dougtriplett, July 25, 2002 at 7:58:41 PM CEST

Class notes as of Thursday

Well I survived the brain examination I got the other day in response groups. I think I have it figured out about what and how I am going to write about social action. I think that I am going to use the basic points as a rough outline to write into.

I think that many of our differnet discussions in class are starting to rub off on each other. As was mentioned in class yeterday I think that we are begining to influence each other. I don't know if that is goood or not. I am begining to wonder how much will be individual work from inside the person and how much will have begun to overlap with others in the class.

I think things are finally settling down and I have a bunch of writing to do.

I really enjoyed the story teller today. I think that the ideas she gave will be very useful to all of us.

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bethdarby, July 25, 2002 at 7:51:33 PM CEST

Writing Project Journal

WP Journal Sunday morning July 21, 2002 11:40 a.m. Border’s Café

 I am sitting here drinking a blend of Columbian and triple decaf beneath the framed Batik of Kum Kum Majumdar.  Created in oranges, black, yellow and white, the Batik is titled, “Princess”.  The Princess stands in a doorway, her feet hidden from view beneath the square hem of her skirt.  Her face is a profile, one eye only, looking eastward.  Her arms are crossed in front of bare breasts, hands open, thumbs curling toward forefingers… a meditative pose.  I sit at a table for three taking up all the space: my book bag on one chair, butt on another, left leg stretched across another.  Journals, books, pens, coffee and a half-eaten bagel on a plate crowd the table.  My shoulders are rounded, my head bent.  The fingers of my left hand grip the front cover of my journal, while those of my right grip the pen. I, too, am in a meditative pose.  I too am facing a threshold, hoping for and fearing the coming transformation.
 I’ve been reading Tom Romano’s Blending Genre, Altering Style and stopped to contemplate and respond to his profile of Liz.  Romano’s description, so inspired by the music, art, dance, and poetry of the woman, moved me too:  “She moved us through her writing, her voice, her art, her body, her way of perceiving, her very being.  We felt her energy, courage, commitment, and passion to express and communicate.  The intellectual and the emotional were one” (3).
  This echoes something that Charles Lloyd expressed in his presentation, his realization that his “personal life and [his] teaching life are one and the same” and his feeling that he has “achieved an integrity in life” through realizing this.
 I’ve thought of Charles’ comment several times over the past week.  It has shown up before in my WP writing and here it is again.  During a recent trip to a Writing Center Conference, I told the professor I was traveling with that my external self is often very different from my internal self.  I remember Doug’s presentation during last year’s WP on personality types: sanguine (the happy be’ers), choleric (the in charge doers), phlegmatics (the analytical thinkers), and melancholics (the moody watchers).  Everyone is a combination of the four, but according to the surveys we took, last years group was made of mostly melancholics.  Before we took the survey, Doug tried to guess the predominate category for each participant.  I remember that he was wrong about Toodie.  Toodie showed up everyday with a different pair of outrageous sunglasses, which sometimes matched her shoes.  She is riding her bike to WP this year, so I guess she has to be a little more sensible.  But I am hoping on the day she wears her leopard glasses, and leopard shirt, she will slip her leopard flipflops into her backpack and change from her tennis shoes once she has arrived.  Toodie is forthright and fun!  It isn’t difficult to understand why Doug thought Toodie was a sanguine happy one.  But she isn’t.  She is melancholic like me, like Amy.  And I remember Doug’s explanation that melancholics often don’t display their inner selves in public… but call up a demeanor appropriate to the situation they’re in.  (Comedian Robin Williams is a melancholic personality).  I know everyone presents a public face to some degree, must do it.  But, the incongruencies between my public self and my private self are too great.  I’m too concerned with looking good in public.  I want to look like a good teacher, parent, friend, writer, & student.  Don’t get me wrong… I want to be these things too… but that requires a lot more effort doesn’t it?  The effort of facing the self and accepting the self and making the necessary changes too.
 You know, when I first looked at Kum Kum’s batik, the square skirt of the princess, I wondered if it might not be a mummy… but I couldn’t remember what you call those things you put them in…sarophoguses?  (OK.. I’ll just ask someone… I am in community here.)  “Sarcophagus” the man sitting on the couch behind me says… he thinks so… he was at Mt. Vernon last month and that’s what they call the outer portion that encloses George Washington’s coffin).  Anyway, a mummy… wrapped up so tightly, stuck in a box.  I don’t want that stuckness and stagnation.  I prefer to see myself as standing in the doorway in a meditative pose, seeing the struggles that need to be addressed in order to make my life more honest and whole.

