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Haiti and Grit

A humbling and inspiring account of a teacher’s return trip to Haiti.

Holly Chesser's avatarShed Some Light

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This past week, I traveled again to Leogane, Haiti to a small school, St. Matthieu Episcopal School. It was not a mission trip, and I am not a missionary. In fact, if anyone was sharing or living the gospels, it was the Haitians, and I am the beneficiary of all that they teach me about faith, hope, and love.

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I’m a teacher, and I believe in the power of education. I keep returning to Matthieu because the parents in the community desperately want an education for their children, and their children love to learn. In Tracy Kidder’s book Mountains Beyond Mountains, which chronicles the work of Dr. Paul Farmer in Haiti, he emphasizes the value of building schools, which may seem like poor triage when you consider the level of homelessness and hunger that prevails. However, one peasant woman explained why school is critical to Haiti’s future, “A lot…

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Tempestuous Questions: broken trust

Broken chainIn order to keep their course blog uncluttered, I am writing here for some of my students–those who want to see a model of their weekly assignment.  They are publishing regular posts on their blogs.  In each post, they reflect on our two essential questions (EQs)* through the lens of The Tempest.  I will use the same questions, but write through the lens of Hamlet, so as not to steal their thunder.  Whenever I can, I do writings like this so that I can a) show students that I enjoy writing b) give them a sense of what I am asking them to do and c) engender trust by demonstrating that I understand the assignment from the inside.  Students are more likely to enjoy and learn from assignments if they a) enjoy them b) understand the instructions and c) trust that the teacher is  assigning something other than busy work.  Below are the two essential questions and my first installment.  For those playing at home, the students’ first post is based on The Tempest up to Act One Scene Two, line 321 (1.2.321).

*EQs: What behaviors and beliefs cause strife and grief?  What are the roots of forgiveness?

One of my favorite scenes in Hamlet is the recorder scene. Two “friends” have repeatedly tried to disguise their efforts at finding out what’s wrong with Hamlet.  More often than not they do this because someone else, usually King Claudius, has asked them to.  Since they are being sent on an errand, they pretend to be friendly to Hamlet, but the young prince is no dummy.  He sees through their ruse.  When one of these alleged friends, Guildenstern,  finds Hamlet after the players have  performed “The Mousetrap,” Hamlet asks him to play the recorder, knowing well that Guildenstern cannot.  Hamlet uses this uncomfortable moment to blast his “friend” for thinking he can play Hamlet.  Hamlet is incensed.  Why? Because Guildenstern believes he can play Hamlet more easily than he can play the simple recorder. So, the strife comes from the friend’s belief that he can completely control the other man.  The strife also comes from the deceitful behavior.  Guildenstern presents himself as genuinely interested in Hamlet’s welfare.  When pressed, though, he admits that he is being sent and rather than coming on his own initiative.  Hamlet feels betrayed and lied to.  His anger has roots in these feelings.  The actions of his “friend” have broken trust between them.

photo credit: http://www.colourbox.com/preview/3033176-117823-broken-chain.jpg

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I’m a designer

As one of the guinea pigs canaries faculty members trying out our school’s new evaluation system, I received visits from two generous, respected colleagues.  One of my colleague’s comments helped me realize that though I often go by the label of “teacher,” I’m a designer at heart.  I design experiences from which students can learn about literature and its capacity to develop imagination, empathy and expression–especially written expression.

I am grateful for colleagues who help me reflect on my intentions and impacts as a designer.  I merely mean that I design experiences.  Then I stay alongside the students long enough to monitor their struggles and satisfactions.  A colleague from another school once told me that the term “assessment” comes from a word meaning “stand next to.”  I have not researched this etymology, but the idea has stayed with me ever since.  I am grateful for that colleague’s conversation, too.

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agenda Mon Feb 10: start Act One project

Meet the students where they are. Before they write their paragraph about Hamlet, they are reading contemporary examples of inner and outer worlds.

bllbrwn423's avatarENG 12H

CLASS TODAY

paragraph topic: relationship between Hamlet’s inner and outer worlds

before starting to draft your paragraph, read this blog post and read/listen to this interview–both contemporary examples of this topic

email me your summary of the relationship in the post and interview (3-5 sentences per item); conclude your email with initial thoughts about the relationship between the worlds inside and outside of Hamlet (email subject line: “inner and outer worlds”)

Either before or during your composing of the Hamlet paragraph, reviewthis paragraph about the power lines, “Seems Madam.”  Among other things, it shows conventional formats for quoting passages from the play.

