Magical literacy and learning, part 2

As my colleague and I present at a reading conference for educators this week, I watch the participants’ faces. Eager. Expectant. Reflective. Smiling and visibly misting over in turn, as my colleague and I talk about the diversity of the third, fourth, and fifth grade students who sign up, some of them multiple times, to be in our Harry Potter club. How they develop a sense of identity, of belonging, how the club became a “thing” at our school . . . 

On the first day of our club each semester, we “co-headmistresses” give the kids a quiz adapted from one we found online. We plug answers into the website so that every child is sorted into his or her own Hogwarts house. Students familiar with the books or movies are triumphant to know they’ve landed in their favorite house (usually Slytherin; we seem to have an abundance of those), and even students who are just encountering the world of Harry Potter for the first time have an unmistakable look of pride on their faces. They all write their names on the Hogwarts crest in the areas designating their houses. I read Harry’s sorting experience to them, and then we talk about how members of each of the four houses have specific traits or characteristics, and how we’re sorted according to these attributes:

We read each column of traits. It’s a lofty word bank. I ask, “Who knows what these words mean?” The students who know, share; the words that no one knows, I define.

Then I ask: “So, do you see yourself in these words? Do any of these words describe you?”

A vigorous nodding of heads. One sweet-faced little girl says, emphatically: “Yes! I’m ruthless!”

It’s all I can do to not collapse with laughter.

For part of developing a sense of belonging is first developing a sense of self-awareness. Why I think and feel the way I do—because these drive my actions. If I understand myself, then maybe I can begin to understand others. In books, in real life.

Not to mention that character traits and character motivation are woven throughout the reading and writing standards.

The newly-sorted club members move onto talking about Harry, Ron, Hermione, Draco, and their stories. Why they make the choices they make.

For everyone has a story, and as the club rolls on, the students begin sharing bits and pieces of their own lives in conjunction with the characters’ experiences:

One time I . . .

I had something like that happen . . .

In my family . . .  

And somehow this “thing” spreads from the confines of our club into the school at large.

In my daily work as a coach, I am in and out of classrooms across grade levels. In third, fourth, and fifth grades, the club members greet me excitedly, with an air of ownership. Their non-club classmates say: Mrs. Haley, I am reading the books for the first time! I just saw one of the movies again! Hey, Mrs. Haley, they have new Harry Potter shirts at Walmart—my mom’s gonna get me one. Come check out my Harry Potter socks! 

When I walk through lower grade hallways, a second-grader will occasionally pop out of line just long enough to say, “Next year I’ll be in third grade and I can be in the Harry Potter club!”

Once a teacher brought a kindergartner to see me—a boy, the spitting image of Harry himself in miniature, black hair, glasses and all. He was even wearing a gray shirt adorned with tiny lightning bolts.

He looked me dead in the eye and said: “I love Harry Potter more than you do.”

I dared not argue.

I’ve dubbed this “thing” permeating the ranks of children across the school “the Hogwarts phenomenon.” Again, Harry breaks barriers, open doors that might not have opened otherwise. Children seek me out to borrow my books, to see my ever-growing collection of Potter memorabilia, just to have conversations.

I think of one of our rare Ravenclaws, a shy girl who came out of her shell in the club, who later realized how much creativity was bottled inside of her, and that it could, and did, pour forth in writing (she’ll be published one day. Trust me).

My colleague recalls four siblings, three brothers and a sister, who were all members at various times, how the club became their family legacy.

I remember how, when we first created a page of spells that Rowling made up for the books and put them into visual representations to see if the kids knew or could figure out their meaning, that one boy said: “Hey—Aguamenti—that sounds like my word for water. Agua.” Indeed, that’s what it meant. This sparked a deep discussion of word origins and vocabulary, such as incendiary meaning “to cause a fire” and luminous meaning “giving off light or glowing.”

My favorite story of all (I’ve told it many times) is about the boy who stayed with us for four semesters, because he despised school and was frequently absent, but never on club days. His mother said: “The only thing he ever talks about is the Harry Potter club.” In his final semester, we made him Head Boy; he co-facilitated with us, reading to the new members and helping them make their crafts. We gave him a Hogwarts shirt on the day of fifth-grade graduation. He ran immediately to the bathroom to put it on.

He walked across the stage at the ceremony wearing that shirt.

We had no idea, really, where we were going with this club in the beginning; when our school started clubs as part of our magnet theme, my colleague and I just thought it would be great fun to read bits of Harry Potter books to kids, make some crafts, and simply enjoy the experience.

