Category Archives: Introductory

Educational Fantasy #1: The Gradeless Classroom

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This spring I have the good fortune of having a competent and enthusiastic teacher intern who is taking responsibility for a number of my classes. It has afforded me some time: some time to do especially good work for the students that remain solely my responsibility, some time to write a poem or two or thirty, some time to get my student growth goals done nearly a month before they are officially due, and some time to THINK, reflect, cogitate. This morning, for example, I thought to myself, as I remembered how many blog entries I have written about the things that are not right about public education, why don’t I, instead, write a series of entries describing fantasies I have regarding education in its best pie in the sky kind of light. In other words, why don’t I do a thought experiment: if things were perfect in the land of public education, how would things look, according to me, that is, and some of my friends? I don’t promise that this series will be especially academic or super serious or practical, but I hope at the very least it will be honest.

It is likely that much of what I propose will seem impossible to some. That’s okay. That would not surprise me. We are all creatures of habit and habits in the realm of educational practice and policy, as we have seen, die hard. But what would have become of us if people did not dream the impossible? See? Some of that shit actually got done. So here we go with Educational Fantasy #1.

I’ve written about this before at length, but it’s worth repeating in the super short formGrades suck. Despite the fact that I have graded students my entire career and continue to do so and even sometimes argue with myself and others about the validity of such antics, I still believe in my heart and soul that grades suck. So my first wish for an educational utopia is the gradeless classroom.

Again, don’t take my word for it. Read about it. Look it up. The research will tell you (at least some of it), (at least the research that I prefer), that grades create anxiety, that grades do not accurately measure, and that grades do not motivate.

What should motivate? Learning. Okay, how do you motivate kids to learn for learning’s sake and not for a grade? Well, if you eliminate grades, what’s left? Learning. Or no school. Most of us would prefer the former to the latter for our young people. Young people may have a different opinion.

I have had several experiences in my life as a student in a gradeless classroom, and you have probably had some as well, and maybe your kids have had some, even now. Let me tell you about a few of these.

Elementary School.  That’s right, at least in my experience as a little tike, I do not remember bringing home letter grades. My son, in his first 6 years of public schooling, has never brought home a letter grade. Don’t get me wrong, elementary school kids are measured, but they are not graded. Instead, teachers report progress toward certain standards or expectations for which kids are something like “in progress,” “meeting,” or “exceeding.” Did we learn stuff in grade school? I think we did. Were we, for the most part, motivated and relatively happy with school? I remember that we were. My son, except for a moment now and again where he complains about a “mean” adult or some level of grade school ennui, is, generally speaking, a pretty happy camper. And he’s learning gobs.

As far as I can tell, grades are introduced to young people in Middle School and continue onward forever and ever. Something wicked this way comes, but I don’t want to talk about that now. Pie in the sky, remember?

My second experience in a gradeless classroom was as an undergraduate at Lewis and Clark College. I took Modern English Literature from the late, great Vern Rutsala. The course was offered pass/no pass, an unusual move for a professor to take during that time, I think. I worked hard. I learned a lot. I read and discussed great books. I passed! It made no difference to me whatsoever that I did not receive a grade. It had no bearing on my perceptions of the value of the class or the rigor of the work, and it had no effect on the level of energy I exerted or invested in studying.

Most profoundly, perhaps, I was accepted, I enrolled, and I completed a Masters of Fine Arts in Creative Writing at Warren Wilson College, the most significant educational experience of my life-time thus far, without ever reporting or receiving a single grade.

And continuing through adulthood and professional life, I have taken countless courses and workshops and attended conferences taught or presented by all sorts of people and institutions, none of which attempted to give me a letter.

In a perfect world, middle school and high school and college students would not be graded in their classes. They would pass or not pass based on evidence of their learning, learning that is individually appropriate and growth oriented. Did the student learn? Did the little cherub grow? Can he move to the next phase or level of difficulty?

And if he didn’t or can’t? Educational Fantasy #2: Real and Effective Interventions and Alternatives for Students Who Do Not Function Well in School.

 

 

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Filed under Education, Introductory, Teaching

T@B Diaries #1: Champoeg St. Park

  • in which Michael Jarmer begins a new blog series;
  • in which Michael Jarmer provides a brief history of his life as a camper;
  • in which his somewhat checkered RV history is revealed;
  • in which an experience camping solo at Champoeg State Park is described;
  • in which funny and archaic subtitles are used to arouse reader interest in the following blog post.

