Holidays, holy days

Holidays.

Holy days.

The words roll round my mind as I drive to work, noting how the rising sun gilds the trees in all their fall colors against a deep charcoal sky. The sharp glory of it is beyond my power to describe. It’s beautiful. Haunting. Fierce. How can there be such detailed color and brilliance when the sky is so strangely dark? If a storm is brewing, why is the light so golden-bright? And where exactly is it coming from? The sun itself is hidden.

I cannot quite capture how I feel. It’s more than one thing. Awe. Reverence. Curiosity. A bit of foreboding.

Mostly gratitude for having been here to see it.

Holy day.

Holiday.

I am thinking a lot about the interplay of light and dark this holiday week.

And the fierce beauty of life.

My husband is here after a massive heart attack this summer. His surgeon said that his blockages were such that when the last artery went down that day, he had no reserve; he made a “medically inexplicable recovery.” This coming only three years after my husband lost an eye to ocular melanoma.

Light and dark, dark and light.

He lives to see our son get married the day after Thanksgiving. Not just to see it, but to officiate. After all the years of praying for the boy to go into the ministry and the boy saying, no, Dad, that’s not for me.

He ordained our son into the ministry three weeks ago.

Never say never.

Today the boy took the last of his things out of our house to finish setting up his new home. He’s gone, but not too far away.

He took his dog.

Henry.

The last dog.

In two years, we’ve lost three: Nikolaus the dachshund to old age. Banjo the yellow Lab that I raised from age seven weeks to a new home because my husband can no longer manage a 90-pound dog after bypass surgery. And now Henry, the best of the best, the rescue dog whose sole mission in life is to extract and exude as much love as possible.

I am now dogless for the first time in almost two decades. On every one of those days I could always count on a happy greeting, an ever-faithful warmth, some commiseration or comic relief. No tail thumping tonight, no snuffling, whiskered nose in my hand, no nails scrambling on the floor in exuberance for a pat, a treat.

How strange is it that my son moves out and I write about missing the dog.

And another thing: I recently wrote about the two old mules around the corner, how one of them was sick. I often saw it lying on its side in the pasture as the other mule grazed nearby. The farmer didn’t want to put his ailing mule down, knowing that the other mule would grieve, as they had never been apart. He finally had to. When I rode by the following week, I saw the remaining mule standing bereft in the pasture. My friend who lives on an adjoining farm said the mule hadn’t eaten since its sister died. I dared not drive that way for a few days afterward, fearing what I’d see, or not see. But this week I braved it. I drove past the pasture. There was the mule, grazing, which made me happy. As I watched, a big orange tabby cat came strolling across the pasture to sit by the mule. It looked right in my direction, swishing its tail.

A once-in-a-lifetime photo shoot that I couldn’t stop and capture.

And then today as I went by . . . the cat was still there. In all these years of loving those old mules from afar, I have never seen any other creature in the pasture. That cat is there keeping that mule company. It was sent. I am sure of it.

What is life but a bizarre balancing act, a series of give and take, comings and goings, losses and comforts, laced with love, fierce in itself. A mosaic of light and color, a stark silhouette against a backdrop of darkest gray.

Holy days.

Holidays.

Every day is one to be celebrated.

Tonight I go to sleep in my dogless house, beside my husband who’s still here. We have one more son sleeping upstairs. Although there’s an ache, there’s not emptiness. I am grateful for that big orange cat who’s out in the pasture with the old mule left behind. I am grateful to see the glory and drama of autumn with the promise of celebrations to come. I am deeply grateful my oldest has found his calling at the same time great love has entered his life; on the day after Thanksgiving, he becomes a husband and a father all at once. It just so happens that his wedding day is the second anniversary of his grandmother’s passing; how she’d rejoice for him.

Light and dark, dark and light.

Oh, and on the wedding night, I get to bring home a little girl, officially my granddaughter; she and I will have our own celebration with Bride’s Cake ice cream and peppermint bark Oreos and probably the movie Frozen.

I put the Christmas tree up early, just for her.

Holidays.

Holy days.

How can there be so much light.

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Note: After publishing this post, I learned that the big orange cat has a name: Sunshine.

Sick Ada

I don’t know where it came from, this idea for a story about a little girl who likes cicadas.

Except that I was a little girl who liked cicadas. I am a grown-up who loves them; I’ve written about this many times.

Anyway . . .

In my idea (that fell into my head when I was actually thinking of other things), a little girl is having a hard time adjusting to her parents’ separation. It’s connected to a change in seasons when she can’t hear cicadas anymore. Perhaps she will find some shed cicada shells and ponder the emptiness where a living thing used to be. Or how one outgrows things. Maybe she’ll even think that her parents have outgrown their love for her. I am not sure yet of all the meanings and connections; I will have to write and let the story grow and breathe on its own.

I do know, however, that the little girl becomes ill. Is it terminal? Not sure yet. She goes to the hospital. It’s winter. As she’s falling asleep, the heater in her room sounds like cicadas rattling high in the summer trees. It’s a happy sound, this buzzing. She will wonder if dying is not so bad, really, if she can just keep hearing cicadas . . . and then she hears voices. Her mother and father are there with her in the room, together if only for a little while, united in their concern for their sick daughter.

Whose name is Ada.

Sick Ada . . . cicada . . .

That’s as far as I’ve gotten, just grasping at these gossamer images, the barest wings of an idea.

But I think it might like to become a real story.

That belongs to children, for they live at the mercy of adults and the world.

And, of course, to cicadas, which are always buzzing somewhere, and which represent many things, mostly good.

