned professors. Located on an island, relaxing beaches and charming views along its coasts, to get away from the hustle and bustle of the city in your spare time

3.-University of New South Wales;

 It has campuses throughout Sydney, advice from world-class scientists and excellent preparation for students. Surrounded by coasts, you can relax on the crystalline beaches that attract lovers of marine recreation annually.

4.-The University of British Columbia;

Excellent academic reputation and international faculty. Temperate climate, laboratories, and others. Relaxing atmosphere with cool mountains.

5.-European Institute of International High Studies;

Luxurious European tourist centers, and beaches along Nice. Discussion forums for all fields, courses, seminars and work sessions. The most privileged maritime complex in Europe.

6.-The State University of Rio de Janeiro;

Whose town is famous for its beautiful landscapes. It offers doctorate courses, research and artistic activities, the panorama is national and international. Beautiful nature and beaches, water sports, diving, among others.

7.-The University of California at San Diego;

Decorated by public art projects and includes social centers, bookstores, film, and offices. It offers faculties of arts, sciences, engineering, and pre and postgraduate schools. To relax, the town has more than 100Km of coastline to enjoy, from camping to surfing in your spare time.

8.-Brighton University;

Has strong international connections, offers studies, internships and student exchanges. Quality education and improvement of English, historical architecture, the sound of seagulls, and municipal beach with aspects of the 10th century.

9.-The University of Applied Sciences of The Hague;

Has academies of ICT and media, technology, sports on campus. Full-time undergraduate programs and professional training programs. Relax in the beach areas of Scheveningen or Kaikduyun surrounded by a European complex with sea views.

10.-Griffith University;

The most prestigious of the Gold Coast. Students prepared by the most qualified teachers in Australia. Scholarships and incentives for students. Waterfalls forests, mountains. 52km of beach and Surfer’s Paradise.

List of the hottest beaches of the world.

1.      Los Roques, Venezuela.

2.      Sarakiniko. The Island of Milo. Greece

3.      Palolem. India. Located on the West Coast of Goa.

4.      South Male, Maldives.

5.      Cannon Beach, United States.

6.      The Cook Islands and Whitsunday. The coral island of Tapuaetai.

7.      Cathedral Cove. New Zealand.

8.      Calanque de Maubois, France.

A high performance in academic activities characterizes students in student cities strategically located on the shore of the beach or the ocean. The environment is ideal for study, work and increases the student’s perspective towards the achievement of their goals.

Photo by Aaron Burden on Unsplash

“Hurting Authentic Education Reform”

By Donna Garner

7.9.18

/hurting-authentic-education-reform/

NO REAL HELP FROM TEXAS PUBLIC POLICY FOUNDATION

Case in point: The Texas Public Policy Foundation (TPPF) is continuing to hurt authentic education reform. Going all the way back to 1989, I have tried to get TPPF leadership to invest their  time and efforts to involve themselves productively in the two most important aspects of any school environment: (1) consistent discipline and (2) quality Type #1 curriculum — in that order. I have never known TPPF to do one thing to help improve those two all-important aspects of education.

As we have fought to get Type #1 (traditional, academic) curriculum standards adopted in Texas, we never had TPPF come alongside us to battle the leftists. Years ago, I even helped in the political campaign of the person who later became the head of TPPF.  I just knew she would help to lead TPPF in the right direction to help us bring about education reform. Did not happen…

In 1995-97, when we classroom teachers wrote the Texas Alternative Document (TAD — curriculum standards for English/ Language Arts/Reading) on our own time and at our own expense, we begged TPPF leadership for their help to get the TAD approved by the elected members of the State Board of Education.

We teachers had no money and no political clout; yet our TAD gained national recognition because of its sensible and doable academic content which contained phonemic awareness/phonics, grammar/usage, spelling, vocabulary, cursive writing, penmanship, classic literature, expository/persuasive/narrative/descriptive writing, and research writing.

No classroom teachers (before or since) have ever written a curriculum standards document for K-12.  (My husband and I spent $12,000 of our own hard-earned money in one year on the TAD – never to be recovered.)

We teachers (who were working full-time and were taking personal leave to go to Austin to do battle) truly needed TPPF’s support as we fought the national/leftist groups that flooded into Texas to defeat our TAD because they knew that if Texas adopted such Type #1 standards upon which textbooks would be built, then the rest of the nation might do the same.

Where was TPPF at such a dramatic time in the history of authentic education reform?  In fact, where was TPPF when we concerned citizens all across America started battling Obama’s Common Core/Type #2 philosophy of education and its eventual indoctrination over the last eight years of America’s students?  TPPF was nowhere to be found, and we needed this organization’s help very badly because they had the ear of the Governor and the Texas Legislature.