Here’s an idea, I said to myself: I’ll write a series of travel logs as I journey out into the world with my new travel trailer, a T@B, made by the folks at Little Guy, recently purchased and out just this last week on its maiden voyage to Champoeg State Park (pronounced Champooey) in the lovely Willamette Valley right here in Oregon.

Here’s a picture of my new baby right before it left the showroom.

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This could be interesting, or not. Time will tell. It’s worth a try. First, a bit of background.

I grew up camping with my parents and extended family mostly all around the state of Oregon with a few excursions into Washington and California. My folks were trailer campers and as I recall, all through my childhood and into my early adult years, it was my family’s tradition to make several camping trips a year beginning late spring and into September. These trips as a family and with friends stand out as being some of the most cherished experiences of my young life. I loved the adventure of it, the way it exposed me to the natural world beyond suburbia, the various abundances of camp experience: riding in my uncle’s boat, fishing, crabbing, hiking, biking, beaching, site-seeing, the community of the camp-fire, and the coziness of the trailer or the tent, or, as I became a teenager and always had a friend along, the back cabin of my Dad’s truck. Camping was huge.  And as a newlywed, in my early twenties, camping was almost killed for me forever after I took my wife and my dog on a tent-camping trip beset with nightmare: bad weather, sick spouse, spastic dog, tiny tent, our first serious marital dispute–resulting in a silent and angry two and half hour car ride home at 3 o’clock in the morning.  This was the key factor, but other things as well kept me from camping: mostly, a commitment to finishing college, finding a job, finding some kind of economic security, and then the demands of working and keeping up with the needs of a house, our first foray into homeownership–not to mention the still serious effort to play music as much as we possibly could, searching for that illusive and perhaps illusory big break all through the end of the eighties and the nineties. We were too busy to even think about camping.

Fast forward to 2001. It took 15 years to convince my wife to camp with me again–and the inspiration came with our first RV, a Coleman tent trailer.  It kept us busy and happily camping for four or five years, but with the arrival of our son in 2005 and a new, very serious commitment and demand on our attention, some early and unhappy camping trips with an infant, and the need to make some money to make up the short-fall of the extra income lost to full-time parenting, we sold that little trailer to a Canadian and watched it ride off into the sunset. It turned out to be the first of two very similar experiences over the next five years. I was unhappy selling the trailer, but in my heart of hearts I had a very selfish reason for wanting it to go away: I had my eyes and my heart set on bigger and better fish–an Airstream 16 foot Bambi International. It would take three more years of embarrassingly obsessive plots and maneuvers before that little dream would come true.  And it did.  And we had two and a half years of joy in an Airstream before, again, a shift in the financial winds on several simultaneous fronts forced our hand: the Airstream had to go! I really mourned that loss. I went on and on about it for years. And perhaps, when I was finally ready to do the whole RV dance once again, I would have happily gone back to the Airstream if I could find one that I could afford, but we sold the tow vehicle that pulled the 16 footer and ended up about a year later with a mini-van with a significantly lower tow capacity. All of this is just to say that if we were to purchase a new trailer, it would have to be light weight; it would have to be tiny.

Here my son and I are after the “red carpet” walk-through before towing home the T@B, a truly light weight trailer, clocking in at about 1900 pounds:

That's really a red carpet.

That’s really a red carpet.

So, within a week of bringing the trailer home, and anticipating two weeks off for the holiday vacation, I booked myself a two night stay at a local and nearby favorite camping destination, Champoeg State Park.  I chose on this first expedition to go it alone.  The weather would not likely be good; my son, without lots of outdoor activity, would be bored; and my dear wife had working responsibilities at home.  And I may as well come clean about this now: as excited as I am about camping with my little family, I will likely, as I did with the  Airstream and the Coleman before, use the trailer as a writing retreat on wheels and will often be alone.

I used this little excursion to get to know my trailer, most of all. I did do a little writing and some reading of things I have written with an eye to finishing a draft of a novella and starting the revision process. I listened to a lot of music (not, however, in continuation of the A-Z listening blog project). I got a visit from my brother for a few hours (Champoeg State Park is close to where we both live). And in between downpours, sometimes torrential downpours, I walked. I took pictures in the day of soggy fields and raging muddy streams on the verge of flooding. I took pictures of myself and my hat. And I looked at the moon peaking through clouds. It was a lovely and successful first trip. I leave you with some photographic evidence of this first trip and hope to write another installment in a month’s time.

