What I Learned about teaching from a Bloody Lip

Photo credit: Outdoor Adventure River Specialist

The taste of blood is indelible, metallic, and an important epiphany for a well seasoned teacher.

Virginia Morrell was ramping up to write an article about O.A.R.S. (Outdoor Adventure River Specialists) when she invited the photographer in me to document a white water rafting trip customized by OARS just for her article.

They had quite the reputation, the first rafting company to survive the Indus? river at high water. I was eager to see if they could meet my safety standards for a rafting experience with high school students.

Photo courtesy OARS.

They taught me to hold the oars at very specific angle, blade parallel to the surface. So I knew what to do, but had no experience, no practice. I was about to get a mouthful.

KELLY (think of a chapter title for this page.) have any photos?

Teachers know what they intend to do in their classes and we can see through their eyes as the tell us their stories.  Let's take a moment to walk in their shoes (so to speak), to sit in their classroom seats. 

At any given moment, there are 35 additional sets of eyes in any classroom. What do they see? What do they feel is meaningful? What are their stories? This is where me must look to understand the depth of great learning experiences.

Through a Student's Eyes #1 

Kelly Miller Collins Apr/May 2023

I have very fond memories of the Pasadena Alternative School (PAS). This is actually a profound statement forme because school prior to PAS was fraught with bullying from other students going back to 2nd grade.

For 7th and 8th grade, I attended, Wilson Jr. High School in the Pasadena School District. At that time, I lived on the west side of Pasadena and Wilson Jr. High was on the East side of Pasadena, so I was bussed as many students at that time were. As bad as the bullying was at school, the bullying at the bus stop was even worse both in the morning and in the afternoon. This bullying consisted of not only name calling but having rocks and bottles thrown at me, the occasional threat of beating me up. I learned early on not to try to get in line to get on the bus. It was better to be last, otherwise, I would have my hair pulled and/or hit or kicked from behind. Because I was always last on the bus, myself and my guitar would often get kicked as I attempted to find a seat. Almost daily I was the target of spit balls and on one particular day, I remember there was only one spot left for me to sit, next to a boy who put his feet across the seat to keep me from sitting. As I stood there, the bus driver finally told the kid to move his feet, which he barely did, leaving me on the very seats edge. When the bus driver asked me if I was seated alright, a girl from the back spoke up and said, “No, her fat ass is hanging off the side” There was an eruption of laughter and all I could do was look at the driver, who was looking at me in his mirror and nod yes. The bus driver was witness to much of this but never, ever put a stop to it. Consequently, I became more and more reluctant to attend school. My grades suffered as my attendance dropped. I would feign illness to keep from having to go to school and if that didn’t work, I would drag my feet on

the way to the bus stop, so I would miss the bus.

All of this started to take a toll on my grandmother who was raising me. She would of course receive phone calls from the school and then eventually the district regarding my attendance. At her wits end, my grandmother, who worked for a pediatrician in Pasadena, reached out to a school counselor at PAS that brought her children to the pediatrician my grandmother worked for. I am so sad that I do not remember this woman’s name, because she truly was a life saver. Even though there was a waiting list to get into PAS, this school counselor went with my grandmother to petition Ramon Cortines, the Pasadena School District Superintendent at the time to allow me to transfer to the Pasadena Alternative School. In reviewing my record, Cortines was reluctant to allow the transfer but eventually and surprisingly, he gave in but with a caveat. He was giving me 3 months to improve my attendance or I would be put back in the regular school system. So, for the last 1⁄2 of my 8th grade, during the 1975-1976 school year, I became a student at the Pasadena Alternative School.

The difference in schools was so immediate as to almost be a culture shock. The first day, I recall feeling nervous and wary, certain that at some point I would become the object of someone’s fun for the day, I was both surprised and relieved that I had made it through that first day unscathed. When the days turned into weeks and I had yet to be harassed for my looks or just the fact I existed, there was a definitive relief I felt and the realization that this school truly was different. I don’t know if it was because it was such a small school or the respect it felt like existed between students and teachers and also between students and students or the clear autonomy each student had over their own fate at the school, but it felt like the “sport” of harassment and bullying that I experienced prior just did not exist here. That’s not to say that students did not have differences and sometimes there might be clashes. Likewise, I am not saying that I never experienced name calling either. It was just so infrequent and to such a lesser degree in malicious intent that, although it would still hurt, I never felt unsafe or that there was the possibility of ongoing hostilities that would escalate.  