[“The Two Philosophies of Education — Chart That Explains Type #1 vs. Type #2” — /comparison-types-education-type-1-traditional-vs-type-2-cscope-common-core/  ]

It greatly saddens me that TPPF and its minions have wormed their way into the Trump administration.  Brook Rollins, formerly the president and CEO of the Texas Public Policy Foundation, currently serves as assistant to President Donald Trump in the Office of American Innovation. TPPF now has an office in Washington, D. C.  [6.17.18 — “Deceptive Semantics – Texas Public Policy Foundation (TPPF) goes to Washington Promoting Public Private Partnerships” – by Alice Linahan — http://www.voicesempower.com/deceptive-semantics-texas-public-policy-foundation-tppf-goes-to-washington-promoting-public-private-partnerships/  ]

I love what Donald Trump is doing as President, but I believe he is listening to the wrong people when it comes to education issues. These wrong people include Jeb Bush and his vast “kingdom of tentacles” including TPPF.

[Please read — 6.24.18 — “Do Not Want American Dream To Be Replaced with American Nightmare Job: No Merger of Ed. and Labor Depts.” — By Donna Garner — EdViews.org — /do-not-want-american-dream-to-be-replaced-with-american-nightmare-job-do-not-want-dept-of-ed-to-merge-with-dept-of-labor/ ]

CONCERNS WITH PUBLIC-PRIVATE PARTNERSHIPS AND/OR CHARTER SCHOOLS

Public-private partnerships in education are largely made up of people who know very little about true education reform, school/classroom discipline, quality Type #1 curriculum/tests, and the importance of fact-based academic standards and curriculum that grow in depth and complexity from K – 12.  The driving force with most of these people is that they know how to make a profit on the backs of the taxpayers and how to keep the Chambers of Commerce happy by forcing young students into career pathways at the whim of the federal government.

As I have said many times before, heaven help those students who are forced to choose a career pathway with specialized instruction at too early an age.

I often think of the iPhone.  Just by the development of this one miraculous techie device, the following markets have been devastated: tape recorders, alarm clocks, weather thermometers, calendars, cameras, books/novels, notepads, maps, pulse machines, retail stores, radios, calculators, flashlights, newspapers, stock market reports, weather reports, hard-copy newspapers, musical instruments, movie reviews, notepads, sleep noise machines, filing cabinets, computers, etc.  What about the employees who used to work in these markets, many of which no longer exist?

If students are forced to choose a career pathway with specialized courses too early in life without receiving a well-rounded, liberal arts education, they are helpless and unable to convert successfully to another career; and worse than that, these specialized students have such a shallow breadth of knowledge that they are unable to think logically and to analyze the current events around them. This makes them open to scam artists and fake news, causing them to be uninformed voters who do not know, respect, nor value the sacrifices of those who have come before us.

THE REAL PROBLEMS WITH CHARTER SCHOOLS

In the state of Texas as in others, it is not that difficult for a public-private partnership to gain a foothold without producing any independent, peer-reviewed, quantitative research to prove the particular charter school has raised students’ academic achievement.

Money speaks; and lots of money speaks loudly. With money comes PR and media people who know how to spin a charter school’s ear-pleasing niche. Parents are lured into these charters by skillful PR schemes without knowing who the nefarious people are behind these schools. Some of these charters are tied to people groups who seek to indoctrinate our American students into anti-American dogma. Other charters are just money-making machines for investors who are out to gain a profit but who have little-to-no knowledge about what makes a really good school:  (1) consistent discipline and (2) quality Type #1 curriculum.  

Not all charter schools are bad, but the whole concept should give parents pause. Charter schools (paid for with taxpayers’ dollars) have very little accountability (if any) to the people who pay for them. Charter schools do not have school boards elected by the public.  In many instances, one “mother” charter gets approved at the state level and is then free to have “baby” charters (satellite classrooms) all around the state. Normally there is one school board (not elected by the public) and one superintendent at the “mother” level. The school board members are largely figureheads who have very little if any real knowledge or concern over the “baby” charters and over what happens in those satellite classrooms. To whom do the parents in those “baby” charters complain?  If they go to the local officials, they tell the parents to take up their concerns with the “mother” officials who could well be located hundreds of miles away.

WHERE THE PUBLIC SHOULD FOCUS THEIR EFFORTS

I empathize with parents who are desperate to find a good school for their children. What I desire is that these parents would spend their time and energy to help expand efforts to bring Type #1 curriculum standards/tests/curriculum back to all of our schools – public/charters, private, home schools. Educating our children to be well-rounded, knowledgeable citizens who are equipped with a “deep and wide” understanding of fact-based content would help to insulate them from the unhealthy culture around them.  

Even that person working at a rather menial job needs to have been taught to appreciate art, classic literature, music, the great ideas of the world, the knowns and unknowns in science, the mysteries of the universe, and the mathematical principles upon which so much of our modern culture rests.  All American students should have been taught to value the lives of the heroes and heroines who have influenced the future of our nation and of our world. We must not allow students to be deprived of becoming the multi-talented adults they have been equipped by God to become.