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Filed under Camping and Travel, Introductory

Embarking On Yet Another Forced Creativity Experience

TLTNPM

Happy National Poetry Month! Beginning tomorrow (this is no April Fool’s joke), I will attempt for the second year in a row to participate in the NaPoWriMo challenge of writing a poem a day for the entire month and publishing each poem here on the blog site. I promise, no cheating; I will not be publishing poems I have written earlier, but only those poems I write on each day of April, 2014–the good, the bad, and the ugly.

I remember last year the challenge of squeezing out a poem every day, and squeezing out the time somewhere to get it done, and the rewards and pitfalls of writing fast, off the cuff, without time for revision, sometimes from prompts, sometimes from the mundane events of the day, and often inspired by what I was doing in my classroom. That last bit will prove a challenge this year; in both of the classes I teach we are studying the same material I looked at last year with a different group of students: the Chinese poets of the T’ang Dynasty, and American Romanticism. So, I’ve already got a whole series of poems about these things! Is there more to say? I’m sure I’ll find something! It is a cool coincidence (I swear I didn’t plan it this way) that in both my IB English class and my American Literature class we are studying poetry during National Poetry Month.

If you would like to help with the cause, you can.  Feel free to send me suggestions for poems–subject matter, specific prompts, stylistic guidance, particular forms, special challenges.  I’m up for almost anything, provided it’s not ridiculously hard, e.g. write an epic in 300 numbered quatrains about the Spanish American war entirely in iambic pentameter.  You could also help by reading, commenting, and following, which I appreciate immensely.  Otherwise, wish me luck.  I hope you can check it out, if not every day, every once in a while.

Meanwhile, here’s a couple of cool related items of interest:

A great resource for poetry:  http://www.poets.org

A place to play for free books of poetry:  http://ofkells.blogspot.com

A place to learn about and play the poem a day for a month game:  http://www.napowrimo.net

Cheers!

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It’s April: National Poetry Writing Month!

one of William Blake's illustrations of Hell

one of William Blake’s illustrations of Hell

Wasn’t it T.S. Eliot who wrote that April is the cruelest month?  Of course it was;  it’s the first line, and perhaps the most famous line* from The Wasteland.  What’s so cruel about April, T.S. Eliot? He must have known something about National Poetry Writing Month. But there is something considerably less cruel in my estimation (I hope my poet friends are not offended) about NaPoWriMo than there is about the seemingly herculean task of National Novel Writing Month.  Again, poets, forgive me, but a poem a day for 30 days seems so much less cruel, so much more compassionate than the requirement for a novel–60,000 words in a single month, which is kind of, if you work a day job that is not writing novels, like Hell.  So I’m on.  I’m taking the plunge and/or the pledge.  I failed miserably at writing a novel in November, and failed again at revising the novel I didn’t write in January, so I’m going to write a poem a day for the next 30 days of April, and I’m going to post all of them right here.

I’m a fiction writer, primarily, and kind of a closet poet.  I’m not in the closet through any kind of shame about writing poetry, but only because I feel less “educated” about the formal and critical aspects of writing it.  I know a good poem when I see it or hear it because I think I know what good writing looks like and sounds like–but when I look at my own poetry, I have less confidence in determining whether what I have done is a good poem than I do about looking at a piece of my prose and determining its value or worth.  I’m not going to freak myself out.  I’m just going to do the best I can do in the moment and try to do one every day.  Today is April 1.  I’ll post a poem by midnight or my name isn’t Michael Jarmer–and that ain’t no April Fool’s gag.

Notes:

*(because it’s the only one anybody ever reads)**

Notes to the notes:

**I don’t mean that.

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Of Being Tired of Writing About Teaching

I think, at least for now, I’ve exhausted my brain and my “pen” regarding teaching, issues of public schooling, educational crisis, education reform. I know I will come back to it. It’s inevitable. But for the time being I feel like anything I have to say now will be a repeat of something I have said earlier and I run the risk of sounding like a broken record. To sum up: teaching hard, class-sizes too big, public schools good, underfunding public schools bad, standardized testing bad, intrinsic motivation good, extrinsic motivation not as good, cell phones bad, closing schools bad, fire bad, Frankenstein good.  See, already in my summing up I have started to drift away from the topic.