The first time I experienced a school meeting, I did not know what to even think. The meeting was held in the school library and upon entering, I was met with a scene I never forgot. It was wall to wall students, standing, sitting on the floor, sitting at tables, sitting on tables, sitting on freestanding cabinets or even the desk countertop. Under a regular school setting this would seem like chaos. There was no rhyme or reason to where people were standing or seated and students were just casually talkingamongst themselves and there was an air of anticipation for what was to come but when the meeting started, everyone respectfully quieted down and even though there might be a student who would call something out, it was not done in a disruptive or disrespectful way and was generally relevant to the discussion at hand. Coming from the more regimented assemblies in a regular school setting and usually in the auditorium, this had more of a casual family get together feel to it. I would come to find that this casual and relaxed feel was more the norm than not for the school. My personal feeling is that this atmosphere created breathing room for those who could handle it and it allowed them to be their most expressive and creative selves while learning in an environment that promoted, not only respect of others but also respect of self. An environment where hands on learning was preferable to your nose in a book learning, unless it was a class like English or Math.

The first friends I made were with Roxanne Wroblos and Jesus Quintero, who were already good friends with each other. Somehow, we became fast friends, fairly quickly. There were a few other people that I wished over the years I could have made friends with but at best, they were friendly acquaintances and of course there were others that just had no interest in being friends. I am not a person who will push myself on to others, so these people were given a wide berth. Although in 10th grade my friendship with Roxanne had run its course and we went our separate ways, I remained friends with Jesus and had also made friends with Kathy Engen by this time and after a painful break in relationships for Julie Gladson, she and I also became fast friends.

I think some of the most fun I had was during the Intensive Modules. A 2 week period where we would concentrate on one class that we had chosen. I remember always wanting to go on the trips that Toby would take but unfortunately, that was never in the cards. The preparation and the money needed to buy equipment was more than my grandmother could afford and so my alternative was the Animal Husbandry class put on by Konrad at his home. Konrad had 2 goats and so he would teach us about goats and their general care. We built a milking stanchion for one of the goats, Rocky and took turns milking her. We also took field trips and one was to visit the Kellogg Arabian Horse Center at Cal Poly Pomona where we had a guided tour. I remember the tour guide at the end complementing us all on how attentive we were and how much she appreciated it.

I do have some very specific moments I remember from my science classes with Toby however, I have some general remembrances as well. Toby was always kind and I never experienced him ever being dismissive with a student. I know personally that I tended to ask way too many questions and at times, I bedeviled him on nature walks or hiking trips with ... a litany of questions. (school to bottom for annotations.) And looking back, for as exasperating as I know I was, he never showed it beyond at worst a gentle chiding. I think that one of the gifts Toby had was the ability to really interact with a student on their level, never talking down and always thoughtful in response.

Toby’s classes always seemed to garner lots of discussion as I recall. In one such class, I remember him asking the question about cloning for medical purposes and how we felt regarding the possible ethics surrounding the possibility of a person being cloned for body parts. I remembered being surprised that there were some students that did not have a problem with it and although I do not remember specific statements or exactly who those students were, the memory of the discussion and the resulting impression is something that has lasted all these years and has been called up from time to time since then.

Toby also introduced Guided Fantasies for relaxation. What I recall is one particular guided fantasy where we were to walk down a path and then there were open-ended questions about what kind of path you were on and at various points there were objects along the path, like a cup or a key. I don’t recall all the

objects but again, open-ended questions about what the object looked like or was made of and did you take it with you or leave it and at the end of the path there was a wall and the questions became how big was the wall? What was the wall made of? Could you see over the wall and if so, what did you see on the other side? At the end, Toby explained that each item along the path as well as the path itself had a meaning subconsciously and although I cannot recall all the meanings along the way, it was the wall and what lay beyond that has stayed with me all these many years later. The wall, if I am recalling properly was how you view death and what you see on the other side, if you are able to, is what you believe death would be like. For me, the wall had been like an earthen mound, too tall to see over standing at the base but easy enough to climb to the top. On the other side was a grassy field and horses of all colors galloping away. I have used this memory over the years many times when I have become anxious regarding the subject of death.

