The 2019-2020 school year marks my 19th year in the classroom as a secondary English teacher. I suppose this year due to the Covid-19 Coronavirus, like teachers across the country, I can now add Distance Learning Teacher to my resume. Though, I would prefer the title Distance Learning Encourager. I have always felt that the word ENCOURAGER aptly describes my role as an educator. I encourage my students to read, write, and to record their impression of the world. I try to instill in them the belief that our stories and our voices matter. Our writing is our way of making our thinking tangible – it is truly our fingerprint. Our writing is a time capsule that can chart our personal, academic, and professional growth as human beings.
Our district recently unveiled our Continuous Learning Plan and our teachers, like others across the country, have been engaging students in lessons via online platforms such as Google Classroom, Zoom, DoJo, and Google Meet.
While I have been a blogger for years, I admittedly struggle with technology. Since I live in a rural location – I too had issues at first with “Equal Access” when it came to internet connectivity. However, thanks to a data boost to my Verizon jetpack, I believe I have the issues ironed out.
I am thankful for a strong network of administrators and colleagues for the guidance and support as we navigate these challenging times. I have to give a huge shout-out to my best friend and fellow English teacher Heather Hollands for helping me come up with ideas to help keep ourselves and our students connected and engaged for the remainder of the school year. She helped me develop a plan to have students create a Pandemic Journal and a plan/log for daily reading. (Heather credits Kelly Gallagher http://www.kellygallagher.org/).
I have used this blogging platform to help model a “Pandemic Journal” to my students over the past couple of days. It gives me a way to publish my writing and hopefully connect with other educators and writers. This blog was part of my the professional development goal that I set for myself last year. When I created Glitter and Dog Hair I had no idea that I would be using it in this capacity. It is exciting that I can use it to help publish not only my writing, but the writing that my students create as well.
Here are my posts from the past couple of days. I am proud to say that I even traveled out of my comfort zone and made a couple of videos to let them know I am thinking of them:
Pandemic Journal #1: We Write to Remember
Pandemic Journal #2 – Earth Day
My instructions to my students for their Pandemic Journal were the following:
Dear Students,
We are living through a history making moment—right now! Today, tomorrow, and the days that follow will be captured in history books. Some day, you will share stories with your children and grandchildren about living through the challenges we are facing in 2020. Because these days are historical, it is critical that we not let these events pass without capturing how they affect you, your family, your school, and your community.
How we are documenting our days – on paper, on canvas, on social media, on video – will one day become a primary resource for others to reflect on. As I often say in class, “Our writing is a time capsule.”
Since you will be “schooling” from home, I will describe here the activities to be done outside of our classroom. Here are your daily writing and reading plans:
Daily writing (via a paper notebook of some sort)
You will be asked to write at least a page a day in your writer’s notebook, capturing your thoughts, questions, comments, and concerns about the events that are unfolding. I want you to capture this history—your history—any way you’d like. Try to spend a minimum of an hour per week writing, hopefully more! Below are some suggestions for your daily writing, but you do not need to follow them. Feel free to generate your own thinking.
Some possibilities for daily writing:
● Capture how this virus has disrupted your school year —including sporting events, concerts, assemblies, dances.
● Discuss how your daily life has been disrupted or enhanced (more time with family, family dinners etc.)
● Share the effect it has had on your friends and family.
● Write reviews of movies, television shows, podcasts, video games, etc., that you are turning to for entertainment during this time of social isolation. ● Respond to any idea about the crisis you find interesting. You can respond to an article, a
broadcast, a Tedtalk, a tweet, a photograph, a podcast, a film, an Instagram (or another online) post, a TikTok video, a political cartoon or meme, a song, a conversation—anything that spurs some thinking.
As the days unfold, you will be able to find new aspects that encourage reflection. This story changes every day. Be creative: Write across genres: poetry, dialogue (just capture a conversation between people), description: zoom in on a moment you experience; discuss songs that capture these events for you; find and respond to charts and graphs worth thinking about. Or perhaps you’d like to make a scrapbook. Another idea is to write and mail a letter to a grandparent or other person who is lonely or missing you.
Flex your voice and take risks. Be honest. Try to create writing that you will be interested in re-reading years from now. Chronicle your thinking as we navigate these uncertain days/weeks. Do not forget to record the date on every piece you write.
*Thank you again to Heather Hollands for the inspiration.
Yesterday my students started submitting their Pandemic Journal entries. One of my 8th grade students, Gail McCabe, took my breath away with his journal response. Gail had already impressed me with his sophisticated writing, but his writing still caught me off guard and brought tears of joy to my eyes. Thank you, Gail for this gift. You made me remember once again why I am so fortunate to be an English teacher. You’re a talented writer and visual artist and I knew that I had to share your response with others.
We are going through challenging times and yet, at a young age, Gail understands the importance of stepping outside our human realm to allow nature to help heal and show us the way. Gail’s writing reminded me of one of my favorite Louise Gluck quotes.
“It’s a mistake
to think of them
as birds, they are so often
messengers.”
~Louise Gluck
With Gail’s permission I am sharing his entry with you. Here are his powerful words:
Beyond the Window
During the quarantine, the birds have been reliable, always coming and going, unphased by the panic of the outside world. Nestled in the everlasting pine-bows, their safe haven.
I stare distantly outside my window. The pine trees sway in the gentle breeze as the birds flutter absentmindedly around the newly filled feeder. They come and go in a timely manner. Chickadees arrive early after the sun’s early rays skim the treetops, leaping and fluttering from branch to branch. They begin their distinct and sweet call at eight, then leave at one.
Chickadees have always reminded me of my Grandma, whom has now passed. Perhaps it’s their soft coos that echo beyond the birch trees or the carefree and curious glint behind their dark eyes.
Petite Goldenfinches stick in groups of five, landing in synchronization on the snow-coated deck outside the large, smudged window. They descend down from the higher branches at three but never stay for more than an hour and a half.
When the isolation leaves me feeling hollow, like a roughly tumbled rock with a single omar– I open up the door, slinking out into the dappled sunlight, and sit quietly. I listen for the soft murmur of the wind, the slow rippling of the lakeside, the rhythmic dripping of the ice– so delicately clinging to the eve of the house. Most of all, the stories the birds tell– not with their sorrowful melodies as the snow begins to fall, but the air sifting between their feathers like sand as they skip like a rough pebble through the air. I, hardly breathing, lost in the chorus of selective silence, patiently wait. I squint against the sun, of which now is skimming the surface of the icy wasteland that meets the decaying pine-needle and mossy quilt at the abrupt shoreline. Out over the ice-glazed lake, small shoals are still visible under the surface of semi-transparent desolation. I turn my head, the ice rippling as a lone duck pulls itself out from the ice-infested waters.
I breathe deeply, the air crisp and bitter from the cold, but the sun warm and radiant- maintaining the balance– of which is like an orbit– both hot and cold interdependent on the other, there is no judgment of hot without the cold, as of, no life without death. A cycle. Plagues in themselves are a cycle, masquerading behind face masks, a timely balance of panic and composure.
Photo Courtesy of Abigail McCabe
Please feel free to comment on and share this post.
Thank you to Gail for generously allowing me to share your writing.
To all reading this post ~ please stay safe, healthy, and seek ways to discover joy in your life. ❤
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their way down the list of words the poem may assemble naturally or they may have to rearrange the lines after. I usually give them two days to work on the poem in class. The first day I encourage them to focus on coming up with a line or two inspired from each word and on the second day to try to string together their lines.
Glitter and Dog Hair 