Congratulations on 15 Years!!! Here's to 15 More!!!

Congratulations to Danielle H.  You are the winner of the blogiversary giveaway!

The best thing about this 15th blogiversary is getting to know my fellow bloggers. I am the new kid on the block, so I actually don’t know everybody’s stories.  Because stories bring us closer together and build relationships, this has been the perfect opportunity to peer into the lives of the 5 other authors/teachers and feel genuinely a little closer to them.  Seems so strange in this digital world in which we live, I have blogged with Carmela, Bobbi, Esther, Mary Ann, and April for over 3 years and barely know them except for April. 

I was invited to temporarily blog as a substitute by April.  I was honored that such a renowned children’s book author would even consider including me.  April has quite an amazing reputation amongst up-and-coming picture book authors who have taken her UCLA extension classes.  She is a legend. I am humbly grateful. 

Carmela, I did not know that you got your MFA in Writing for Children and Young Adults from Vermont College and I didn’t know that your published middle grade novel was your creative thesis.

Esther, I didn’t know that you wrote S is For Story.  So sorry it’s out of print.  It sounds wonderful!

Mary Ann, I didn’t know that you have a 30-year-old daughter who teachers pre-k in a public school.

I am looking forward to the other stories to be revealed through the blog posts that follow mine.

As for me, 15 years ago…

In 2009, I was almost 8 years into my adventure as a single parent by choice.  

Prior to my decision to have a child, I had told stories as a filmmaker (ish), journalist, theater director, visual artist, and photographer.  I was a world traveler and a social justice activist. My story making days were put on pause as I concentrated on making my own life stories with my young daughter. My craft as a teacher got stronger as I found myself interested and immersed as a parent in my own daughter’s education.  I was happy to let go of the other directions that my life had taken, to concentrate on this new phase.  

However, I did hold on to one aspect of my activism, electoral politics. Gone for the moment were the days of making change through direct action, legal observing, and organizing.  My good friend was elected to the school board (of the second largest school district in the nation) and I found myself in a close relationship with the policymaking of my district.  Education justice became my focus.

I am happy that my life veered off in these new directions.  They have added to my understanding of the world and have strengthened the storytelling I would eventually return to as a children’s book author. Although I had dabbled in picture book writing in my early adulthood, I entered the kidlit world with commitment when my daughter became less dependent on me. I began writing when she was 13.  Signed with my agent when she was 17.  Published my first picture book when she was nearly 19.

As for my two loves: Education and Publishing, 15 years ago…

We started to see the negative effects of the policies of No Child Left Behind, enacted 9 years prior.  High stakes testing began to permeate the elementary school experience, shifting the focus of teaching. In 2010 the Common Core Standards were adopted in California. As I wrote about in my last post, the Common Core Standards have moved the expectation of young readers away from fiction and toward non-fiction. Imagination is less valued as a result of these standards. I feel that the shifts in education have moved the publishing industry, as well.  I read far fewer current picture books with fictional stories to my kindergarteners because books without complex, narrative stories seem to be the norm.  I see many Social Emotional Learning themed books that encourage readers to “be themselves,” “be strong,” “be brave.”  There are plenty of non-fiction picture books. I can’t say that I don’t long for the stories of the 90’s. Don’t get me wrong, I love the books that I see my fellow authors write.  I also find myself writing books that fit in this current market. I do hope that the pendulum swings a bit to include strong fictional picture books with narrative stories. 

I also have observed and am reading articles that are noting that children are reading less for enjoyment.  As a teacher, I am noticing this trend as well and believe that there is not one factor but maybe many.  Of course, I believe that social media and electronics in the hands of young children must have some effect.  How can it not?  At the same time, the focus on “the science of reading” has created a culture of reading for utility not joy.  Add to these ingredients, the over-testing of very young children which leads to the false assumptions that 4 and 5-year-olds should be reading or they are failing.  Also add an over scheduled world and we just might have the perfect storm. We’ve created an environment that doesn’t value the joy of reading. We don’t value imagination.