Some of the best times in Toby’s classes were going on nature walks or hiking trips, whether it was Millard Canyon or Sturtevant Falls. I also recall a blind walk, where we paired up on a walk through the neighborhood around the school. One person would be blindfolded on the way out with their partner guiding them and then on the way back, roles were reversed. It was definitely an experience taking in your surroundings without sight. I remember that we did a comparative anatomy class. I remember Jesus and I paired up for it and our big project was going to be dissecting a snake and comparing the skeletal system to other animals. Jesus and I contacted Eaton Canyon Nature Center and they were willing to give us a rattle snake for our project but initially it would be without the head because of the possibility of venom still in the fangs. The day that Jesus and I went to pick up the snake, we rode our bikes there and one of the rangers helped us. The snake was in a freezer, and we asked about the head again. I don’t recall if Toby had said something,but we did know that Toby would have liked the rattlesnake head for his collection. I guess as a sign of the times, the ranger had us swear that we would not under any circumstance touch the fangs, explaining exactly how dangerous it could be. We swore we would not ever touch the fangs and that the head would be put in a jar for display only and so we left that day with the body and head of a rattlesnake and true to our word, we gifted Toby with the rattlesnake head for his collection.

I also remember I loved Toby’s writing. I was fascinated by the pen he used, which probably seemed really an odd thing to be fixated on but although I had seen many Schaffer pens for learning calligraphy, Toby had a different fountain pen that had a much sleeker look to it. It was a Platignum fountain pen with a broad nib. My fascination with both the pen and his writing with it never left me and my want to learn calligraphy stayed with me. Since then, I have had a number of Calligraphy classes and went on to professionally letter certificates for the athletic department of the Claremont Colleges for a time as well as the International Brotherhood of Electrical Workers. All because I was fascinated by Toby’s pen.

I remember too that Toby was very much into Whales and Dolphins. I even bought him a book on Whales and Dolphins before he left PAS. I think most everyone who knew Toby recalls with great affection his gray van that was ultimately dubbed the Gray Whale. That van had many miles put on it taking students on many adventures that would last a lifetime in memories. In addition to all that I have recounted, I also have Toby to thank for introducing me to Illusions by Richard Bach and the book, Bury My Heart at Wounded Knee. Both books are still with me today and I always remember Toby when I pick them up. Teachers are amazing people and the ones that do it well will always be in the hearts of their students. Thank you for the memories, Toby. As silly as some may seem, you made a difference and I will forever be grateful. 

I could go on and on but instead what I will say is this, I am proud to be a graduate of the Pasadena Alternative School. What drawbacks the school may have had, what negative events may have happened during that time, were of such small significance compared to the good I found in the school. I honestly do not think I would have graduated from high school but for attending this school. When other people tell me how horrible their high school years were, I am grateful to be able to say I loved my school and my time there. 

 

Kelly Miller Collins

28 Apr 2023

I've included this email from Kelly for she she shines yet another light on the many wonderful ways teachers impact the lives of students passing through their classrooms. Kelly's experiences with Jules, a teacher mentioned in the preface, adds to the theme of this book.

June 2, 2023.   I very much enjoyed (the preface in the manuscript of your book). I have not worked my way all the way through, having only just scratched the surface but I like how you are putting it together. I liked reading about the nuns and will go back to listen to the interview. I did not know any of Jule's history so this was fun. Loved her for my English class. She helped me out of a really tight spot with my credits in my senior year. I had taken Journalism classes from Gary Fine and he had assured us the Journalism classes would count toward English and I had 2 years of Journalism, so imagine my surprise when I got called in a month before graduation and was told I did not have enough units because I was missing English. I almost died on the spot but Jules helped me out and I was able to do a project for her and she gave me full credits for what I needed. Crisis averted.

Anyway, thanks again.

Kelly 

 

Toby's annotations:

a litany of questions. Student questions are a measure of engagement. The more questions, the greater the learning that can take place.  In my view... every student question should have an answer. My favorite teaching moments came from the exchange ignited by student questions.  There's never a question that should remain unasked or unanswered.

as exasperating as I know I was... Kelly's questions were never expsperating, but remember it is important to know what feelings are a-swirl in a student's mind.