Then all the magic just . . . happened.

Teachers, remember:

What inspires you will inspire the kids. Passion is contagious. Tap into it.

Find a way to make it happen for them.

As we end the presentation, we give our participants—educators from across the state of North Carolina—the choice of going to the official Pottermore site to find their own Hogwarts house or Patronus, or making some of the crafts we make with our students. The glee in the room is palpable; how many presentations have you been to where you can make a pencil broom, a golden Snitch, a feather pen, a wand, a winged key, an ornament with your house colors, or eat a homemade chocolate frog? 

The teachers bubble over with ideas to take back to their schools. A couple of them are actually from a women’s prison; they think now they will start a Harry Potter club for inmates.

Again I think of major themes in the books.

Hope. Redemption. Overcoming. 

Love.

“Thank you,” the participants say, over and over, on their way out, carrying their new Potter loot. 

One teacher says, “This was just so inspiring.”

I say, “That is THE word that matters most to me . . . so thank you.”

“It is our choices, Harry, that show who we are, far more than our abilities.”

Dumbledore, Harry Potter and the Chamber of Secrets, J.K. Rowling

Magical literacy and learning, part 1

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Yesterday my colleague and I presented “Magical Literacy and Learning: The Harry Potter Club” at the North Carolina Reading Association. While we waited for the preceding session to end, I watched other educators gathering in the hallway outside the closed door where our session would be held. I could hear whispers: “Harry Potter . . . Harry Potter . . . .” For a second, it was almost like being in one of the books or movies. Here’s a portion of what we presented, in narrative form. There’s more to come . . . .

For seven semesters now, a colleague and I have hosted the Harry Potter Club for third, fourth, and fifth graders at our school as part of our creative arts and science magnet theme.

When clubs began in 2015, teachers who volunteered to do clubs were told, “Pick something that interests you. Something that you enjoy.”  Here’s a small sampling of club offerings over the years: cooking, gardening, etiquette, beading, creative writing, acts of kindness, paper airplanes, tie-dye, iPad movie-making, weightlifting, astronomy.

My colleague and I wanted to integrate arts and crafts with reading enjoyment, so that’s how our Harry Potter club was born. We figured we’d read some passages from the books and have the kids make something. That’s all the vision we had, in the beginning.

The club became so much more.

Last winter, a former student of ours, in his first year of middle school, was killed in an accident. My colleague and I, mourning, recalled that he’d been in our club more than once. We remembered how much he enjoyed it, how much he smiled, how he asked questions. We went back over our club rosters to see when he’d attended, and that’s when we discovered something that we hadn’t exactly realized before.

Maybe it’s due to our school improvement-trained brains, but, as we looked back at lists of club kids, I said, “Hey . . . there’s something significant going on with subgroups here.”

That, of course, led to further analysis.

Here’s what we learned about our club:

70% of attendees are male.

54% are non-white or minority.

Over half have identified learning or behavioral needs.

Siblings of nine families have attended.

Boys chose Harry Potter over sports camp, Lego mania, football, and tech. Several of them made this choice more than once; they asked to be in our club again and again, even when we said, “But you’ll just be making the same crafts as you did before!” They said: “I know! I just want to be in the club.” Children of diverse backgrounds, cultures, and races identify with the predominately white Potter characters and their struggles, because the underlying themes speak to all children, all people: Friendship, teamwork, love, hope, redemption.

During club sessions, after I’d read a portion of a book and the kids were busy with their craft—painting a wand, tracing wings and attaching them to keys, making pencil brooms or gold-foil Snitches—discussions developed. Unscripted, organic discussions. Many of the children had seen the movies, some had read the books, some had done neither, but everyone talked. Everyone had questions, observations.

Professor Snape in particular fascinates the children (I often have to say, “Snape. His name is Snape. Not Snake”):

“He was so mean to Harry and Harry thought he hated him, but really he was protecting Harry the whole time.”

“Yeah, because he was in love with Harry’s mother.”

“What do we learn from Professor Snape, then?” I interject.

Pause.

“Even when somebody seems bad, they really might be good. You don’t always know what’s in their heart,” pipes a voice.

I see their heads, bent intently over their craft, nodding.

The children speak of how much Harry’s mother loved him, how she died to save him. The mothers in the series are some of the strongest characters: Molly Weasley, Narcissa Malfoy. In the end, Narcissa saves Harry in order to save her own son.