In the last 15 years, the corporate narrative that public schools are failing has become stronger.  Blaming teachers and public education for gaps between the “haves” and the “have nots.” Book banning has proliferated.  And AI is creeping into the education of our very young  (I am currently in development on a short narrative film exploring this topic.)

But all is not lost nor shall it ever be as long as we continue to use our voices and teach others to use theirs as well.  This is why I am a teaching-author.

Finally, the theme of coming full circle came up in the other blog posts.  For me, I also find myself full circle.  Having begun my storytelling journey wanting to tell stories utilizing the medium of film, I have returned to my post-college roots to explore short filmmaking while I continue to write more children’s books and teach more children.

What will the next 15 years bring?

By Zeena M. Pliska

Check out my developing film project

Check out my developing film project

Play, Play, and More Play

My word for the year is PLAY.  The opposite of toil.  And why not? 

17 years ago, at my current school, I wrote my Teaching Philosophy to articulate the direction that I was headed as a kindergarten teacher.

“I believe in the power of play (think of anyone you know who has lost their passion for life and they’ve probably forgotten how to play.)

I believe in learning through wonder, exploration, and discovery (think of anyone you know who is a lifelong learner and they’re probably driven by wonder, exploration, and discovery rather than thinking of learning as a task that must be completed.)”

My commitment to play has become even more entrenched.  I’m not sure what my life would have been like had I not found my way to a career surrounded by 5-year-olds and a life of visual art and writing for children.  Play is powerful. My own daughter went to a school until she was 12 in LA committed to play, Play Mountain Place.  I carry the lessons of our experience there as a parent into my classroom every day.

https://www.playmountain.org/

I design writing, reading, math, science, and social studies invitations to deepen the play and find relationships between scholastic skills.  

Writing is a tool to express oneself.  This is the reason to learn to write.  Our week is designed with many different projects anchored in play, all leading to the goal of writing.  Story crafting in the Wildlands (an acre of outdoor learning on campus), the classroom, or the play yard is designed to end in writing.  Making inventions at the Maker Table is designed to lead to writing about the invention. Consistent writing leads to more writing.  Writing makes stronger readers. All of this steeped in play.

In my own writing, play drives my work.  It is the joyful adventure of following an idea without fully knowing where I’ll land.  It is playfully following the twists and turns. It is the journey of delight that brings me back to the computer (or notebook) again and again.  Creativity anchored in play is like a drug. If it were toil, I doubt I would be compelled to return over and over.  It is play that drives me. Play that beckons me back. Play that keeps it fresh, alive, and youthful. 

Surprise, surprise!

I’ve spent a lifetime creatively visualizing Desired Outcomes.

I’d read early on that doing so not only aided a Positive Mental 

Attitude.  

It led to Success.

Even Oprah highly recommended the practice.

So,

“Just imagine…,” I’d tell my former fifth-grade teacher self, closing my 

eyes…

…authoring children’s books someday,

…receiving starred reviews,

…winning awards,

…and finally, finally, teaching Young Writers as a school’s 

Author-in-Residence!

Well,

I’m happy to report: after years on task, learning my craft whilst 

reading-writing-and-connecting, after keepin’ keepin’ on DESPITE the 

non-stop challenges, the above Desired Outcomes came to be.

I became a TeachingAuthor.

(YAY!)

But…surprise, surprise!

Just like the Heroes and Heroines of the books that fed me, I, too, 

returned home with something even better than what I’d first sought.

I now teach and coach once-young writers how to write for children!

And, oh, how I love doing so.

Alas, and of course, many of my challenges refused to disappear.

Indeed, one in particular grew monster-like before my very eyes: 

Technology!

Yes, I’d learned to co-exist with first the Word Processor, next my 

desk-top computer, 

then finally my laptop.

And to everyone’s amazement, I joined this blog and have posted 

non-stop since the Fall of 2009.

Still, technological advances continued to dog me.

Me, learning disabled. (I’m a multi-sensory learner.)

Me, a true Luddite.

Me, downright fearful of all I didn’t but needed to know in order 

to join the Virtual World, especially and most recently when COVID-19 

reared its virulent spikes.

But, surprise, surprise!

Creative visualization once again proved worthy. 