IDENTITY

 Looking for Space and to find out who we are..

Early years in the classroom with a typical haircut.

Then my wife suggested I try a perm,

which over the years grew into a ponytail halfway down my back.

That ponytail was whacked off in preparation for a safari with the Maasai of Kenya.

Now back to the typical haircut, but all were identity reflections during the arc of my career.

Chapter 25 Patricia’s Students Part 2: DESIGNER SHOE BREAKTHROUGH

"A shoe is just a shoe,

until someone steps into it.."

Prankster-gangster to Millionaire

When I hear about a student that is: lazy, or doesn't care, I think about what is not being seen in this child.  Here I quote Antoine de Saint-Exupery: 

"It is only with the heart that one can see rightly;

what is essential is invisible to the eye."

What is all too often visible is underperformance, misbehavior, and sometimes confrontational or defiant attitudes.  But I see very adaptive children who have learned to cloak their vulnerabilities. When I see this behavior, I immediately begin to build a mental file of the child. I look for their interests, their opinions, their favorite band or book, their view of the world, anything that might give me a glimpse of their neural landscape from which I will build a bridge to what is needed for that child to be successful. Without this frame of reference, the essential knowledge about these children will remain invisible to the eye. By "bridge" I mean an individual educational plan that will take a child from being oppositional, to one whose excited to find they are in possession of here-to-for unseen abilities, "superpowers"if you ask the kids. 

When I hear colleagues say these parents or those caretakers don't care, I understand immediately that I have work to do. At this point I launch an effort to help them see some of the essentials that are not easily seen.

Sometime during their school years it is possible to say "all kids search for an identity that fits."

It’s kind of like trying on different pairs of pants until you get the one that’s the right length so you don’t have to alter it while still making sure the waist is not too small.  That explains all those department store dressing rooms where we can try on different sizes looking for a comfortable fit.  The point here is that kids too search for ways to self define, looking for an identity that feels good when worn.  Maybe we all have gone through this phase or still are in the process of defining ourselves. I once identified as an astronaut (4th grade), NBA MVP (junior high), an architect (high school), and a pipe smoking university professor (during my college years).

Even after college, I went through four different hair style phases. For example, starting with my regular haircut. (see photos below) Many years later, at my wife's suggestion, with a long delay while the idea incubated, I finally arrived at a hair salon for my first perm.  Wanting  to be open minded (another way to identify), I gave it whirl.  That was hair style number two, did that for many years. Then, I decided to let my hair grow out, ending up with a ponytail that was halfway down my back by the time my daughter's wedding day came to pass. She's a saint for putting up with all my shenanigans while I was growing up!

Number four, that long haired ponytail bounced on the floor when I whacked off.  I was about to depart on an African walking safari with Maasai warriors in Kenya. I'd be "out in the bush" for over a month where there wouldn't be enough water to wash my hair daily. So I whacked it off and walked the safari with short hair. So much for my long haired ID.  I went to dinner at my son's a month after returning from Nairobi. When he opened the door, all that came out was: "What happened to your hair?".    Click HERE for photos.

Now I am on my fourth hairstyle iteration, which is best defined as in the category of short haircuts (compared to ponytails) but long in the back where it collects just a little bit at the collar collar. So even adults experiment with different ways to identify. 

But let’s get back to school kids looking for an identity that fits. According to my data, about 40% of the kids find traditional roles in school: student body president, in athletics like basketball, football, track, soccer, water polo, tennis, golf.  Then there are valedictorians, salutatorians, cheerleaders, flag girls, , marching band, concert band, orchestra, school scholars, scholar athletes, straight a student‘s. But what about the rest of the kids that don’t identify with any of those standardbearers?

For example: how about a kid who is seriously dyslexic and can only read at the second grade level but it’s already in the 10th grade? His grades are mostly 

d's shaken over a salad of f’s. He can’t be on any of the sports teams because they require a C average in order to participate, but there are other choices beyond the traditional grid: prankster-gangster, for example.

In the old days, this role was called “rebel without a cause“. 

It’s been my experience, 39 years in the classroom, that some kids miss, behave because they want to play to an audience… They’re on stage, and they play a role like prankster, and do things that they would never do solo, but for an audience, they might get a few laughs. Here’s a real story.