Special note: BE SURE to compose your paragraph on the template that contains a default pledge/header and acknowledgment/footer–the one you used for the exam.

HW assigned for today

In preparation for an original paragraph, pick three sets of lines from the “Passages of Disorder”…

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wisdom and students

As described in an earlier post (“teenagers’ questions”), students prepared for their December exams by studying the intersection of self-perception and wisdom in the literature we read during the first semester. These two responses rose to the surface, and I have not edited them for this posting.  The essays impress and encourage me.

Exam Essay

As both Shakespeare’s Macbeth and Sophocles’ Oedipus Rex progressed, both plays’ main characters became more aware of themselves and how their life impacted those around them. Each reacted differently to this awareness, causing them to have different answers to President Anwar El Sadat’s question, “This is the image I have had of myself… Now, as the landscape of my life unfolds before my eyes, can I claim that this image… has been realized?” (1)

At the beginning of Oedipus Rex, Oedipus has no idea of his origins or what he has truly done. His self-perception changed dramatically throughout the play as he began to understand what he really had done. He first saw himself as a great king who ruled over Thebes: “Her [the Sphinx’s] riddle wasn’t the sort / just anyone who happened by could solve: / prophetic skill was needed. But the kind / you learned from birds or gods failed you. It took / Oedipus, the know-nothing, to silence her. / I needed no help from the birds. / I used my wits to find the answer. / I solved it—the same man for whom you plot / disgrace and exile, so you can / maneuver close to Kreon’s throne” (472-80). He believed he had saved Thebes and was their great ruler. This is how he perceived himself until his true colors were revealed. As the play progresses on, Oedipus found out that he was not a great of a leader, as he once believed. He took responsibility of his actions and did not try to see him as someone that he wasn’t: “And once I’ve brought such disgrace on myself, / how could I look calmly on my people?” (1570-1) These thoughts continued on as the play neared the end with him finally giving himself the punishment he believes his new self deserves: “Expel me quickly to some place / where no living person will find me” (1629-30).

Macbeth had a different approach to assessing his contemptible deeds in Shakespeare’s play. After his realization of his murderous act, he believed it would be best for him to try to forget what he had done and what he had become: “To know my deed, ‘twere best not to know myself” (2.2 76). He did not want to become what his actions proved him to be and thought it would be best to pretend nothing happened. Macbeth perceived himself as a great ruler who could do no wrong and wanted to continue to believe that. As the play continues on, Macbeth became less and less aware of whom he was and what his purpose was: “Life’s but a walking shadow, a poor player / That struts and frets his hour upon the stage / And then is heard no more: it is a tale / Told by an idiot, full of sound and fury, / Signifying nothing” (5.5 17-27). At that point he did not understand what he had become or who he was anymore. Life seemed to have no use to him anymore, but he never admitted what he had done was not worth getting to the position he ended in. Even at his death, he still tried to hold onto his past self, not believing what he had become: “I bear a charmed life which must not yield / To one of woman born” (5.8 12-13). Macbeth’s perception of himself may have changed throughout the play, but he tried to see himself still as a great king until the end.

The difference between these two characters was their realizations of who they were. Oedipus began as a great leader who was admired for his wisdom and strength at the beginning of Oedipus Rex: “Oedipus, we need now the great power / men everywhere know you possess” (48-9). Everyone in Thebes looked up to him and his great power. Once he realizes what he had done in the past, he understood the consequences of what he had done and how he had to take responsibility for it: “He [Oedipus], children, saw nothing, knew nothing. / He fathered you where his own life began, / where his own seed grew. Though I can’t / see you, I can weep for you” (1682-85). Oedipus never stopped loving the people he ruled and was brave enough to leave them because he believed it was the best for them. Macbeth came to the realization of his actions in his own mind: “Methought I heard a voice cry, ‘Sleep no more: / Macbeth does murder sleep’, the innocent sleep” (2.238-9). He continued to be haunted by himself throughout the play, but never truly understood the consequences of his actions. Macbeth continued to believe the ends justified the means of his actions, thinking he was helping everyone around him: “To be thus is nothing, / But to be safely thus” (3.1 49-50). He differs from Oedipus in the way he responded to the realization of what he had done with his life. While Oedipus took responsibility of his previous actions, Macbeth continued to be in denial and believed he was still in the right for what he had done.