4:30 p.m. I stopped by “Art In The Park” on the way home from Border’s. That I could do this on a Sunday when I need to do laundry, pay bills, read and write for class tomorrow, is a miracle with an explanation: Writing Project. As the exercises with swatches and art captions demonstrated this past week, the material for writing is everywhere. So I felt justified in stopping. And guess what? Serendipity struck! I ran into the artist Kum Kum whose batik I wrote beneath in Border’s. A good omen: her batik isn’t of a sarcophagus… but a woman at the threshold.

24 July 2002 Computer Lab 1:15 a.m.

“By living well, by observing as you live, by reading well and observing as you read, you have fed Your Most Original Self” (Zen In The Art of Writing, Ray Bradbury, 42-43).

 Another connection between the way I live and the way I teach.  My classroom isn’t going to be dynamic unless I am and I won’t be unless I “live well”, feed myself with the stuff of life which is all around me.  We’re talking about the transformative process here.  (The red lines of spellcheck are telling me that “transformative” is not a word, but then they’re also telling me “spellcheck” is not a word.)  I’m thinking about the “basic law of physics” that Karen shared this morning: if you change anything, everything around must change.  More than a year ago, Karen shared another quote with me: “Insanity is doing the same thing over and over and expecting things to change”.  What a great quote for complaining teachers like me. But these are not exactly reassuring quotes… they’re social action quotes, requiring movement, change, and energy/thought exertion. Do I want to change? Yes.  But how badly?  How much effort and thought am I willing to invest to nurture transformation?  But I know from experience that energy and effort are expended even without making the choice to change.  Energy and effort are expended in what ifs and regrets, in guilt and negative self-talk, and we are transformed by these uses of time as well.  Given the two options, being open to and choosing change, taking positive steps in that direction probably requires the least energy.

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mccomas, July 25, 2002 at 5:32:35 AM CEST

Field Notes: July 24, 2002

I'm sitting here thinking that Doug and Beth are probably being exceedingly creative with their field notes and I'm doing, well, field notes. But, damn glad to be doing anything and will settle for this type, this night.

I didn't really talk yesterday about my social action project. What really stood out to me yesterday was how the focus of most people's work is about people; not necessarily content, but real human emotions, a recognition of the pain and isolation so many of our young students feel (no matter what level).

As for me, I'm not certain where I fit. I'm looking at the social action principles and trying to fit my work into one of them because I really don't want to start something brand new (except I might have to).

One of my jobs is to document the work of the site - perhaps another is to be the Social Action facilitator - to facilitate this group through the 5 step process - as they work through solving a problem (or at least thinking about solving a problem) in their own teaching practice.

I'm struggling with some tensions then. The tension of being a facilitator of the process, an agent for change, but here I am a member of this group - where CSA suggests working alongside, not becoming group member of group leader. It's hard for me to find the space I need to be in and to stay w/in that space - I keep overstepping my boundaries-moving the lines a little-and while I don't think this really hurts anything-it does change the boundaries and I need to be aware of that.

So a second tension is where and how - damn, I went off chasing another thought in my mind and completely forgot what it was that I wanted to characterize as the second tension. Perhaps the second tension then could refer to the fact that social action within the classroom has some pre-set boundaries - certain rules that are already in place (grading, etc.) and that means that there is a strong issue of power to deal with. Despite what we might like to happen, we aren't all created equal in the classroom because the teacher has the power - but, let me think this out a little bit...The fact that the teacher has power is cultural not necessarily real; teacher has power because things like grades are important to students. If we were to value different things, then power could be shifted.

Beth: low confidence, competence Martha: grouping (today); "The top has decided that the bottom can read tomorrow" Diane: read quote writing from yesterday Jeanette: talks about how being mean inhibits student's education Tonda: talks about how intolerance and lack of respect depends upon the survival of the fittest and establishes a pecking order; she mentions power Amy: wondering why students who are intellectually patient tend to succeed while students who are intellectually impatient tend to fail; "students view challenge as a threat to [their] well-being and self-esteem" Toodie: kids having responsibility; talked a lot about her symptoms Doug: wonders about the mindset of success at any cost; how can students recover when they "fall down"; and why do students seem to lack ambition? Marlene: notices the themes in our writings Vickie: wants students to have a "me too" frame of mind

• experience the power
• collaboration
• fear of not being clear
• What would make students love learning?
• creativity squelched in learners
• How much do we have to choose?
• Go create your own world, you don't need to play in mine.
• "real" ideas
• fear is the great hindrance to learning
• heart smart
• better qualified teachers will get the hell out of Dodge
• life is NOT fair
• a urine test for teaching
• I deserve it, dont' you?
• Some "places" work against intellectual pursuits.
• Is there rigor in education programs?
• We must prepare our students to move away.
• dispel the myth (about Appalachia)
• Instead, we leave the development of intellectual abilities up to chance.
• There is fear, in our students [and in teachers?], about changing your mind...
• I wonder whether school systems really want teachers to develop?

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