that classroom vibe

INTRO:

Today is the last day of the Advanced Institute of the Denver Writing Project. Coming as it did on the heels of our transition to remote learning and the Black Lives Matter movement, we all had a lot to process. Our assignment, at the end of the week, after much reading, reflection, Zoom meetings, online discussion boards, and three eye-opening, mind-blowing writing workshops with Nicole Piasecki, Jovan Mays, and Mark Overmeyer, was to answer this prompt: "Using your own style and structure, create a personal essay that describes your identity as a teacher and/or your teaching philosophy." Here's what I managed to write, out of a combobulated brain full of so many thoughts...

VERSE 1:

Sunday afternoon

my 19-year-old White son 

went downtown, 

to City Hall

where he stood

next to his Black girl friend

holding a small piece of cardboard 

cut from a box, 

on which he had written in black sharpie:

VIBE CHECK THE POLICE

CHORUS 1:

Monday morning I was asked: “What is your vibe right now? What is your teaching vibe?” The fact that this word— vibe— had entered my world for two days in a row struck me as somehow important.  Synchronous.  Serendipitous. Vibey.  

My vibe right now is worry.  And doing projects to keep from worrying.  Grief and mourning for classroom and country I pour into scrubbing the tub, chipping the paint, baking the muffins, and above all else: re-arranging the furniture.   I wonder if this is a distraction, or a healthy outlet for emotion. Or maybe it’s an attempt to change the vibe in my home, the way I change it in my classroom.      

VERSE 2:

I’ve heard people say 

to check in on your Black colleagues

I haven’t done this

I don’t know how to

Yet

CHORUS 2:

Student writer Nick Speranza, Arts Section Editor for his high school’s online news site The Radnorite, declared vibe to be the 2019 word-of-the-year. He wrote perhaps the best definition of vibe check that I could find:   “A vibe check is a genuine expression of empathy, a joking threat that encourages your friends to be happy, and a bizarre internet joke all at once.”  

On the surface, a vibe check means “How are you?  What’s going on?”

At a deeper level, however, it seems to be asking, “What are your struggles? Are you ok? How can I help?”

You can always vibe check a mother by asking about her children.  Maybe that’s a place I can start.

BRIDGE:

White socks

Black shoes

I bet her mama shined those shoes

the night before, scrubbed

her white socks and white blouse and white sweater 

so clean

the White children would have nothing to laugh at

Ruby was brave

Her mama was braver

Would I have done it?

Allowed my child to be the bridge?

What words did she say to prepare her daughter

before she watched her be marshaled 

away with four White men?

When you walk into that school, 

you old your head high,

Ruby Girl, but remember

to look down when you come to those steps,

‘cause everyone will be waiting for you to stumble

And remember to breathe, ok? 

As long as you just keep breathin’, you gon be alright.

And she was.

Ruby Bridges vibe checked them all.

VERSE 3:

The classroom vibe is everything

I create the vibe

starting from the outside

Good Vibes

don’t happen by accident

You have to orchestrate
them, which requires a magic wand

strings of fairy lights
three comfy chairs and a sofa

mismatched wooden bookshelves
along every wall

(where you somehow know where every book

is even though they are not in alphabetical order)

You even have to re-arrange the furniture

to metaphorically match your genre:

Poetry, a seated circle around a round rug

Memoir,  small groups for sharing

Fiction, sitting directly across from an IR of their own choosing

Informational, rows facing forward, 

Literary analysis returns us to our circle, older this time

Argument, two sides facing in

My classroom isn’t where I work,

it’s an extension of my Self

This is what I am afraid of losing —
If my students cannot feel that classroom vibe,

how will I be able to teach them?

The outer vibe creates the inner vibe. 

More than one student has told me 

that the 90 minutes they spend in my class

every other day

is the only time they feel calm.

How can I re-create that safe haven in a virtual world?  

Have we been liberated from fluorescent oppression, 

only to find ourselves in a blue light sleepless state?

What have we lost?

What have we gained?

CHORUS 3: 

We have been given an opportunity to re-think, re-question, and re-purpose ourselves as educators.  We didn’t give CMAS, and the world didn’t end!  We changed grading and teacher evaluation policies overnight in ways we never would have considered before!  Inequities were made visible and impossible to ignore!  Police have been voted out of our schools, curriculum is being re-visioned, and teachers are realizing that we have a role to play in dismantling our very own system.