According to my data, the most difficult behavior difficulties are most often found coming from kids with the thickest armor.  Remember, from chapter ___, many students arrive at school all armored up for protection from humiliation. The more often humiliated, the thicker the armor.

Which brings to mind... let’s call him Melvin. 

Painfully dyslexic, having been the brunt of many classroom embarassments, Melvin has found a good cover by playing the role of "rebel", he's noncompliant in a showy way rather than being outed  as the dumb kid that can’t read. What high school boy, especially in the inner city, would want to be caught dead, with third grade readers in his backpack?  So better to pretend not to care.  Better to pretend to be defiant. Better to be a classroom behavior problem than have your friends know you that you can only read baby books.

One bright spring day during his design class sitting at a table with three of his buddies Melvin takes a bottle of glue and squirts copious amounts in to the pencil holder at the center of the design table, showing not only rebelliousness, but with an add on dose of defiance. Playing to his peers, Academy Award Nominated performance, Melvin calls the teacher over and says "Look teacher, who would’ve done that?“ Showing his “boys” that he could taunt a teacher into saying something that would get her reprimanded, or worse get her fired! There are video camera's everywhere. That would win the gold medal of the prankster-gangster acting, the Oscar for Best Performance in a High School Classroom, maybe it will go viral!

But instead of falling for the tempting invitation, this teacher decides to play it low key: walking to the paper towel dispenser she just begins to slowly clean up the mess without blaming it on anybody… But, she also uses this behavior as data, as information. Melvin has been displaying data all year,  information daily that could help his teachers,  the right kind of teacher to help Melvin turn the corner on his long history of mis-behavior…  We should change is name to Oscar.

That’s just what happened yesterday   when a student in Melvin’s class saw our teacher wearing Abloh designer shoes… 

a student yells out “why don’t you cut that plastic tie off your shoe before you trip on it! With the whole class looking at her shoes Melvin jumps to the rescue. This is the dénouement. the moment our teacher's been waiting for all year. Melvin jumps out of his seat, and yelling: “No, no, don’t cut that off!  That’s an artist's icon!“

This is the dénouement our teacher has been waiting for all year. Melvin jumps out of his seat, and shouts: “No, no, don’t cut that off!  That’s an icon!“  

"I know, I know!" his teacher shouts back.  Take a closer look. Yep that's right, the shoe is bubble wrapped for run-way strutting! Don't throw out that bubble wrap, it's worth over $1,000.

Photo credit: Myles Kalus Anak Jihem

Within Melvin's neural landscape is a vast and unrecognized encyclopedia of knowledge that he's never in school had a chance to display. His expertise is abyss deep.  He knows that these shoes are museum quality art, runway fashion ware and an art collectors dream created by the world's number one luxury house designer (Louie Vuitton's): Virgil Abloh.

Melvin will tell you that Abloh "is one of the most influential and respected fashion designers of his generation, and was the artistic director of the Louis Vuitton brand. His design aesthetic bridged streetwear and luxury clothing. He reached a level of global fame unusual for a designer."

Click HERE for Virgil's Rise (23 min.)

Furthermore, Melvin will tell you about Abloh's "friend and collaborator Takashi Murakami who featured Abloh's solo art show in his Kaikai Kiki Art Gallery in Tokyo." And there's more, but suffice it to say Melvin's encyclopedic artistic knowledge include Japan's vast world of art. 

Some might ask: "Why is this Abloh connection important?" Melvin will tell you about Offwhite, but let's get to the point...

Melvin's story is an example to the most essential tool in the work with At-Risk students who are lost in educational space.

Here is a secret only the best teachers know.  When a kid is projecting the image of a  trouble maker, the most important thing to do is collect volumes of data. Find out everything there is to know about that kid, for in that data stream is the "hook" that will catch and turn a youngster headed in the work direction.  There is in every underperforming student a clue, a key that will open the locked doors of success in school.

After all is written on white boards, after we turn out the lights and lock our classroom doors, we might remember that in addition to teaching subject area content (history, math, literature etc.) we are there to help kids grow tall and true.  It might help to remember the words to the song: Looking For Space.

On the road of experience

I'm trying to find my own way. Sometimes I wish that I could fly away

When I think that I'm moving. Suddenly things stand still. 