It’s a safe place, the club. A place of belonging. It doesn’t matter if you’re academically gifted or have an IEP, if you’re an extraordinary reader, or if you struggle with reading. Here, with the read-aloud, the crafts, the discussions, the playing field is level. Here, everyone excels at something.

I think of how the magic was probably the pull for many of the kids, at first.

Or maybe the crafts.

But something deeper keeps them coming back for more.

The angel’s pedicure

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My son, the Cadillac man, and I stand looking at the angel statue.

Specifically at her pink toenail polish.

“Really?” he says in disgust. “Painted toenails?”

I giggle. “I know! How many depictions of angels have you seen with painted toenails?”

He shakes his head. “I’ve never seen an angel with feet.”

I start to laugh, but . . . the way he says that . . .

He turns, walks off in his unassuming, old-soul way. I watch him go, wondering.

I said depictions.

He said he’d never seen an angel with feet.

Not that he’d never seen an angel.

Seven errors

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Malcolm Gladwell is one of my favorite writers.

In Outliers there’s a chapter entitled “The Ethnic Theory of Plane Crashes” in which Gladwell states: “The typical accident involves seven consecutive human errors.”

He’s writing of Korean Air, which had a disproportionately high number of plane crashes before the airline “turned itself around.”

Gladwell says that the seven errors are the result of a lack of communication and teamwork, not a lack of technical skill or flying knowledge. One or two errors doesn’t lead to disaster; the trouble is that they keep happening, and this compounding causes the crashes.

I am thinking that making seven consecutive human errors can lead to other kinds of accidents.

Such as the one I had last week.

A quick setting of the stage: My school participated in a county-wide book drive for students who don’t have books at home. We collected 1500 books. I had to count and store the books until they could be delivered to the drop-off location; a colleague helped me in this effort. We used a lot of boxes, as overfilling would make them too heavy to lift. The only place to store so many boxes was under a stairwell, where they waited, sealed and ready, for a member of the PTA  board who graciously offered to pick them up for us.

Now, I test the theory: Were there seven consecutive errors in communication and teamwork that led to my accident? Here’s what happened:

  1. The PTA person never gave me a time for picking up the books.
  2. Another person volunteered to help pick up books. I wasn’t told this.
  3. When the person I wasn’t told about showed up, the receptionist sent the custodial staff to move the boxes of books from the stairwell. I wasn’t told this, either.
  4. I went to investigate why the boxes were being moved. The custodial staff said they didn’t know this person who had arrived for the books.
  5. The person turned out to be a very helpful parent, but, having to unravel what was going on, and not expecting the books to go that day, I couldn’t remember where I put the form with the book count. This parent needed to take it to the people at the drop-off. Where was that form?
  6. My colleague said she taped it to one of the boxes. But which box? It had to be found. Simply making a duplicate form could result in an incorrect, doubled amount at the drop-off.
  7. I rushed into the stairwell, under the staircase. I moved box after box. When I couldn’t find the form, preoccupied with where it might be, and with the parent already there to get the books, I stood up in a hurry—and bashed the top of my skull against the bottom of the staircase.

Hard enough to knock me down.

Hard enough for my teeth to smash together.

Hard enough to chip a crown.

I say an accident involves seven consecutive human errors in communication and teamwork, all right.

The aftermath: My mouth hurt the most at the time. When I finally checked the top of my head, I couldn’t even find a tender place where it struck the staircase. No concussion. No bleeding at all. And the crown was replaced by a gracious dentist who was willing to take me, a complete stranger, as an immediate emergency case.

I’m fine.

The missing form?

It was on my table the whole time, right where I left it.

Heroes

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They’re heroes. All of them.

From across the state of North Carolina, they gathered in the capital city. Fighting crowds and full parking decks, between a St. Patrick’s Day parade, a street festival with an Irish band, a pub crawl, and educators arriving for the North Carolina Reading Association conference, the children made it to the Young Authors Project celebration.

These young people, from kindergarten through twelfth grade, and some of their teachers, were previously recognized by their local reading associations for writing on the theme “Show Your Strength.” Finalists went on to be judged by a panel for the state, and yesterday the North Carolina Reading Association awarded winners a book of their published entries and a medal.

Prior to the ceremony, such figures as Batman, Wonder Woman, and the X-Men swept through the audience, greeting the children, congratulating them, posing for pictures with them.

