Literary Connections

In-between places

/ Fran Haley / Leave a comment
Gloomy forest

Gloomy forest. gorchakov.artem. CC BY

I read the final page and close the cover. The idea of being separated from someone you love intensely, whether by distance, time, or circumstances, comes with a stab so sharp that it almost isn’t bearable.

Never mind that The Time Traveler’s Wife is fiction. The frequent separation of Claire and Henry, especially their final one, is crafted with this piercing truth, the longing for the “in-between” period to be over so that the characters can be together again. Sometimes the interim lasted for years.

While Claire and Henry usually had the advantage of knowing the duration of their separations thanks to his time traveling, the rest of us don’t get such clear glimpses of the future. We have to endure the various in-between stages of our lives, not knowing how long they’ll last, not being able to speed up time, not knowing the outcome, often having little or no control.  These in-between places are often laced with deep aching, a sadness and desperation at being apart from someone we  love. Existence is as flat and barren as a desert. The emptiness is huge, frightening; we want to rid ourselves of it before it consumes us. The scope of this in-between-ness is too much for us. The loss cannot be dealt with as a whole but only lived through in chunks  – a day, maybe just an hour, at a time.

There are in-between places other than those of relationships. The loss of a job, long illnesses, hardships, disasters – all can be dark places that sap our strength, sometimes with no foreseeable guarantees that all will end well. Living in these situations is like navigating a dark, unfamiliar forest. Not knowing which way is the shortest or best way out, we often go in pointless circles without realizing it.

I recall an in-between place that’s quite different. It’s remained in my mind since I was a child, on my first reading of The Magician’s Nephew.

It’s called The Wood Between the Worlds.

In the attempt to move from our current world to another by wearing magic rings, two children land in a sort of “connector” place. Here’s how C.S. Lewis describes it:

It was the quietest wood you could possibly imagine. There were no birds, no insects, no animals and no wind. You could almost feel the trees growing . . . a pool every few yards as far as his eyes could reach. You could almost feel the trees drinking the water up with their roots. This wood was very much alive. When he tried to describe it afterwards Digory always said, “It was a rich place: as rich as plum-cake.” 

Digory discovers that he’s not frightened, excited, or curious. He’s forgetting why he’s there and what he knew of his own life, even his mother, who’s dying.

If anyone had asked him: “Where did you come from?” he would probably have said “I’ve always been here.” That was what it felt like – as if one had always been in that place and never been bored although nothing had ever happened. As he said long afterwards, “It’s not the sort of place where things happen. The trees go on growing, that’s all.”

Not the sort of place where things happen, but things go on growing around us while we are numb, sleepy. Who among us hasn’t experienced this?

Digory has an epiphany nevertheless – he tells his companion, Polly:

That’s why it’s so quiet and sleepy here. Nothing ever happens here. Like at home. It’s in the houses that people talk , and do things, and have meals. Nothing goes on in the in-between places, behind the walls and above the ceilings and under the floor, or in our own tunnel. But when you come out of our tunnel you may find yourself in any house. I think we can get out of this place into jolly well Anywhere!

Digory is right. The rest of the book deals with the results of his and Polly’s choices, both wise and foolish, but suffice it to say that they get out of The Wood Between the Worlds to witness the birth of a brand-new world.

Narnia.

Here’s another illustration, not out of fantasy.

My family once decided to travel from Raleigh, North Carolina to Boston by train. There was a problem with the train at the first segment of the trip – it had to be made by bus. Arriving at a different station, we boarded the train at last.

What we didn’t realize is that the train would stop at every major station on the East Coast even when no one was getting off or boarding. Long into the night we rode, stopping in deserted stations, sometimes for an hour or more. Bleary, exhausted, regretting our choice of transportation, we wondered how long this train would sit in this place where nothing was happening, and why.

I fell asleep.

The first light of dawn woke me. I looked through the train window at gray nothingness to see a shoreline slowly materializing. After having come through the unsightly backsides of major cities for most of the trip, this was unexpected. The sky turned pink, the sea rose-gold and sparkling, with the rising of the sun.