I'm afraid 'cause I think they alway will

And I'm looking for space. And to find out who I am
And I'm looking to know and understand
It's a sweet, sweet dream
Sometimes I'm almost there. Sometimes I fly like an eagle
And sometimes I'm deep in despair

All alone in the universe. Sometimes that's how it seems
I get lost in the sadness and the screams
Then I look in the center. Suddenly everything's clear
I find myself in the sunshine and my dreams

On the road of experience,join in the living day
If there's an answer... It's just that it's just that way

When you're looking for space and to find out who you are
When you're looking to try and reach the stars
It's a sweet, sweet, sweet dream
Sometimes I'm almost there, sometimes I fly like an eagle
And sometimes I'm deep in despair

Sometimes I fly like an eagle. Like an eagle. I go flying high.

Credit: John Denver

Looking for Space and to find out who we are. How do we identify?

Charles Thomas is my go to guy for examples.

Second from the left is Chucky Thomas in the 70's and the latest iteration of his identity as Chief Executive of OBA: Outward Bound Adventures. Chucky has found his identity space.

Click HERE for more about Outward Bound Adventures

FUTURES HIGH SCHOOL

The architecture of Futures High School allowed me to amplify traditional classes by creating new courses. For example, after completing Anatomy and Physiology students next enrolled in Medical Careers, where they took rotations through an array of departments at nearby Beverly Hospital. What they had learned in Anatomy was visible every day in the rotations through the emergency room, surgery, pediatrics, physical therapy and other units. 

Science bounced out of the textbook into eyes open wide at the hospital in the afternoon. Each day, in the hospital cafeteria, we debriefed... students sharing what they'd just seen and what new things they'd learned. What they did not immediately see was a deeper meaning to the pages of their textbook.

RUDY

This morning I had a happy moment to catch up with Rudy Salinas, a Futures student from 1993-94. What an inspirational story he shared as he's on partner track in the company he's long worked for. The company's owner discovered what I saw in Rudy in the classroom. I could see in Rudy his instant and comprehensive grasp of what was on agenda. That owner saw his potential early on and paid for 2 years of management and human resources training that make Rudy a perfect candidate for future partner.  

He remembers that we didn't give up on him when he was being... "Rudy". Now he is doing the same. More from Rudy coming soon. 

#2:  LET'S CALL HER Geë

Futures was a school where my year first year Psychology students could subsequently enroll in an advanced Psychology course: Peer Counseling.  Here they applied the foundations of psychology to the challenge of working with other high school students needing someone to listen.

We were in a mid-semester Peer Counseling discussion reviewing Motivation and Emotion, a chapter from last years Psychology book.

It was in that high school psychology class that Gigi taught me something new about high school students.

The topic of discussion? What are you going to be doing in 10 years/20years?  Sitting in a circle, students took turns responding. Gigi was the last to share when she burst out:  

"That's a foolish, stupid question. Who cares what we'll be doing 10 or 20 years. We won't be around. This is a waste of time, we're not gonna live that long."

Like falling off a cliff, the room dropped into silence, the rest of the class was taken aback by her outpouring.

"That's an interesting response Geë, please elaborate." 

Out came a torrent, a long bullet list of reasons why she felt that she wasn't going to live that long, explaining why this discussion was completely irrelevant.

When she finished, I said: "Geë you've been watching a lot of television news." Her eyes opened wide.  "How do you know?"

 

"I turn the TV news on when I get home about 3 pm, it keeps me company when I'm alone. It's on until I go to sleep."

Geë world view had been taken over by long term exposure to all the IF-IT-BLEEDS-IT-LEADS news stories that dominated consciousness on a nightly basis. No wonder she had an extremely altered view of what she believed would be a very short lifetime.

Later in that Peer Counseling class Geë shared that her sister had just died the night before. I was surprised she was even at school. A few weeks earlier her sister had been released from jail for a drug violation. Geë remembers her saying: "No matter what, I'm not going back to jail. Ever!"

Over the last few days, Geë's home had become a nightly "flash-bang" journey. Her sister would arrive home at 3 or 4 am disturbing the quiet sleeping household, but still, Geë was happy to have her back home until last night.

Her sister (under the influence, a parole violation) had been pulled over after midnight. Finding herself at the curb in front of two patrol units and three officers nearby, she remembered her vow:

"No matter what, I'm not going back to jail. Ever!"