“Just RE-imagine…” I told my TeachingAuthor self, closing my eyes,

…mastering ZOOM,

…learning new Best Teaching practices,

…refiguring and reshaping my presentations,

…and finally, finally, teaching students in Cyberspace.

And,

I’m happy to report: I am not only teaching remotely; I am LOVING it!

(YAY! Who knew?)

Meet my first online students (minus one) from my Summer Newberry 

Library Advanced Picture Book Workshop.  I dubbed them My 

Newberry Squares. The Thanku I wrote in 2013 still applies.

                              My delicious class -    

                              a bounty of new berries, 

                              each ripe with story.

This Fall I meet weekly on Wednesday evenings with My 

Newberry Squares II, teaching them the Picture Book’s magic.

Last week I introduced the Children’s Book World to 15 eager 

writers during my University of Chicago Graham School Writer’s 

Studio offering.

I’ve used my spiffy-new OBS software to create live faculty 

introductions and course descriptions.

And for the first time ever, I recorded and filmed an 

orientation session for my SCBWI Illinois Chapter’s November 13-15 

interactive 3-day conference Full Zoom Ahead.

It’s a Brave New World, alright.

But with the help of friends, family, colleagues, fellow bloggers, 

supportive teaching communities, ZOOM workshops and both a 

VERY patient blog administrator whose initials are C.M. and a gifted 

technology tutor, Logan Kulinski - extraordinarily sensitive to the fears 

of a once-young writer, like my Heroine William Steig’s Irene I’m 

becoming more brave.

Happy Braving! The surprises are worth it!

Esther Hershenhorn

P.S.

Thanks to Janice Scully for her first-time hosting of Poetry Friday today 

at Salt City Verse.

Take My Picture Book Class From Your Front Porch!

Howdy Campers!  

My fabulous 2019 class with some of their favorite picture books
helps me celebrate my 20th year teaching in UCLA Extension Writers' Program

My 10-week Beginning Picture Book class begins Wednesday, 9/30/20 to 12/9/20 from 3-6pm PST. I'd love to see you in one of those friendly squares. If you're interested, sign up SOON, enrollment's limited. More info at the very bottom of this post.

Welcome to another...

I've been feeling breathless about teaching virtually (see Margaret's wonderful One Word poem on this topic) and yesterday my generous UCLA Extension Writers' Program colleague, Adam McOmber, who also teaches in the Vermont College of Fine Arts, administered virtual oxygen to me. As so many of you know, the amount of stuff to learn can be freaking overwhelming. But with Adam's help (and the help of my wonderful Program Rep, Ashley Griggs) I'm finally getting it.

Deep breath.

Today's WWW comes from an exercise Adam uses in his novel writing class, which is also a great prompt for picture writers and for poets, with a little tweaking.

photo of Adam McOmber by Ryan Bakerink

He gives each student one chapter of a book. After they've read it, he asks: what are three inspirations you got from this book?

===================================

For picture writers:

1) Read a picture book.

2) Write down three things in this book that might inspire a new picture book or inspire you to rewrite an existing manuscript in a completely different way.

====================================

For poets:

1) Read a poem.

2) Write down three things the poet does that might inspire a new poem or inspire you to rewrite an existing poem.

Try this!  And please let me know how it goes. I really want to know. 

~ UCLA EXTENSION WRITERS' PROGRAM PRESENTS~
Writing the Children's Picture Book

photo of April Halprin Wayland (and Steve, the guy who took her on her first date) by Sonya Sones

when? 10 Wednesdays, 3pm to 6pm PST, 9/30 to 12/9 (no meeting 11/11)

where? Anywhere!