Project Superhero, Inc. and Causeplay Carolinas team up at the NCRA Young Authors Project celebration. Photo: Twitter, @superheroorg 03/17/2018.

Note the word POWER on the photo-op backdrop . . .

I thought immediately of the power in writing.

I watched as the children were called, county by county, to receive their awards on stage, their faces glowing. I’ve read their stories, how they showed their strength by sticking with tasks they thought they couldn’t accomplish, reaching desired goals, drawing inspiration from others, overcoming bullies, conquering their greatest fears, coping with illness, the loss of pets, of family members. How they got through, even when they didn’t think they could.

It takes courage to be a writer, courage to be a child.

There they stood, heroes, all.

Celebrating each other, celebrating their stories.

Celebrating perseverance. Celebrating courage. Celebrating hope.

Celebrating life.

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Happy St. Patrick’s

Happy St Pat's

Happy St. Patrick’s Day. Hailey E. HerreraCC BY

Last year on this day, I wrote about being St. Patrick’s granddaughter.

My grandfather, born in 1906 in the far reaches of Beaufort County, North Carolina, was named Columbus St. Patrick. (Read the post if you like).

You’d think our family would be Catholic, celebrating this day with the best of them, but we aren’t and we don’t. What a mystery, his having that name. Legend has it that his grandfather came to America from Ireland, but records are sketchy. One of these days I’ll have my DNA tested by Ancestry.com to prove how green my blood really is (it’s metaphorical, Mr. Spock. Although being related to you would be . . . fascinating).

I love Irish things. My wedding band bears a Claddagh. Hearing an Irish tenor takes my breath, stirs my soul, fills me with an ache, a longing. Whenever I visit New York City, I have to stop by St. Patrick’s Cathedral; I could stay inside indefinitely, savoring the profound beauty, the grandeur, the reverent hush. It’s one of my all-time favorite places. I adored Frank McCourt and met him years ago when he came to speak at North Carolina State University—it was snowing that night. Magical. I have a shamrock growing in a pot on my kitchen table and I even had an Irish Setter once. His name was Dublin. I grew up eating Irish potatoes grown by my grandfather or from the potato sheds of his farming community; Granddaddy’s pronunciation was ishe (for years I thought he was saying ice) potatoes. I’d love to visit Ireland.

I thought, to commemorate this day, that I’d post a lovely quote from St. Patrick and reflect upon it, maybe in verse.

This, however, is the quote I found, and for the life of me (remember the Irish keen sense of humor), I can’t find another one to top it at present.

So, Happy St. Patrick’s Day, one and all—with a special nod to Harry Potter fans:

Do you suppose it’s true, that St. Patrick was a Parselmouth, and his Muggle friends never knew?

~David J. Beard (1947–2016), tweet, 2012 March 17th

saintpatrick

 

The birthday

Birthday fairies

Birthday Party – Fairies Watch Over Us. Alicia ChenauxCC BY-SA

I recently wrote about a professional development activity at my school —”finding your why”— based on the work of Simon Sinek. The principal led staff in recording life moments that left us changed, somehow. These peaks and valleys don’t have as much to do with who we are and what we do, but why.

Here’s one of my childhood valleys, and how it shapes my why even now.

The setting is my birthday. I believe I was turning ten (double digits), or maybe it was twelve (the last birthday before becoming a teenager); it’s odd that I can’t remember, because I didn’t have many birthday parties. I don’t know exactly why my mother decided to throw this one, but it seems turning ten or twelve is right.

I just remember . . . well, here, see for yourself:

More and more people cram into our small living room. Extended family members, some kids from the neighborhood, a couple of friends from school and church. Mom has balloons up, has put out party hats and noisemakers. A stack of  presents in brightly-wrapped paper grows larger. I haven’t received this many presents for my birthday before. 

I don’t even know what to do with myself, what to say to everyone. What are they going to do besides eat cake and watch me open presents? Is this going to be any  fun for them? I grow more uncomfortable each minute. When the doorbell rings, I run to open it, to have something to do.

And there he stands.

I can’t believe it.

What are YOU doing here?” I shout. 

My party guests turn to see what’s going on.

He looks down at me with those glittering, snake-green eyes. He’s not smiling. “Your mother invited me.”

“MOM!” 

Oh, she’s right here beside me.

“Come on in,” she says to the meanest boy in the neighborhood. 

I can’t stand him.

He’s awful. 