Geë threw the gear shift to Reverse and stomped on the gas.  Many shots were fired: "Suicide by police."

Yet Geë still came to school every day with good but not perfect attendance. In my book she's a heroic figure coming to school trying to move forward in a life with too many tragedies.

Yet Geë still came to school every day with good but not perfect attendance. In my book she's a heroic figure coming to school trying to move forward in a life with too many tragedies. If I were to make a documentary of her life, I'd open with this sound track...

Click on the video below. Move slide scrubber to 59 seconds, then listen while you read the rest of this page. Korsokov will give you a sense of how I feel about Rudy, Geë and the rest of  my students, they all walk in my mind with a sense of nobility.

The take away here is that too many high school kids find themselves in everyday classrooms, taking ordinary classes, but living extraordinary lives with too many obstacles.  Geë, thank you for teaching me that there are too many kids in my classes facing extraordinary circumstances. So if they didn't do their homework last night, I might want to consider if it's explained by something like "Geë's sister".

It's important to register here that when I hear "students are lazy"or that "they don't care," I think of Geë. In all my 39 years in the classroom, I've never meet a lazy kid or one that didn't care.

Rudy, tonight, do this last before your family goes off to sleep.

Play Rimsky Korsokov's March of the nobles and remind your wife and kids that I'm thinking of you. 

QUOTES from Atticus, Gibran, Mandela, and Maslow to Jay-Z

Nelson Mandela:  

"What counts in life is not the mere fact that we lived...  

it is what difference we have made to the lives of others

that will determine the significance of the life we lead."

This is where teachers have an unprecedented opportunity in a meaningful career where it is possible to make a difference on a daily basis!

Permeate

I cannot imagine a way of life more steeped in Mandela's philosophy than a life serving in classroom spilling over with bright eyed children who believe in the magic that all is possible when we act upon our dreams. --Toby Manzanares

Whether it be science, math, history, or the humanities, we are paid to impart the knowledge and wisdom of our academic disciplines... yet while doing just that, educators have an unimaginable opportunity to simultaneously make a difference in the lives of so many others. Where else can so few make such a colossal positive change in the human condition?

The purpose of this book is to place the importance of teaching back on the front page of our mental landscape for all to recognize or remember... In 

"You've got to be tough as nails with your tender heart."   

You will come to see that we learn nothing from winning,

the act of loosing however can elicit great wisdom.

It is inevitable to lose now and then,

the trick is not to make a habit of it.

"The great adventure in life, is what you decide to do with it." 

"We're trying to be right as often as we can, and trying to live a life that amounts to something."

"We'll share the credit when something good happens, and assume the responsibility for mistakes and not look for a scapegoat."

--Bill Clinton 

FOR STUDENTS:

Life is like a camera:

focus on what's important.

Capture the good times.

Develop from the negatives.

And if things don't turn out,

take another shot.

 

One way to frame my years in the classroom is to imgaine them like a jigsaw puzzle: each student, every colleague, each day like a piece of that puzzle coming together in the final moments to reveal a beautiful panoramic landscape, magnificent to behold.

"Greek-Armenian philosopher and mystic George Gurdjieff taught that we are born without a soul and that our task in life is to help our soul to grow and develop: Souls aren’t born; they’re earned. Every single day." I believe that is what teachers do: help students develop, grow and earn their souls.

My all time favorite book, To Kill a Mockingbird, I first read in high school but was completely elevated by its message and characters when I read it a second time some 40 years later.  

Atticus Finch and Good Teaching

Believe that goodness can be found in everyone.

I just saw Aaron Sorkin's 2023 new stage version of to Kill a Mockingbird.  It left me in tears at several points but especially at the climatic standing ovation. Suddenly, thousands of affirmative voices ringing out to the performers, not just clapping hands but rising voices! I've never heard such admiration, a once in a lifetime ovation, but I wonder if it was for the performers or for the beauty of the message they delivered. It is the message of Mockingbird that I feel in the everyday work of teachers.

Then I came across Carol Kuchar's 6/2/2019 To Kill A Mockingbird online post:

".... unconditional love, non judgement and protecting one's own child in the face of adversity and fear... Atticus had no judgement... Teach your students to have an open and loving heart and mind, then listen to what they have to teach you! That is what love and teaching is all about!"