Oedipus would answer President Anwar El Sadat’s question much differently than Macbeth. Both would say how they realized what their life looked like, but Oedipus’s answer would be much more truthful. He understands what his actions were much more than Macbeth did and handled the consequences of them. Macbeth continued to fight and tried to prove to himself that he was right and should be in power. This difference in their answers makes Oedipus the much wiser man in comparison to Macbeth. He behaves in a much more composed fashion when looking upon what he has done and overall understands his purpose and who he is much more than Macbeth does.

Macbeth and Oedipus

            In Shakespeare’s “Macbeth” and Sophocles’s “Oedipus Rex”, both main characters find themselves in a horrible position; Macbeth realizes that his kingship will end, and Oedipus realizes that he is the source of the plague upon his kingdom. The difference between these two men shines here, because of their next actions. Oedipus redeems himself by banishing himself, but Macbeth continues his onslaught. Thus, Oedipus is wiser than Macbeth, because Oedipus rectifies his horrible deeds while Macbeth does not. However, they both end with a guilty conscience.

In “Macbeth”, Macbeth realizes mistakes, and how difficult it would be to rectify his actions at this point. However, he continues his onslaught at the expense of his nation. Even before this point of no return, Macbeth contemplates turning around: “We will proceed no further in this business. / He [Duncan] had honored me of late, and I have brought / Golden opinions from all sorts of people / Which would be worn now in their newest gloss / Not cast aside so soon” (1.7.31-5). Macbeth sees his horrible future, and wants to prevent it entirely by not going through with the plan of murdering the king. The fact that Macbeth went through with the plan anyway shows his lack of wisdom, because even though he saw how horrible his life would become, he continued with the plan. Later in the play, Macbeth performs many atrocious actions, such as the murdering of Macduff’s family: “The castle of Macduff I will surprise; / Seize upon Fife; give to th’edge o’th’sword / His wife, his babes, and all unfortunate should / That trace him in his line. No boasting like a fool; / This deed I’ll do before this purpose cool …” (4.1.149-53). Macbeth performs horrible actions; he murders Macduff’s wife and children, just so he could keep his position as king. After this, it would be nearly impossible for Macbeth to return to the position he was before, because he has performed too many horrible deeds. Towards the end of the play, Macbeth realizes he is trapped: “They have tied me to a stake. I cannot fly, / But bearlike, I must fight the course. What’s he / That was not born of woman? Such a one / Am I to fear, or none.” (5.8.12-3). Macbeth here realizes that he is beyond the point of no return, and instead of backing down and accepting defeat, he continues his onslaught in an attempt to stay King. Macbeth, although given many opportunities to back down and rectify his actions, refuses to do so. This only broadens the horrible landscape that is Macbeth’s life, and even though Macbeth sees it, he does nothing to stop it.

In “Oedipus Rex”, Oedipus realizes that he is the evildoer in his kingdom, and redeems himself by curing the plague by means of banishing himself. Leading up to this moment, Oedipus says to his people, “I do pity you, children. Don’t think I’m unaware. / I know what need brings you: this sickness / ravages all of you. Yet, sick as you are, / not one of you suffers a sickness like mine” (69-71). Oedipus professes his love for his people. Oedipus keeps this in mind even when he realizes he is the source of the plague, and does the right thing in the end for his people. Just before Oedipus is confronted by Tiresias, a messenger of the Oracle at Delphi, Tiresias explains who the killer of the past king is: “You think he’s [the killer you hunt] an immigrant, / but he will prove himself a Theban native, / though he’ll find no joy in that news. / A blind man who still has eyes, a beggar who’s now rich, he’ll jab / his stick, feeling the road to foreign lands” (540-53). This foreshadows Oedipus’s fault, as Oedipus fits the description given by the oracle. This is the first instance of which Oedipus is given clues as to whom the killer is. Even though he does not believe he is the disease at first, he still does the right thing later on. When Oedipus finally realizes who he really is, he says: “Expel me quickly to some place / where no living person will find me” (1629-30). Oedipus does the right thing when finding out he is the source of the plague by banishing himself. Oedipus realizes and sees all of the wrongs of his life in one great picture, and accepts them and redeems himself by curing the sickness at his expense.