Now is the time to examine the questions that underlie the questions.  The time to ask all the hows and whys.  The time to spout crazy ideas that maybe don’t sound so crazy anymore.  

Teachers need to bring up questions, again, about school funding structures and all the vestiges of history that have left our school system, still, in so many places, separate but unequal. We need to ask why our teaching force is still predominantly White, and then we need to ask how can we find and support the young people of color who want to become teachers. Ruby Bridges had to take a test to get into William Frantz Public School — how and why is testing still being used to determine who gets to go where?

And maybe someday soon, Zoom will create a “seating chart” function that, when enabled, will allow me to continue re-arranging the “furniture”.  What if we could make circles, rows, and groups, out of those little windows, in an attempt to create that classroom vibe?   

It’s not a distraction, my need to re-arrange, it’s an acknowledgement that my physical space creates my vibe.  When there is thoughtful order and structure on the outside, only then can I maintain my inner vibe, the one that allows me to show up, speak truth, create community, and be present every day with my kids.

OUTRO:

I became fascinated by Ruby Bridges after writing from a photo of her in Jovan’s workshop (see "Bridge" above).  Afterwards, I learned that her mother actually went to school with her on that first day, and didn't let her go alone, as I had imagined it. They sat in the office for the whole day, watching all the other parents come in to take their children out of the school.  Ruby prayed for the protestors every day on her way to school, asking God to forgive them “for they know not what they do”.  She wasn’t angry at the other kids not playing with her, because she understood that it was their parents who made them do it, and if her parents had told her not to do something, she wouldn’t have either.  

Ruby experienced little trauma from her experiences, according to Robert Coles (a White psychologist who offered to help her pro bono).  Instead, Robert Coles learned from Ruby, about conviction and courage, grounded in faith.  

multiple choice

A.

...but What You Do doesn’t fit into these boxes

the head gardener said from across her desk

which is larger than mine which is larger

than my students’.  It does give her some respect --

she’s almost at the top of the school-desk

chain, after all.

I mean, I know I’m just grounds maintenance

-sometimes-

and even need boxes

-occasionally-

But mostly, I’m the one who lets the Portulaca grow.

What I Do doesn’t fit into those boxes

It began so hopefully.

I took a seat, noticed the books that lined the shelves

behind her by authors I didn’t necessarily agree with.

Still don’t, filled as they are with all those foolish

lists and diagrams and charts.

And boxes.  

She opened my file, and with it the End-of-Year Conversation --

“You’re the best teacher I’ve got, you know

that don’t you?”

I mumbled some uni-syllables in some un-rememberable

order: “Wow. No. Um. Yes. Well. Oh. Um. Thanks.”

and considered (not too guiltily, I must confess),

the Pay-for-Performance payout I would get.

… but What You Do doesn’t fit into these boxes

B.  

You see, you and me, we can’t have a real relationship

if your job is to judge me, compare me to my friends,

and by those boxes that you checked

during a half-dozen ten-minute “Spot Observations” --

determine my salary.

Even you don’t like doing it, I get that, please don’t

tell me.  Even within an argument essay,

that's a pretty lame attempt at pathos.

C.

It’s all irrelevant anyway --

there will never be enough money

for us all to be Exemplary.

Race to the Top means someone’s at the bottom --

competition in our world sows even more doubt

and insecurity than we already know.

We are all the lettuce of the parable --

who need more water and less sun and certainly

less blame for not growing well.

D.

And what seeds are we really sowing?

Do we truly believe that the re-seeded Portulaca will bloom

in the cracks of our neighborhood sidewalks?

Or should we weed them out?

Rev up the Weed Eater and lop off their little blooming heads

to make things more tidy?

Don’t judge me for how many blossoms

there are, or how many seeds take root --

because some will never find their way under the concrete to the light

and others have been blown so far away

and planted themselves in places where

the woman holding the garden hose speaks another language.

E.

Schools are not Businesses
Students are not Consumers

Knowledge is not a Product

F.

You wanna know what our schools really need?