It was breathtaking, one of the most glorious sights I’ve ever seen.

After nineteen (eternal) hours on the train, we arrived in Boston.

The trip home was longer, as another train’s battery died and our train had to deliver a new one to them.

The point is that while the in-between places are static, and we often arrive in them for indeterminate stretches of time, they do serve a purpose. We can rage at the nothingness there, fervently railing at the passing of time, or sink into numb paralysis for the duration. Or we can see the in-between places as connectors, the temporary segue from one phase of our lives to another. Away from the energy, the hustle and bustle of life in this world, the in-between place may be one of needed rest, one of learning, reevaluating, recharging, restoring, until the path becomes clear and we can move on with living where the action is.

The next destination may not look like what we imagined.

It could, in fact, be far more glorious than we ever dared to hope.

Reflect: What in-between places have you experienced in life? What stories can you tell about enduring and getting through to the other side? If you are in an in-between place now – strength to you. It is temporary.  Reorient yourself; think, and begin preparing for what is waiting for you just ahead – be ready to meet it.

And write!

Song of invisibility

/ Fran Haley / 6 Comments

I sit straight up in bed. “Oh dear.”

My husband jumps: “What’s wrong?”

My brain can’t form thoughts yet. I was dreaming about . . . something. Whatever it was has already melted away.

He repeats: “What’s wrong?”

“I don’t know. I am – startled.”

My husband sighs, turns over, goes back to sleep.

I can’t. I lie there with my heart pounding.

I’ll write for a while, I decide.

The predawn house is dark but for a nightlight in the hallway. I creep around, wraith-like, to avoid waking the three sleeping dogs. Heading toward the kitchen, I hear it, loud and clear, as if it’s on the front porch, trying to find a way in:

Whip-poor-will, whip-poor-will, whip-poor-will . . . .

My favorite onomatopoetic sound in all the world. I’ve not heard a whippoorwill that close to the house before.

Is that what woke me? 

And then I start thinking about symbolism, so while my coffee brews, I look up whippoorwills on the laptop. Chilling stuff. Harbingers of death, disasters, impending trouble. Being visited by a talking Raven might be more desirable.

Whip-poor-will, whip-poor-will, whip-poor-will . . . .

Okay, it’s a captivating sound, more enchanting than haunting, I think, pouring cream in my coffee. I’ve loved the call of the whippoorwill since I first heard it, the summer after I moved to rural North Carolina. It dominates a warm country night, an energetic, compelling song rather than a plaintive one. It makes me want to stand still and listen for a long, long time. I continue my online reading, how the whippoorwill is referenced over and over in story, song, and poetry. Folks, it’s really a mating call. That bird isn’t going to be lonely for long.  

And then I read: A group of whip-poor-wills are called a “seek” or “invisibility” of whip-poor-wills.

My imagination takes flight. Those are magical words.

“Seek” implies “seeker,” someone on a quest, not to mention Quidditch. Few words have greater magical connections than “invisibility” – it’s a coveted power. Granted, in this context invisibility and seek define a homely, nocturnal bird that is rarely seen and which is simply  seeking a mate with its fervent night song, but still . . . could there be something more?

I’d awakened with a sense of imminent danger, bolting upright in bed. Oh dear, I’d said, just as I crossed the line between sleeping and waking (this a hypnopompic state; I looked it up just now).  While I cannot remember a dream-creature – or any shadow-people, for the true paranormal enthusiasts out there – attempting to do me harm, I do wake sometimes because of a dry, rubby cough, thanks to the flu earlier this year and my latent asthma. I wonder if irregular breathing is the root of this.

What an unromantic notion.

Whatever the reason:  Suppose the whippoorwill arrived at my house not as a portent of doom but as a protector, a preventive force. What if it knew to sing its song – because, let’s face it, that song is all about life and reproduction, not death – to wake me at the very moment before disaster struck? Exactly what, then, did it seek to drive away or undo – and why? What did my evaporated dream have to do with it?