Designed for beginning picture book writers, this fun, fast-paced course surveys the genre's breathtaking possibilities, exploring its art, craft, and publishing practices (what are editors looking for?). You'll compare a wide variety of picture book structures, characters, and themes, and learn how to use voice, poetic and muscular language, point-of-view, repetition, and more. Through a balance of lecture, writing assignments, feedback, and the 10 books you read each week, you'll gain a clear sense of your own writing strengths, the ability to give and receive valuable critiques, and knowledge of the submission process--all in a nurturing community of writers.
Instructor:
April Halprin Wayland is the author of seven picture books, including More Than Enough: A Passover Story (Dial), It’s Not My Turn to Look for Grandma! (Knopf), and New Year at the Pier: A Rosh Hashanah Story(Dial), named Best Jewish Picture Book and winner of the Sydney Taylor Gold Book Award. Ms. Wayland won the Myra Cohn Livingston Award for Girl Coming In for a Landing: A Novel in Poems and has won seven poetry awards from the SCBWI. She is a recipient of the UCLA Extension Outstanding Instructor Award in Creative Writing.
Our Students Say it Best!
“Not only is April some kind of genius of rhyme and language, but she is a fabulous instructor—clear, endlessly inventive, and no-nonsense. I have learned more than I thought possible and had a great time doing it."

"Every class the three hours flew by.”

"She presented a great combination of whimsy, encouragement and discipline that I thought was the perfect tone for beginners like me."

37609: Picture Book I WRITING-X 441.1; 3 Credits; Writers' Program: (310) 825-941writers@uclaextension.edu
                                           https://tinyurl.com/y5esk2xk  Enrollment limited.

posted by April Halprin Wayland, with the help of Eli and Monkey ~

Letting Go of Fear (in Our 10th Year!)

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Howdy, Campers! Happy Poetry Friday! (poem and the link to PF is below)

Before we begin, there's good news for those of you who want to win a terrific book: We’ve extended the deadline to enter our latest book giveaway of a signed copy of The Magic Words: Writing Great Books for Children and Young Adults by editor and author Cheryl B. Klein. You’ll find giveaway instructions in Carmela’sMarch 29 post. The new deadline is now Tuesday, May 7, in part to honor the 100th anniversary of Children’s Book Week. Click here to find out how to enter.

And now...happy 10th blogiversary, fellow Teaching Authors! In particular, happy blogiversary to our founder and fearless leader, Carmela Martino, who has steered the TA ship across the years. I cannot begin to thank you for hauling me on deck just before we set sail. My world is so much richer for it!

pretty amazing

In honor of this memorable milestone, all current and several former Teaching Authors are sharing our favorite posts.  I've decided to go all the way back to 2009. Here's my post on our first topic, "How I Became a Teaching Author."  At the end of that post I conclude that teaching is generosity.

I've become more and more comfortable being honest with our readers. Today I know that being honest is a form of generosity.  (And to be honest, I was scared straight out of my jimmy-jammies writing that post.)

In this safe space, we've often shared fears about writing or teaching (find some of those posts here); I felt like an imposter as a writer and as a teacher for so long, fear was a second skin.

But this year something's changed. 

I must be like the Cowardly Lion at the end of the movie, The Wizard of Oz. As he is awarded a medal for courage, he becomes brave. After I was given an outstanding instructor award by the UCLA Extension Writers' Program, I believed that I actually was a good instructor, rather than pretending to be one.

Here is a not-yet-good-enough draft of a poem about how I so often felt:

TEACH
by April Halprin Wayland

I cannot do this today.

I sit on the stool in this empty classroom.

How dare I believe I can teach.

Am I a teacher?

Do other teachers feel this way--

slightly flu-ish, wanting to puke, even?

They should bring in someone else,

someone with a sword, maybe.

I wonder if my second grade teacher felt this way.

I wonder if all my teachers felt this way.

I almost fall off my stool 

imagining that.

But as I began teaching the first quarter of this year, here's what I wrote:
.

AGAIN
by April Halprin Wayland
.
Again she drives in early

unloads books

hooks up her laptop to the screen

puts one sheet of lavender paper

on each desk

puts the perfectly blooming hyacinth

just so on the edge of her desk

tapes her favorite quote on the front door

and two more inside her classroom.
.

Again she takes off running shoes

puts on high heels

brushes her hair

fills her water bottle

settles in.

She breathes for a moment,

closing her eyes.

Then she looks at the clock,

opens the door

and...
begins.

poems (c) 2019 April Halprin Wayland. All rights reserved. (Even on that crummy draft.)