We need Professional Development we seek out ourselves

and you pay for it, and we convince all our colleagues

to come along because it will make us all Exemplary,

Racing to the Top as if we were holding hands

in a long line of Red Rover Red Rover

and we’re going to hold so tight that noone we call over

will ever be able to break through.

And we really don’t care if we get more money

for how tight we hold hands or

when our name gets called or

if we break through and get to bring someone over

to our side.   We’re the ones who would rather be

happy than rich and you know it --

and you’ve taken advantage of it for far too long

We need more men.  More people of color.

We will get neither if the seeds

of funding and fairness

don’t find a place to grow

We need accountability -- of course we do.

We would be the first to admit this.   

We strive every single goddamn day to be

accountable to our students -- and ourselves.

But it’s hard, because there’s no box for

Makes Moments of Joy or  

Uses Love to Impart Knowledge, or

Demonstrates Authenticity

And even if there were, there would still

be a gardener, looking out the kitchen window

comparing us to our fellow flowers

in the window box

We need our own mentor texts

(red ones and yellow ones and even some purple ones)

to cross-pollinate with the convictions of youth

and create a whole new, fearless hue.

Ghost Ship Blues

I've never been there, yet I know this place.  It has had incarnations across the Earth, and in all eras. The one I knew was in Portland, Oregon in the early 90's. I was in my early 20's.

I don't remember its name, or even if it had a name.  There are things I do remember, but I don't think I can put them in any particular order.  (Besides, the order of things, once you can read Heptapod.. hmmm... I find myself thinking about the dialogue that might have happened around the table during the making of Arrival...was there an Agenda Item 2b:  Hepta vs. Septa,  or was it just a discussion that began organically, where someone had an idea and the other person said, "Yeah, and..." my money's on the latter...  all the good jobs in the future belong to the creative class anyway... as I get older, I find I have less and less tolerance for meetings with agendas, real or hidden... whatever, my point is that somehow or other they decided to use Greek instead of Latin...and oh yeah, I forgot it was a book first, so the decision was actually probably the original author's, so never mind).

As I was saying:  the order of things, once you can read Heptapod, is less important, and your linear thoughts may well start talking in circles, just like that parenthetical non-sentence above.

The List of Things I Remember in No Particular Order

1.  The Mezzanine that came alive at night
2.  The beyond-handsome Mexican poet
3.  The openness of the kitchen -  every pot, pan, dish, glass on makeshift shelving
4.  The vintage sofa with warm crocheted afghan
5.  The slight chill.  Hence: afghan
6.  The smell of tobacco and herb
7.  The random communal drum kit
8.  The long hair and knit sweaters and trench coats
9.  The gloves with the fingers cut off, on whose hands I longed to have hold me
10.  The sketchy neighborhood (that would become gentrified in ten years)
11.  The openness of everything
12.  The awkwardness of everything

Awkward because I wanted to belong, fully, completely; there was a heady mix of nostalgia for the past and promise for the future that led to art, and which I understood at a cellular level.  But I Didn't. Quite. Belong.  Not Totally.  I was a first-year teacher, trying to adult for the first time, head still full of revolutionary educational ideas, but also full of an MAT degree, lessons to plan, meetings to attend, and students to be responsible for.

I loved it though.  I loved the company and the conversation most of all.

There are so many moments in your hazy young 20's you forget.  But you never forget dumpster diving with the artist boy/man crush (and that one time you found and hauled out your favorite teak desk that is now in your 16-year-old's room), then returning to his cluttered/clean apartment in the warehouse, and smoking cigarettes, and having a 26-year-old Mexican poet drop in to read to you from his journal.

I was never quite sure if it was safer to take the stairs or the elevator.  They were both adventures.

I don't mean to idealize this life, either.  Some of it was filled with drugs, some with despair. But I would venture to say that it wasn't much different than your average home at the time, just less hidden. And it was alive.  Of that, there is no doubt.  I'm also certain that people will start looking for someone to blame, and that the owner of the building is going to have to "own" his part of the tragedy.

Anyway, that's just a whole lotta words to simply say, no matter what the circumstances:
I mourn the loss of the Ghost Ship, its people, its heritage, and its future.