He’s maybe thirteen, lives next door with his dad, and when I’ve been outside playing with my sister or other neighbor kids, he’s made fun of me, called me names. He threw my bike once, took a ball and wouldn’t give it back. He acts like he hates me and I’ve never done anything to him; I try not to get near him.

AND HERE HE IS AT MY PARTY.

AND SHE DIDN’T ASK ME.

 “Mom!” I suddenly quit caring that everyone else is watching. I stomp my foot.”Why’d you invite him? I don’t want him here! It’s not fair!”

The boy looks like he really doesn’t want to be here, either.

Go! Just go! I want to scream. My heart pounds hard.

My mother looks at me. A long, dark look, her brown eyes nearly black. Her face is tight.

He’s here because I want him to be. You. Will. Be. NICE.”

She ushers him into the crowd of guests, introduces him.

I am stunned.

I almost can’t enjoy the cake, the presents, or any of it, partly because of him, but mostly because of her.

She didn’t tell me, then, in front of our family and friends, that his mother had left his father, that he was having a hard time living with his dad.

I saw a hateful bully; she saw an angry, hurting boy. Who probably felt unwanted before this party.

I saw injustice; she saw a chance for grace. And redemption.

I saw myself; she saw another.

When I saw this boy again, he didn’t call me a name. He didn’t try to terrorize me. He greeted me, not in an especially friendly way, but at least with some decency.

He never mistreated me again.

I think of “Sleeping Beauty,” the only story I remember my mother reading to me when I was little. How the fairies came to bestow their gifts on the newborn Princess Aurora, how an uninvited evil fairy, angry, shows up to curse the baby to an early death, how the last fairy intervenes and lessens the curse.

My mother intervened to lessen the curse.

For him. For me.

This one tiny episode is among my life’s greatest in seeing the story behind injustice, a deep lesson in empathy, in forgiveness, in choosing to take the high road even when you’re hurt. That what’s fair is not always what’s right, and that what’s right isn’t always fair.

A valley that shapes my why, even now.

And maybe this memory calls me to write it for another reason. Maybe because, in real life, good people, like good fairies, go wrong sometimes, and it helps to remember them the way they were.

Before the greater valleys to come, before the brokenness.

That’s what this birthday party has become to me now—a fragment of the good, to keep.

“The world breaks everyone and afterward many are strong at the broken places.” 

-Ernest Hemingway, A Farewell to Arms

Cadillac man shares his writing!

A few days ago, I wrote about my son, the Cadillac man. I call him this for his lifelong love of the brand, especially his grandfather’s 1989 Sedan de Ville, which was bequeathed to him. I wrote how the Cadillac man hates writing and only did what was necessary all through school, to my despair.

Sometimes the smallest things shift the universe in mighty ways. During my month-long daily Slice of Life Story Challenge, Cadillac man read my blog post from our dog Henry’s perspective and was inspired, for the first time in his twenty years, to write a story.

“I wonder,” he said, “if I can write a post from Nik’s perspective. To see if I can actually do it.” 

He DID do it.

Then he said, of his own volition (wonders never cease!), “Mom, you can put it on your blog if you want to.”

Here’s what you need to know: Nik is our very old dachshund. We got him as a puppy when Cadillac man was only four. The old man in this story is my husband (“WHAT?” my husband howls with laughter—he’s loud, all right—”Old man? Really?”). The boys are Cadillac man and his big brother. Then there’s me.

Note the recurrence of Darkness. Cadillac man says to tell you that for Nik, “the Darkness” is being confined to a crate, the worst thing of all to him. The “something wrong” is my husband’s diagnosis of ocular melanoma two years ago, resulting in the loss of his eye. 

Today, I celebrate my son’s writing. Again I say: When you finally show up for the writing, the writing shows up for you, and gets you through. 

Published with permission from Cadillac man:

Nik’s Perspective

“Nikolaus, get back on your bed!”

The old man was screaming again. This was nothing unusual. He always seemed to be screaming at something. Whether it was at the people in the glowing window, or in the box he holds to his head, he screamed at everything. I don’t even think he’s angry most of the time; he just seems to be perpetually screaming.

The difference now is that I can barely hear it.

In January, I celebrated my sixteenth birthday. Sixteen years of life, celebrated in one short day.

When I was born, the first Human I had was an elderly lady, not much older than me in human years now. I don’t remember much about her, but I remember the Darkness. The closed-in Darkness that haunts me to this day. I still have to endure it occasionally, but it’s nothing like it was. The Darkness was always there; it enveloped me and I couldn’t leave it until the mesh door was opened, and back then it was only open for eats.