Whip-poor-will, whip-poor-will, whip-poor-will . . . .

Ah, here are better words to describe the call: Ethereal. Otherworldly. 

A little bit of magic in the still of the night from the seek, the invisibility – although I always hear only one.

I sip my coffee, smiling at my flight of fancy.

Although it could be something more . . . .

slice-of-life_individual

Tripping the write fantastic

/ Fran Haley / 8 Comments
Fantasy

Fill your life with love. Dianne Lacourciere. CC BY-SA

Without this playing with fantasy no creative work has ever yet come to birth. The debt we owe to the play of the imagination is incalculable. – Carl Jung

Her teacher sent her to me, to confer about her writing.

Not because the student is struggling.

The student, a fifth-grader, had written twenty pages of complex plot and extraordinary dialogue that revealed character personality and motivation.

“It’s amazing,” explained my colleague. “Out of the blue, she’s just taken off. I thought you could give her some pointers – her story is really good.”

The student, delighted at the prospect, immediately sent her work to me via Google Docs. Here are things I am thinking about, her message stated. She’d made notes about characters, problems with the story line, where she wanted to go with certain parts.

For a moment I felt transported to the future, as if I were an agent or editor receiving book ideas from an established author.

I read the work, praising the strength of the writing on sticky notes: Powerful, believable dialogue! and Excellent descriptive detail – I can “see” this scene vividly.

I looked for a couple of major areas to improve – only a couple – and they had nothing to to with spelling, format, or conventions at this point. The pressing thing at the moment was keeping those rich ideas flowing and clarifying this young writer’s meaning in some spots.

The child, beaming, comes to confer with me at the appointed time.

I sit beside her at my table:

“Ok, I have to know what inspired you. Clearly anyone who writes this much and this well – this dialogue is better than what I’ve seen some adults write! – is very inspired.”

Giggles ensue. “Well, it started with the fantasy writing unit in class. I got this idea of a girl who went back in time to the days of slavery. I am bad at history” – more giggles – “but that time period interests me, especially since my teacher read Chains to the class. That book made me want to go back in time and rescue some of those people, so that is what my main character will do. And she will meet her great-great-great grandmother.”

“That,” I say reverently, “is a story a lot of people might like to read.”

She goes on to share additional ideas that she got from other books like Serafina and the Black Cloak. 

As she speaks, I mentally toast the power of the read-aloud and student-selected texts.

To the student, I say: “Let’s go over what you’ve done here.”

I explain that switching narrators and times is using multiple story lines – “very advanced,” I tell her.

She grins.

I show her places where she lost me: “This is called a plot hole. You know what’s in your head and what you mean to say, but you jumped too fast and lost your reader.”

She nods. “Yes, I see that now.” We discuss ways she might want to fix it.

Off she goes.

That night, the Google Doc returns with revisions and questions.

Today she appears in my room, announcing: “I rewrote the entire first chapter. I felt that readers needed to know a little more about my main character’s life and her family in order to get the rest of the story.”

“Ah,” I reply, “exposition and backstory. That will help your readers.”

We look at the changes together.

“What we have to watch now is your pacing. Don’t spend too long on the beginning or you’ll lose readers – they want to know where this is going, so you want to speed up the less important parts and slow down at the more important ones.”

“And watch for plot holes,” she laughs.

“Indeed,” I smile.

Her ideas come fast and furious, and before we know it, time is up. As she turns to leave, she asks: “When is the next time we can meet?”

My turn to laugh. “Ask your teacher.”

At the end of the day, I return to my room to find a folded paper on my table – a schedule for when she can confer with me every day through the rest of the year.

I think of J.K. Rowling, who said that the idea of a boy wizard fell into her head on a train ride, when she had nothing to write on.

I think of C.S. Lewis, how an image of a faun carrying Christmas presents in the snow popped into his mind.

I think of Suzanne Collins, who grew up on her father’s stories about the effects of war.

