Friday the 13th. Today I taught five classes, itself, exhausting, and I read their poems, and typed some of them up. I usually type up about 10 poems per class, or a page’s worth, double column. But there were so many fantastic poems, I probably typed up 75 to 100 poems. It took me until 5:30 PM to get through all their journals, but I did it so that I could have a long break. Otherwise it’s harder to get through them all if I wait until later. Probably my personal best in terms of getting through a sheer amount of work. Usually I tank after reading two classes. TG the classes are small. But it’s still a marathon.
I’ve sped up the entire reading/commenting/publishing process considerably by dictating kid poems to my iPad, and then emailing them to my MacBook. And the iPad dictation process to Notes really speeds things up, but makes the strangest mistakes, so extra proofreading diligence is necessary at the other end. The Apple speech to text platform is much more accurate than Facebook. But, still it’s a huge time investment. Some really strong poets, but I’ve been working with these kids since kindergarten. Such fantastic writers they are. This year’s poetry book will be extraordinary.
The work is sometimes grueling, but so rewarding. A crazy job, who knew it would become my life’s calling, but I absolutely love doing what I do. It’s like being in the epicenter of magic. A symbiosis of creativity. I absolutely love what I do, but the prospect of financial insecurity is always looming.
I think the quality of their writing is related to how I pair and mix up the model poems. Currently I am using Dorianne Laux’ Heart poem paired with Jimmy Santiago Baca’s Ofrenda poem, the recalcitrant heart and unexpected gifts—and the synthesis produces amazingly insightful poems from 3-5th graders—in both urban and rural populations. One girl wrote a poem to her dead rabbit, and she burst into tears because she felt guilty for not being there, and I said, No, you are not to blame. Getting real. Obviously it was preying on her mind, but she had no outlet. She achieved some degree of resolution by the catharsis of writing.
I am always looking for ways to teach students to find their own authentic voices vs. parroting back the model poems. Of course, I also like to use Emily Dickinson’s Hope is the Thing with Feathers too. My current teaching trifecta. There’s a lot of improv too. For example, I threw in Elizabeth Bishop’s The Fish because 3rd graders were raising steelhead trout to release into the river.
We’ve had a lot of Covid talk lately, the isolation, etc. What I’ve discovered across the board is that they’ve had no real platform to express their feelings around the isolation, and quarantine. So it arises. We keep it real. We share our stories and render it into poetry. The personal experience into the universal. At Berkeley, the next wave of Covid is rolling through the school, taking out students and teachers alike in droves. Sometimes just finding the through line becomes the lifeline. Sometimes we even find love along the way.
5/12/22 Alexander Valley School