My first vivid memory was when I met them. The loud old man, the (then) teenager, the (then) toddler, and her. Oh, how I loved her. She always filled my bowl just right, she always gave the treats I loved, and she was the warmest lap to nap on. She was also the one who took me to the white place, which was almost as bad as the Darkness. The white place was where these humans poked and prodded me and gave me the needle. But if I was a good boy, which I always was, she, the teenager, or the toddler would give me a treat.

Most of my time was spent with the two He’s, the teenager and the toddler. I vividly remember nights spent curled up in their arms. Those were the warmest places. I felt safe there. I’ve seen the teenager grow into a man, leave the home, make a life for himself, and come back. And I saw the toddler grow into his 20s. I saw him through every hardship, every death, every break-up, and every victory. I remember his long sleepless nights as he stayed awake holding me for warmth, as I am a very warm dog. I remember the sudden screaming at night that would scare me to death at first, but I got used to it and eventually learned how to wake him up when it happened.

I remember all the other associates I had over the years. Some left to find other families, and some left when their time down here was no more. There was Duke, the tough yellow one with whom I worked the first six years of my life, until heartworms took him way too soon. There was Toby, who came after Duke, who was a bit older than me. He was a great partner until he just didn’t wake up one morning. There was Phoebe, Godiva, Tex (I’m not convinced he was even a real creature of this earth). There was Natalie, whose tenure here was ended after an altercation left me with a bloody nose.

Then came the dark day. I don’t understand exactly what it was; perhaps I never will. All I remember was the loud old man coming home, looking defeated and unsure. I remember being in the big room with the glowing window, which wasn’t glowing at that time. I couldn’t understand what was going on, but suddenly the whole room fell completely dark, like the Darkness had gotten control of the Humans. I knew there had to be something wrong with the old man. I had never really liked him. He was loud and scary. But I knew I had to do the right thing. I spent that whole day curled up next to him, which I rarely did. He seemed so calm and so quiet that it worried me.

The old man is back to his old self again, with the exception that I don’t think he can see very well anymore. But for that matter, neither can I.

My only way of finding out where I am or who I’m with is by smelling. I can’t find my bowl on my own anymore, but every morning they still fill it just right, and I eat every bite. I can’t walk up the steps to the room where I sleep, but the toddler-now-20-year-old still carries me up there every night. There are two other associates who do most of the comfort and protection work for me. There’s Banjo, the loud boisterous one who stays outside and protects from intruders, and Henry, who stays inside with me and tries his best to make me stay in my bed, even if it gets on my nerves. They both will carry my torch of comfort and protection long after I’m gone, I have no doubt. The Humans are in good hands with these two.

These humans were my life. I spent years as their comforter, their walking partner, their protector, and their friend. They saved me from the Darkness that could’ve endured my entire life. And as I sit here, just waiting, all I can hope for is that I saved them from their Darkness, too.

-Nikolaus Haley, expert red dachshund

Last blast

I watch the pouring snows/ The last of winter’s throes . . . 03/12/2018

First the stillness

portending

the silence

descending.

The last of winter this way comes.

The first flakes

wending,

waxing larger,

distending.

She surges, clings, suppresses, numbs.

As we endure,

transcending,

her spirit

commending,

   Spring, over throes, a requiem hums.

I am

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They’re so excited to see me, because this is Something New.

I come to kindergarten to support a new teacher and students struggling to master sight words.

Today, we work on am.

We read the word several times. I ask my six little friends at the table to think of sentences with the word am:

I am wearing a dress.

I am a boy.

I am eating a banana.

One little boy says, “I am a good reader.”

His face is full of light. Of hope. This is what he believes, that he is a good reader.

Dear God, never let anything squelch this hope. 

He is more than a data point

more than a projected

 subgroup statistic

 system failure

evaluation to be held against a school, a teacher.

I look at this child.

I say, “Yes. Keep reading, keep trying, and you will get better and better.”

He grins from ear to ear.

We keep working on am. We write the sentences that they compose themselves. I am writing them on strips as they write them on paper. They trace mine with a finger; I cut the words apart. I scramble and they reconstruct. We read a short book where I am recurs over and over.

“This is fun!” says another little boy, beaming.  “When will you come back?”

I am. I am. I am. I am. I am. I am.

Yes, you are.

You are here.

You are little human beings with a big future.

You are full of potential, possibility.

I am honored to have this time with you.