Seems I almost owe it to little sick Ada, waiting there in the wings.

Photo: Girl with cicada bug. Jose Hernandez. CC BY-SA

Waiting

We put the cookies in the oven

and we wait.

Good things take a while.

Don’t they.

Like Christmas and growing up.

Like wedding days

and having children.

Like heart-dreams coming true.

Like you.

It took a long time.

I had to wait.

My little boy had to grow up

and finally find your Mom.

It took a while

didn’t it

for you to get your dad.

Know what he told me?

“Mom, you’re getting a little girl

at last.”

So much of life is waiting, waiting,

it’s true

like my long ago-dream

of you.

So many books to read

and stories to share

and songs to sing

and places to go

and just to be

you and me.

So we put the cookies in the oven

and oh, we can hardly wait.

The course

Curriculum.

A Latin word that sort of rolls around the throat and off the tongue.

As well it should roll, since it literally means course, derived from curricle, a horse-drawn chariot for racing, and currere, to run.

So, perhaps that’s why there are pacing guides . . .

Moving on . . .

Suffice it to say that I’ve spent a good deal deal of time lately thinking about and discussing curriculum with teachers. At this point, I could launch into an exhaustive albeit incomplete analysis of types of curriculum (new facets develop almost daily), but it’s that’s not my purpose here. Having spent all of last Friday co-facilitating professional development for my colleagues on core instruction, I will reference my state’s definition of curriculum:

“The materials, instructional programs, texts, lessons and mapping (for academics and behavior/social-emotional functioning) delivered to all students. These should be evidence-based, aligned with student needs, provide clear mapping towards meeting standards, take into account student skill deficits, and align with school resources. The chosen curriculum should be evaluated often for effectiveness but with a keen eye first on implementation fidelity. In other words, before abandoning a program, the team should ensure it was implemented as it was designed because this is a common cause of poor outcomes” (NC MTSS Implementation Guide, “Defining Core”).

—There you have it, friends. That’s the course.

The running of this course is what concerns me.

Consider those phrases: aligned with student needs and taking into account student skill deficits. A course of study, a prescribed curriculum, doesn’t always, and isn’t able, of itself, to take into account student needs and deficits. The curriculum is a thing. A long and winding road that’s sometimes treacherous to navigate, for the thoughts, ideas, ideologies, theories, experience, assumptions, and intents of curriculum designers (and adopters) are not always clear or evident to the minds of those who are trying to discern them while simultaneously attempting to plot the course for a class of diverse learners. We see the what for the arduous path it is. We can sometimes see, even appreciate, the why. We struggle most with the how. The how too easily becomes an effort to run this course at all costs, to finish well, to plow on full-strength to the best of one’s ability in order to cover the necessary ground, i.e., all the standards and objectives as laid out. And the greatest how of all: How to run this race well when so many students are nowhere near the starting gate in regard to meeting standards, or proficiency?

Years ago a mentor told me we must stop thinking via the deficit model. We must see the whole child, meaning that we must acknowledge students’ strengths and focus on what they can do vs. what they can’t. I believe in the truth of this; I just know that it’s hard to hang onto in the throes of the daily race while rattling bumpity-bump down a formidable and rigorous course. Last Friday my teaching colleagues spent a lot of time thinking about children who aren’t “making it” in core instruction. Teachers considered why, then why again, then why again . . . coming to the conclusion that while there are curriculum tights to adhere to, for all kids to have the chance to be successful, there must also be curriculum tweaks. Collective decisions made with professional judgment. A concentrated meeting of the minds, a gleaning and sharing of experience and expertise, not for any other children but the very ones in front of us . . . .

That brings us to instruction, the real how. That’s why we HAVE professional development, to continue reaching for strategies, better ways of supporting students in getting from where they are to where they need to be. It doesn’t come prepackaged. It comes by knowing the children. In growing pedagogical know-how. In creativity. In thinking a great deal more out of the box when the box clearly doesn’t fit. In collaboration, through collective decisions made with professional judgment, with respect to the professionals that teachers are. The true art of teaching means tapping into the very core of humanity, in fostering atmospheres and experiences in which all learners will grow. . . and that undoes our analogy, doesn’t it? For if curriculum is the running of the race, who, then, is the charioteer? Who are the horses, running for all they’re worth? What, pray tell, is the chariot? Is education itself merely a marathon, a twisting and turning through obstacle courses laden with increasingly higher hurdles to clear, a jumping through hoops that progressively constrict?

When I was completing my teaching degree I lamented the high volume of work for little meaningful benefit or lasting takeaways. My advisor sighed: “I might as well tell you that education courses are basically tests of endurance.”

That is not what education should be. For students, for teachers, for anyone.

I’d rather think of the course as Life. The student as the charioteer. The student’s teachers over the years as the chariot engineers and artisans, continually building, tightening, tweaking, balancing, and adding their own unique embellishments to the vehicle that will carry that student forward through the future. The horses are named Knowledge, Wisdom, and Preparation; they are always hungry, always wanting to be fed so that they can keep driving on. The horse leading them all is called Inspiration . . .

But of course education, nor curriculum, is really about racing. Right?

“Thank you for pointing out the importance of professional wisdom,” said one of the teachers leaving the core instruction session last week, “and for honoring all the things we’re already doing. It was so uplifting.”

We’ve been off and running so hard for so long but now, oh yes, maybe now, we are getting somewhere.

Photo: Chariot (The Brandenburg Gate in Berlin, Germany). Shawn Allen. CC BY