I think of my young writer’s inspiration, and how fantasy and fairy tales help us work through the problems of the real world.

I recall telling my young writer: “Stick with it. You will be a famous author one day. I’ll come to your book signings.”

Giggling, she’d replied: “And you will be my famous helper.”

I look at the little conferring schedule in her handwriting, and smile.

We are tripping the write fantastic, she and I.

 

slice-of-life_individual

 

Making adjustments

/ Fran Haley / Leave a comment
Poor Banjo

Poor Banjo!

Banjo is my family’s 18-month-old yellow Lab. If he can be summed up in one word, it’s exuberant. If two words – wildly exuberant. He is a force to be reckoned with, ninety-one pounds of raw energy barreling toward us at top speed in hopes of 1) eating something or 2) having us throw a ball or stick for him to retrieve. Endlessly. Banjo goes into a frenzy if he thinks we’re about to stop throwing said ball or stick, the bodily equivalent of shouting NONONONONOPLEASEPLEASEPLEASEPLEASE!!!! His beautiful gold-green eyes (sky-blue when he was a baby) go pink around the rims; he often leaves us humans coated in a layer of frothy slobber, prompting us to quote Bill Murray’s line to Dan Aykroyd in Ghostbusters: “He slimed me.”

During attempted walks on the leash (key word: attempted – these walks are more like trying to restrain a steam locomotive), Banjo’s mouth foams to the point of looking rabid, unnerving to anyone who might recall a certain story about a big yellow dog exposed to hydrophobia. I mentally push this horrible connection away the instant it comes to mind. Managing Banjo has become something of a Herculean challenge, to say the least. Twice he’s escaped from us, running, barking and foaming, through our neighborhood, causing one woman to run into her house and giving young men chase. I corralled him once myself and got him safely to our fenced backyard. The other time my older son chased him for forty-five minutes, while Banjo had the time of his life ripping through neighbor’s yards and swimming in the pond across the street from our house. In disgust, my son gave up and stormed home, at which point Banjo, sopping with pond water, bounded back up the driveway.

Banjo escaped from the backyard recently, having dislodged two slats of the wooden fence by repeatedly jumping against them with his considerable weight. Looking at the slats, presently secured with bungee cords until we can nail them back properly, my husband said, “If we can’t contain him, we’re not going to be able to keep him.”

My turn to say NONONONONOPLEASEPLEASEPLEASEPLEASE!!!! 

Despite all, I love this wildly exuberant dog. He’s been with us since he was seven weeks old, a ball of yellow fuzz that slept in my lap or on my feet. Banjo’s presence represents hope and survival, his own as well as my husband’s during a dark time;  I wrote about it in The unplanned baby. How can I just give him up? Yes, he’s one giant mess. Sure, he sheds copiously, enough hair to make a whole other dog. Yes, he dug up the pipe leading from the propane tank by the back deck until the stench of gas frightened us all, giving us visions of the whole place blowing at any moment, until we buried the pipe again and built a small wall of cinder blocks around it. Banjo barked at these blocks nonstop, all day, every day, for about a month.

But when he goes into his crate at night, he looks at me with those golden-green eyes and waits patiently for me to reach through and rub him for a minute. When I do, he leans his head against my hand, closes his eyes, and savors every second – the sweetest, most loving of creatures.

If only he would stay this calm more often . . . .

It was inevitable, of course, and past time, really. It had to be done.

We took Banjo to be neutered.

We did not know until we picked him up that he’d be wearing a cone to keep him from interfering with his surgery site until it healed – for seven days.

“There’s no way,” I said, watching Banjo writhing, twisting, and jumping, trying to rid himself of this horrid thing around his head. But after a few minutes, he sat still, with his head hanging down. Subjugated, submissive, maybe even dejected, Banjo seemed to be contemplating this new, unfortunate turn of events.

In the subsequent days, he simply made the necessary adjustments.