 

 Click HERE for Aaron Sorkin on To Kill a Mockingbird

 Click HERE for the National Tour of To Kill A Mockingbird

 

Atticus believed that goodness could be found in all the towns people. He refused to believe the people he grew up with, the people on the jury he knew so well would find an innocent man guilty. When they fell short of his expectations he began to question his view that there is goodness in everyone.

Yet, I believe that goodness can be found in everyone. It was certainly true of the students who walked into my classroom over my 39 years as an educator. Looking back, I can see how that belief made the journey so much more enjoyable.--tnm

 

Sorkin: There’s a scene in the book and in the movie. At the end of the trial, Atticus has lost, he’s putting stuff back in his briefcase, and the whole courtroom has cleared out, except for what they call the “colored section” up in the balcony. Atticus turns around to see that they’re all standing silently out of respect for him, and someone says [to Scout], “Stand up, Miss Jean Louise; your daddy’s passing.”

It’s a great scene and it's a good way to frame the way I see teachers:  "Stand up everyone, your teachers are passing."

 

A SAMURAI IN THE CLASSROOM

In a moment of solitude late one afternoon in a peacful,  undisturbed silence while grading papers, I sensed the presence of a distant ancestor with me in the classroom, there she was, a samurai standing by the observation bee hive, but unseen, nudging me to intuitively engage my students in the manner of samurai.  Into this stream of consciousness came to me a  Japanese proverb, now popular in the art world of tattoos. 

It is important, before going any further, to frame my understanding of a Samurai In The Classroom. To begin, bushido, the seven samurai virtues, are the same as how I ideally see teachers at work with their students. (Click HERE)  

 

Nanakorobi yaoki

Fall down seven times get up eight -- Japanese proverb

Though not specifically linked to bushido, the samurai code, this proverb reveals the soul of Japan alive today.  It may be that all Japanese people are descendants of samurai clans.

This proverb reflects a crucial, compelling and shared Japanese ideal: "Nanakorobi yaoki" (translates to: seven falls, eight getting up) means fall down seven times and get up eight. This is the Japanese concept of resilience.  This is one way of living that I want my students to carry away from their time in school with me.

The presence of Nanakorobi yaoki was considerable, like a strong wind, as I walked with the people of Hiroshima a few years ago, the dignity of Fall down seven, get up eight was everywhere.

Note: This can be pronounced in two ways. One is “shichi ten hakki” or “shichitenhakki.” The other is “nana korobi ya oki” also written, “nanakorobi-yaoki.”

Years later, when asked by our young docent why we were drawn to the Samurai Museum in Shinjuku Tokyo,  I replied: "My grandfather's grandfather was a Kobayakawa. His eyes widened, then he exclaimed: "Let me go get the owner, he wants to meet you!" He returned quickly with a wisened white-haired man a few steps behind who was even more animated, which was puzzling until he said:"The Kobayakawa were a powerful samurai clan during the Sengoku period"

 

Kobayakawa Takakage, a samurai and daimyō was so highly regarded as a statesmen that he was appointed to the Council of Five Elders by Toyotomi Hideyoshi who was himself regarded as the second 'Great Unifier' of Japan.  The Kobayakawas were highly respected for their administration of politics in Western Japan."  

 There is an ancient family cemetery up the hill behind our Kobayakawa family home in Niimi Okayama. 

I visited with them one brilliant cerulean sky afternoon.  (go to 5:51 to 7:48  in the documentary below.)"

I visited with them one brilliant blue sky afternoon.  (go to 5:51 to 7:48  in the documentary below.)

Photo below:  The oldest family markers, (round) are in the back row, the earliest Kobayakawa samurai to be honored are here. As the generations passed, a second row was added in front for their descendants.

Video credit:  Toby Ishihara Kobayakawa Manzanares  

Next visit: Ask to see the Kobayakawa Kokocho (Memories of Japan)

 

But what do loyal warriors, who fearlessly stride into combat, do when they have children and grandchildren of their own?  They must fearlessly engage their progeny, raise them to be exemplary members of the community, show them how to make better the lives of people whom they touch.

These are the next gen samurai who walk into the epic struggle to make our world a better place.