One sign on my classroom door

As we celebrate 10 years of this blog, I celebrated 20 years as an instructor in the UCLA Extension Writers' Program.

I am no longer afraid to walk through that door. (And, though the fear has diminished, I still sweat writing this blog!  Perhaps that fear will disappear by our 20th blogiversary.)

my wonderful first class of 2019 holding some of their favorite picture books
both photos taken by our guest speaker, author Alexis O'Neill

Thank you for teaching me so much, readers. 

Happy Ramadan, Passover and/or Easter to all!

 And thank you, Amy at The Poem Farm for hosting!

Posted by April Halprin Wayland with help from Eli, the licky, lanky dog with the operatic bark.

Eli consulting Bear

Picturebook Prompt ~ Dialogue is Sriracha Sauce

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Howdy, Campers, and welcome to another of our occasional Wednesday Writing Workouts!

 

Next Monday is the last class of this quarter for my Picture Book course...and on Saturday, January 26th, I begin my 20th year of teaching in UCLA Extension's Writers' Program. (HOW CAN THAT BE when I'm only 26 years old?)

We're trying something new next quarter: 10 Saturday classes beginning January 26th from 10am-1pm. (I'm already dreaming of less traffic on Saturdays! Please spread the word to your friends in the LA area: here's the link)

In last Monday's class, we talked about the use of dialogue in picture books and how much fun it is to read these books aloud. I learned early on that including dialogue is like pouring Sriracha sauce on oatmeal. 

image from Pixabay

My first book, To Rabbittown, written in free verse, contains no dialogue. But my second (The Night Horse), third (It's Not My Turn to Look for Grandma!), fourth, (Girl Coming in for a Landing ~ a novel in poems), and fifth books (New Year at the Pier) do.  

I needed a writing exercise to reinforce my lecture. Creating it was like putting together a two-piece puzzle.

image from Pixabay

Here's what inspired this exercise:

1) I heard an excellent presentation at SCBWI's conference in L.A. this August by the always wonderful Candace Fleming about how she wrote the multi-award winning book, The Giant Squid.  One of the things that struck me was that she chooses a word or phrase as her guiding light before she begins researching or writing any book. She calls it the Vital Idea. This isn't a new concept, but the way she presented it helped me understand how crucial this is. The Vital Idea she chose for The Giant Squid was Mystery. Every page, every verb reflects this idea.

2) My friend Ellen recently took an improv class. She reminded me that every idea in improv is answered with "Yes, and..." (For example, if someone is pantomiming and says, "I'm carrying my mother's alligator." the response must be, "Yes, and..."  It's never "No, but...").

So here's my DIALOGUE IS SRIRACHA SAUCE exercise:
1) come up with a Vital Idea (the guiding principle of the story).  

and

2) write a story completely in dialogue. 

A further suggestion, which you can take or leave, is to have one character always start by saying "Yes, and" or "No, but."

As my students settled down to write, I wrote, too. The Vital Idea I chose was: This world is not safe. (That was the first thought that came to my mind...which is just sad). Here's my very raw draft:

NEVER GO TO Z STREET
by April Halprin Wayland
.

A: Never go to Z Street: there are tigers.

B: Yes, there are tigers and lobsters with ginormous claws on Z Street.

A: Lobsters with ginormous claws?

B: Yes and poisonous carrots!

A: Poisonous carrots?

B: Yes and they kill you after six bites!

A: Couldn't you just not eat the poisonous carrots?

B: No—poisonous carrots sing to you and you can't help but sit down and lean against them and then they encircle you and all is lost.

A: All is lost because they make you eat them?

B: Yes.

A: They want you to eat them?

B: Yes.

A: Okay. Never go to Z Street: there are tigers and lobsters and poisonous carrots.

B: Yes and also there is a little kid with dangerous and sticky fingers who takes your hand and is forever glued to you.

A: Forever?

B: Yes, except when you're eating a poisonous carrot.

A: Okay, so: never go to Z Street, for there are

B: tigers

A: and lobsters

B: and poisonous carrots

B and a little kid with sticky fingers

B: like mine

A: forever glued to mine.

poem (or whatever this is) © 2018 April Halprin Wayland. All rights reserved

so...