He learned that he had to put the entire cone opening over his food and water bowl to eat and drink. I laughed at the sight. He looked like something straight out of science fiction, a vacuum-headed suction creature from another planet. He ran through the backyard, as exuberant as ever, with his cone pointed toward the sky like a morning-glory flower. He wanted to play so badly that, despite the cone, he managed to drag a five-foot pine limb thicker than my arm to me in hopes that I’d throw it for him.

He still waited for me to rub his head when he went into his crate to sleep.

“I am so sorry about all of this, Banjo,” I said, working my hand through the bars and past the cone.

He shifted his head to help me reach him, leaned against my hand, and closed his eyes. So accepting and forgiving.

I rubbed him an extra-long time, tears stinging my own eyes.

My husband and I took the cone off after four days. We couldn’t stand it anymore.

Banjo is healed now, running unfettered again in the backyard each day of this glorious, sunny spring. He never fails to lift my spirits, this big, beautiful, messy boy. He reminds me that setbacks are temporary, that whatever pain and hardships come, there’s something good waiting just on the other side. Accept, make the necessary adjustments, carry on – cheerfully.

Just another of life’s lessons from an exuberant yellow dog that will hopefully be calmer now.

Regardless, here’s the truth about Banjo: He doesn’t belong to me. I belong to him.

Always.

Reflection: What are the necessary adjustments must you make in your own life, currently? Think acceptance, forgiveness, healing, moving beyond. What’s the something better that might be waiting on the other side of the struggle, the pain? Write your truths.

 

Elegy written in the countryside

/ Fran Haley / Leave a comment

Tobacco barn

A friend tells the story of a visitor from England who, while riding through our rural North Carolina community, asked: “What are all those quaint, narrow houses in the fields?” My friend chuckled: “Those aren’t houses – they’re tobacco barns.” 

I thought: They’re really elegies written all across the countryside.

I love tobacco barns. Within a short radius of my home stands a grand one with a shiny tin roof, another crumbling in a timbered wood, and another housing two mules – seeing this makes me feel as if I’ve stepped back in time. So, with serious apologies to Thomas Gray, I attempt to pay homage to tobacco barns on this last day of National Poetry Month.

Along the winding roads, bereft, they stand
Beyond their use, and most beyond all care,
Just empty shells of creaking wood, unmanned;
Gone gold, within, leaves sweetness in the air.

The fires no longer burn, nor flues convey
The curing smoke, the farmer’s cash-crop dreams;
Those hands and hearts that worked all night and day
Lie spent, burned out, unremembered, it seems

But for the spectral structures standing yet,
Hand-hewn ghosts, whispering to passers-by:
“Press on, work hard before your sun shall set,
Live, love, build well.” – I hear the old barns sigh.

Reflect: What in your landscape, your neck of the woods, speaks to you? What does it say? Why? Listen – and write. 

 

 

My book bag

/ Fran Haley / 6 Comments

Bookbag

Everywhere I go, my customized book bag is a topic of conversation.

First of all, it’s literally a BOOK bag, sending the message “I’m a reader.”

Then people realize what the “book” is about. A play on Fantastic Beasts and Where to Find Them, my book bag bears the title “Magical Worlds and Where to Find Them.”

Opening a book, for me, is akin to Newt Scamander opening his suitcase – we step in and walk through magically expanded worlds. Whatever the book, it’s a passport to the minds and souls of other people, where I find myself reflected not always as a writer or thinker but as a fellow human being on the common, complex journey of life.

That’s the message I want to send to my young students, who are frequently in raptures over my book bag: Read. Expand your world, your mind.

My book bag actually sends more than one message:

Bookbag spine

It’s an homage to my favorite fantasy writers and the worlds they created, old and new.