Both Oedipus and Macbeth have wronged themselves and others around them in their respective plays, and have reaped the consequences of guilt. For instance, after Macbeth has slain Duncan, he says: Methought I heard a voice cry, ‘sleep no more: / Macbeth does murder sleep ‘, the innocent sleep, / Sleep that knits up the raveled sleeve of care, / The death of each day’s life, sore labour’s bath, / Balm of hurt minds, great nature’s second course, / Chief nourisher in life’s feast” (2.2.38-43). Macbeth is torturing himself by what he has done. Macbeth only furthers his guilt by not rectifying this guilt of his; if only he had come clean and stepped down would this guilt be relieved of him. In Oedipus Rex, Oedipus says: “And once I’ve brought such disgrace on myself, / how could I look calmy on my people?” (1570-1). Oedipus here is also experiencing guilt for what he has done, as he cannot look at his people like the strong ruler he once was. Oedipus feels this guilt, but stops it by rectifying his actions and redeeming himself for them. In the end, they both suffer for their actions; Macbeth dies and Oedipus becomes a lonely wanderer. However, Oedipus is wiser than Macbeth, because he came clean in the end while Macbeth did not. This wisdom was beneficial for Oedipus because though he did not escape with vision or wealth, he did escape with his life. Macbeth, on the other hand, suffered the consequence of a tragic death.

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teenagers’ questions. mining & minding their answers

Sophomores were asked these questions on their recent semester exam.  See how you would do.  I love reading their answers.  We adults have plenty of reason for hope, given the depth of their responses.

PARAGRAPH RESPONSE (A Doll’s House)

In her recent analysis of the novel, Frankenstein, a high school senior wrote the following: “If people are called something for so long, they will eventually turn into that very thing.”  In other words, people start believing definitions that are frequently applied to them by others.

Using Torvald and at least one other character besides Nora, explain how much or how little of Nora’s self-perception (the way she sees herself) comes from other people’s views of her.  How do the sources of her self-perception help explain the story’s outcome?

ESSAY RESPONSE (Oedipus Rex and Macbeth)

In the preface to his autobiography, former Egyptian President Anwar El Sadat writes the following : “This is the image I have had of myself . . . Now, as the landscape of my life unfolds before my eyes, can I claim that this image . . . has been realized?” (1)*

Near the end of their respective plays, how would Oedipus and Macbeth answer President Sadat’s question?  What do these answers suggest about who is the wiser man?

*In Search of Identity, An Autobiography (NY: Harper & Row, 1977)

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learning in time the most valued ideas

Most valuable ideas occur to me, whenI have time to recognize and consider them.  Typically, this happens on early-morning weekend walks.  I wonder how current school cultures do, or refreshed cultures might, enrich each community-wichitalearner’s day with more time to reflect.  This blog used to be called “Learning in Time” because I believe that’s how learning happens best.  Although I have changed the name of the blog, I still hold close its founding idea.

 

I wonder where  you see such time in your educational experience?

At the same time, I wonder where, in your educational vision, you imagine it?

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bibs, diapers and pacifiers: Macbeth’s apparitions

armed head Nov 2013The tenth graders and I had fun last week with the opening of Act Four in Macbeth.  We had been bearing down on (finding, recording and analyzing) various passages from Act Three, and it was time to move our sedentary bodies and creative minds.  We had not yet read any of Act Four.  When the students filed in, they saw, on two desks in the front of the room: a stack of blank white paper, several pairs of scissors, some tape, and colored markers.  On the whiteboard, they saw our characters  for Scene One: 3 witches, 1 Hecate, 3 apparitions, 8 kings and Banquo.  After everybody’s name went under one of the lists, they had twenty minutes to make a prop identifying them as a distinct individual within their group.  I played–i.e., let the laptop play–period music to accompany their constructions (Sting singing songs of John Dowland and others).