DIALOGUE IS SRIRACHA SAUCE
.

if you

just use a

teeny bit

or if you use

too much
of it

poem © 2018 April Halprin Wayland. All rights reserved

Try this exercise, and if you have any suggestions on how to make it better, please let me know! 

April Halprin Wayland

When Lightning Strikes

I provide interactive videoconferences for schools all over the country.  My programs are listed and available to request on the web site for the Center for Interactive Learning and Collaboration (CILC).  I do a variety of programs; one of my favorites is teaching a class of students how to brainstorm.   

Click here to see my program description on CILC

First I explain that in my session-and in brainstorming-there are no wrong answers.  I assure them that when they brainstorm for their own ideas it is quick, painless and best of all, no one will see their ideas or grade their brainstorming session.  It is only for them and will help THEM.  And I really mean it.  

Brainstorming is a prewriting skill that with minimal effort produces maximum results.

Once I explain how easy brainstorming is to do, I tell them why brainstorming helps.  It is simple:  the point of brainstorming is to come up with a unique angle for your research paper (or book or article in the case of writers.) 

In these sessions I model brainstorming and lead them along with me.  The way I teach brainstorming is to tell them to jot down things you know about the topic AND things you don’t know—in the form of questions.  You don’t have to know the answers to the questions.  Sometimes it is the questions from a brainstorming session that gives you the angle of your research paper.

The key is to just let thoughts about the topic develop naturally and let one thought go to the next.  The first few thoughts on any topics are usually about the basic things that everyone knows.   The “good stuff” and by that I mean unique ideas- are never those first few ideas.  The best ideas are the fifth or sixth or later ideas that you consider once you think a little longer about the topic. 

As my session continues, I get them to participate in on the spot brainstorming.  Soon they start giving suggestions.  I remind them there are no wrong answers or silly answers-it is all just loose thoughts.  No pressure. 

Once they get the hang of that, we move on.  We brainstorm again and this time I ask them to give me some ideas on possible angles for a research paper.  They can do it.

In less than an hour, many of these students seem to really grasp the benefits of brainstorming.   The feedback I get from teachers for the session make me think that for some of these students, they have a good grasp on a brainstorming as a useful tool in their prewriting toolbox. 

Carla Killough McClafferty

Morguefile.com

Scribble Scribble Joy Joy! (apologies to Ren and Stimpy)

   Being last to blog on a topic is tough stuff.  Everyone has said what I was going to say, and all my reasons sound incredibly selfish.

   Hang in there with me.

    Writing is where I find my joy. I am never so happy as when I am in the "zone," writing away, forgetting where I am. (Conversely, I am never so miserable as when I am stuck in a world of my own creation, trying to write my way out without a map.)

    Many of my students come in the door loving writing.

    And a lot of them don't. Parents no longer mistake my writing camps for an ESOL class or remedial grammar.  What I do get are kids who are afraid to put a complete sentence together. Thanks to the "testing" system of "teaching" writing, students are terrified to take chances. Maybe they'll make a mistake. Maybe they'll spell something wrong. Maybe they don't know the right word in English for what they want to say. Their regular year teachers are focused on the five paragraph essay, because that is what is tested.

     There is no test for creativity.

     What I try to give my students is the joy of writing. The rules for writing a five paragraph essay are not the "rules" of creative writing. There are no "rules." (There really are a few, but I sneak them in as creative "suggestions" during revision.)

      I give them "permission' to write whatever they want (barring the obscene or racist). Someone always tries to test me.

     "So I can write about zombies?"

     "Sure, just so long as you aren't re-writing an episode of The Living Dead. I will know." (And I will, too. I don't watch TLD, but my daughter does.)

     "I can write about soccer?  Hockey?"

     "Why not?"