So what else is on my mind?  What’s worth blogging about? Feel free to chime in or to cast your vote.

I’m going to stop beginning every one of my blog entry titles with the word “of.” Of is so on or about yesterday. I want to write about writing.  I want to write, in particular, about what to do with my first novel, which is, in this very moment, sitting in a box. I want to write about reading.  I’m excited about the new book by David Shields called How Literature Saved My Life and I think I could write a blog entry or two about how that has been true in my life as well.  Maybe there’s a meditation on a key book or two.  Hell, I might even write a review. I want to write about music.  Maybe I’ll write about what I said I wouldn’t write about, my band and its endeavors.  Hell, I might even write a review of the new They Might Be Giants record, or the new David Bowie (which I do not yet possess), or the new Eels (which I do not yet possess)  Maybe I’ll write about records I would like to possess.

I’m afraid, but I would like to write about religion–and, being afraid, that’s probably the sign that I should write about religion.

You get the picture.  It’s time to transition.  It’s time for a change-up.  It’s time for a new conversation.  I don’t know if this is true or not, that topic consistency might be a selling point for a blog site, the thing that makes people keep coming back, but I think I’m going to risk losing a reader here and there in order to sufficiently entertain my own bad self.  I hope you all stay along for the ride.

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Filed under Education, Introductory, Publishing, Teaching, Writing and Reading

Of Of and On

What’s it about. What’s the subject. Why no question marks. One could perhaps ad an of or an on to any title and the title would still function properly. Check this out: Of The Great Gatsby. Of Shades of Grey. It would not work so well, though, if one’s title begins with a preposition, if it already begins with an of or an on. Of Of Mice and Men doesn’t sound good and makes little sense—unless one is writing ABOUT Of Mice and Men, in which case about would be a better choice, albeit pedestrian. What ABOUT Of Mice and Men? “Of Steinbeck’s Use of Fuzzy Rabbits in Of Mice and Men.” That’s much better.

Why am I writing about this? I am writing about this because I have been reading Michel de Montaigne, the French writer from the 16th century who pretty much invented the essay form, coined the term to describe this animal, and who, more significantly perhaps, and more germane to my crazy blog title, began every single one of his essay titles with the word of: “Of Cannibals,” “Of Drunkenness,” “Of Smells,” “Of Thumbs,” “Of Sorrows,” “Of Liars,” “Of Fear,” “Of Sleep,” “Of Names,” “Of Three Good Women,” of etc.

So I had an idea that I would try this out—this of and on way of beginning, and I thought that, too, I would solicit of_____ titles from readers, students, friends, and I’d come up with my own list—so that I would never be at a loss for something to write of, on, or about.

What would be the nature of these babies, these “Of_____” essays? They would be short, highly improvisational meditations on a variety of subjects, and they would serve the purpose of stretching my thinker, broadening my range of subject matter, teaching me something about something, experimenting with mind, rediscovering my inner Montaigne, and postponing my fiction writing. And for you, dear reader, they would provide some free-form thought theater.

So what do you say? Would you like to help? Give me an assignment, a word, a verb or a noun, a phrase, a writer, a book, a day, an artist, a poem, a song, a band, an animal, a plant, a film—and I will do my best; verily, I’ll do my best. You can bet though, I’m going to cut myself some slack, in that if I receive and choose an of or on topic for which I am woefully unqualified to speak, I will approach it any way that I can. And that may or may not be satisfying to the originator of the topic, but I hope it will at least be of some entertainment or educational value to the general reader.

Ready? I will put all suggestions into a hat or a bag or a bucket, and when I am so inclined, hopefully with some regularity, I will draw a title and begin to write.

Game on. Or, game of.

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Filed under Introductory, Writing and Reading

Monster Talk Prologue: Of the Children of Monsters

Wherein Michael Jarmer reads the two epigraphs and the prologue from his novel, Monster Talk; wherein he struggles with the natural lighting, producing an unintentional but potentially appropriate ghostliness; wherein he informs us once again where one could procure a copy of his wonderful new novel; after which, he wonders whether or not video readings are distracting, whether or not it would be more effective if performances like these were audio only, hopes that readers, listeners, and viewers of his blog might weigh in on the issue. 

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Filed under Introductory, Writing and Reading