In such moments, I often recall the problem-solving scene from Apollo 13.

Also, our fun time last week reminds me that students understand more concepts than I sometimes realize or acknowledge.  For example, in Act Four Scene One, the second apparition, which advises Macbeth he need fear none of woman born, emerges as a “bloody child.”  The students could create props that capture the “bloody” part of this vision, but how to handle the “child” part?  Three students, each from a different section, produced three different solutions: a bib, a diaper and a pacifier.  In other words, they understand what a symbol is.  I do not need to explain the concept to them; they naturally chose an object that is itself and that represents something.  They KNOW what symbols are.  I see that they do, and I am glad that our activity reminds me of this knowledge they carry with them into class.

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Modern Macbeths: appearance, reality and tyranny

As the tenth grade students are finishing MACBETH, this reminder appeared on the radio today. I have attached a question for them, to suggest the value of an artist’s view.  If it (the murderous act–large or small) were done, then ’twere well it were done quickly; otherwise, our  conscience would force us to consider the human consequences.  Pay no attention to that man behind the curtain, says the wizard of OZ.  Hamlet instructs the players that drama holds, as ’twere, a mirror up to nature, so that we have a better chance of seeing what we are actually doing to ourselves and others.  Indeed, the plays of Shakespeare and other artists, help us, make us pay attention.  

bllbrwn423's avatarENG10H World Literature

kristallnacht“Today is the anniversary of Kristallnacht, the night in 1938 when German Nazis coordinated a nationwide attack on Jewish homes, businesses, and synagogues. The attack was inspired by the murder of a German diplomat by a Jew in Paris. When Hitler heard the news, he got the idea to stage a mass uprising in response. He and Joseph Goebbels contacted storm troopers around the country and told them to attack Jewish buildings, but to make the attacks look like spontaneous demonstrations. The police were told not to interfere with the demonstrators, but instead to arrest the Jewish victims. Firefighters were told only to put out fires in any adjacent Aryan properties. Everyone cooperated.

“In all, more than 1,000 synagogues were burned or destroyed. Rioters looted about 7,500 Jewish businesses and vandalized Jewish hospitals, homes, schools, and cemeteries. Many of the attackers were neighbors of the victims. The Nazis…

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what does wisdom look like?

I recently asked this question of my high school sophomore classes, since they are about to start studying Sophocles’ Oedipus Rex.  While considering my own answer, I read the following paragraph on a senior’s metaphor quiz.  Her paragraph shapes my thinking about the wisdom question.  In this section of the metaphor quiz, seniors were asked to find and explain an  insight from one of the poems in our text.  Below, you see the quiz question and this student’s–unedited–response.  From my perspective, her sentences are part of what wisdom looks like.

 

Part Two

“It is difficult to get the news from poems, yet men die miserably every day for lack of what is found there.” 

To paraphrase the above statement from American poet, William Carlos Williams, poems provide valuable insights—i.e., ones that reduce suffering.  They show us something that is hard to find elsewhere, especially in news stories.  Find one poem from last week’s reading (104-111) that offers such an insight.  Within that poem, explain one metaphor that embodies this insight.  In your explanation, be sure to identify the metaphor’s literal and figurative terms.

 

Part Two:

I found an example of this valuable insight that a poem can provide in Craig Raine’s A Martian Sends a Postcard Home. Raine states “Only the young are allowed to suffer openly. Adults go to a punishment room with water but nothing to eat. They lock the door and suffer the noises alone. No one is exempt and everyone’s pain has a different smell” (25-30). The figurative term used is the punishment room. Although adults do not have a physical punishment room to retreat to, Raine is trying to highlight that most adults do not express their pain often. If an adult had temper tantrum as often and to the extent some children do, it would not be socially acceptable. Often times, adults keep their pain and anger bottled up. The insight given in this poem is that everyone suffers. Although not everyone looks to be suffering on the surface, it is important to be mindful that everyone has a story.

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