     Once they are "permitted" to use their imaginations, I try to give them the Joy of Discovering Just the Right Word."  English is a difficult language to learn, but the vocabulary...so many words, so little time. (By the way, we never use the word "vocabulary."  We talk about finding "better words.") Why use a worn-to-the-ground word that doesn't really say what you mean, when you can find a ripe, plump, juicy one that is EXACTLY what you are trying to say.  The thesaurus (which I can never say without stuttering, lisping or both) becomes their best friend. I discourage them from using the thesaurus from whatever writing program they on their home computers. They offer a paltry selection, usually of the overused variety. Think the McDonald's Dollar Menu vs the one at The Cheesecake Factory. (If you aren't familiar with CF's menu, the last time I was there it was 32 pages of small print. Plus inserts. And specials. And of course....cheesecake.)

Desperately seeking the right word in thesaurus. 

Scribble, scribble, joy, joy!

 Kids who were stuck in a six word/noun/verb sentence pattern, branch out into other ways of writing. Sentence fragments. Run-ons. Single words. Made-up words (as long as you know what they mean, and so will the reader). It's all creative. Creative writing and a five paragraph essay have one thing in common: they use  words.

    So what do I like best about teaching--sharing the joy.  Watching their faces take on that other-worldly look as they scribble in their notebooks....putting the "right" words together, building their own special world.

    Because their joy rekindles mine. Teaching refreshes my own writing soul. Their enthusiasm and love reminds me of why I choose to write for and work with children.

    See, I told you. Purely selfish reasons.

Posted by Mary Ann Rodman

  

The #1 Best Thing About Teaching

.
Howdy Campers and Happy Poetry Friday! (links to PF, to my poem, and to my autographed Passover book are below)

Shhh!  Come sneak into the TeachingAuthors' Teacher's Lounge and eavesdrop as we consider what we like most about being teachers.

Carmela started us out with Two Things I Love About Teaching Writing, Esther continues our theme with the many ways she connects with her students and the resources she connects her students to, and today I'm up to bat.
..............................

First, may I say that this is a somber (and an important) time to think about teachers. And students. And about how much we as a people value them. I had originally planned to post a funny poem about revision and how scary it can be, but the images were inappropriate at this time in our country.

..............................
.

Okay. Here's what I like about teaching:.

I like to perform.

But I particularly like when I am most authentic, when I forget myself, when my light reaches theirs.

drawing © 2018 April Halprin Wayland. All rights reserved

JUST FOR ME
by April Halprin Wayland

At the end of class she says,

"Write something you want,

something about yourself you want to change,

or something you worry about."


Heads down, pens flying, we write.

I use my purple ink pen.

Then we all look up at her,

expectantly.


"Now," she says,

standing by the windows in shiny black heels,

"rip it into a thousand pieces and throw it away."

Someone gasps.


"Don't share

what you wrote

with anyone."

Our eyes widen.


"That's right: this idea is yours.

To think about. To live.

Not to post on Facebook, Instagram, Snapchat.

Not to tell a soul."


We ceremonially

rip 

our revelations

to bits.


We file

out of class

in silence;

in shock.


I can't tell you what I wrote. I won't.

But I can say that it's

written in purple ink


inside me.
poem © 2018 April Halprin Wayland. All rights reserved

Here's what I wrote to fellow TeachingAuthor Esther Hershenhorn one night:

Just home from teaching. I was really dreading tonight's class... Revision is a hard topic to get through--how much work it takes to revise and rewrite. But it turned out to be a gloriously wonderful class... So I guess I'm a teacher after all.
.
It may have been the best class I've taught in years.  Funny how that happens.

And that's what I like about teaching: the intangible, gloriously wonderful, unpredictableness of it all.

Thank you for hosting PF today, Liz at http://elizabethsteinglass.com/blog/

And one more thing...Passover is March 30-April 7th this year, so...

...if you're looking for AUTOGRAPHED copies of my picture book, More Than Enough ~ A Passover Story (Reviewed in the New York Times!) call the fabulous folks at my local independent bookstore, {pages} a bookstore, 310-318-0900 to pre-pay (+tax & shipping) and specify who it’s for. Gift wrapping available on request.

Or buy at it your local independent book store!

(If there are no indies near you, that’s another story. Then by all means buy it here.)

posted with hope for teachers and students everywhere by April Halprin Wayland with help from Dropsy, a particularly contemplative goldfish in our pond.