Much is written and debated, perhaps, on the importance of reading fantasy. Here’s a favorite quote on the subject:

The problem with people who are afraid of imagination, of fantasy, is that their world becomes so narrow that I don’t see how they can imagine beyond what their senses can verify. We know from science that there are entire worlds that our senses can’t verify. 
-Katherine Paterson

The magic is a draw, certainly – in regard to Lewis’ Chronicles of Narnia, who wouldn’t want to experience singing stars and merfolk, a centaur, talking animals? Who wouldn’t want a chance to feel the tingle of the box of dust from the lost island of Atlantis and ride on the back of a huge owl? Truth is, the bigger, deeper exploration is not the mysteries of the magical world but the real workings of the human heart – we read fantasy to escape our world, to live in another for a time, and all the while we’re looking into a mirror. This is where our thinking truly broadens – in understanding self, then in pushing the parameters of possibility.

Dr. Seuss said:

Fantasy is a necessary ingredient in living, it’s a way of looking at life through the wrong end of a telescope, and that enables you to laugh at life’s realities.  

The lines between the fantasy stories we love best and the world we live in are much blurrier than we realize. It’s where the impossible and possible merge – who’s to say where all the boundaries really are?

Which is fun, sometimes even comforting, to think about.

So everywhere I go, I carry a little fantasy, a little magic, with me.

Via my book bag – a messenger bag, indeed.

Bookbag back

slice-of-life_individual

Committing assumicide

/ Fran Haley / 8 Comments
Through the window

Through the window sepia. Jo Naylor. CC BY

Your assumptions are your windows on the world. Scrub them off every once in a while, or the light won’t come in.
― Isaac Asimov

This quote brings a little girl to mind.

She shows up in my classroom early for her reading intervention group. I am hunkered over my laptop fighting with a SMART Board activity I’ve created on word families.

“Hello,” I say, without looking up, frowning at my screen and the uncooperative technology. “Come have a seat. The others will be here in a few minutes.”

She sits right next to me, a small warmth at my elbow. “What are you doing?”

I sigh. “Trying to fix this activity for your group to play – it will be fun. Something’s not right, though. I’m trying to figure it out.”

She watches while I attempt to cut a word from one side to paste on the other. Unsuccessfully.

Even as I fight the program, I wonder what she is thinking.

She struggles terribly in all academic areas, an ESL student with processing issues beyond the language barrier. She is soon to be tested for disabilities.

“What is that line in the middle?” she asks.

“It’s a dual screen – two screens instead of one.”

“Oh. You are trying to move this word to here?” She points from one side of the screen to the other.

“Yes. I don’t know what I’m doing wrong,” I say in exasperation. I glance at the clock – I should have caught this problem sooner! “I’m going to have to quit now – I’m out of time. Your group will have to do something else instead.”

Without removing her eyes from the laptop, my student reaches over, clicks on the obstinate word, then drags and drops it on the other side.

“There,” she says, matter-of-factly.

I stare at her. “How did you know that? Have you seen a SMART Notebook before?”

She shrugs, laughing at my expression. “No. Just a try.”

The group was able to play the interactive word game. That day my little girl was a much more willing participant, with considerably more confidence.

The outcome could have been quite different. In my frustration, it would have been easy to answer her questions with Oh, never mind. It’s too hard. I could have thought, There’s not much need of my explaining. You won’t understand.

Had I done so, I would never have known that she had this ability, that she could “see” what to do with the new software when I couldn’t.

I would have committed assumicide.

It happens every day.

Teachers assume that students who struggle in academic areas struggle in all things – and thereby limit the students further. Although the thought may never be verbalized, it lurks in the mind: They can’t do that . . . so surely they can’t do this . . . .

A friend of my family was born with cerebral palsy. His father was an avid golfer who decided early on that he would treat his son as if he didn’t have the disability. As soon as the boy was big enough, his father started teaching him the game.

I have often wondered how many eyebrows were raised at the time: What is that man doing? His child can barely walk or dress himself – why in the world would he teach him something requiring as much precision as golf? That boy will never be able to hit the ball! I wondered if some people may have been angry over the injustice.

If so, they eventually learned that they’d committed egregious assumicide.

The boy grew up living and breathing golf. He remains a local expert on the game with a room full of trophies won in multiple tournaments, long after his father had passed away.

Yes, that’s right – a room full of trophies in a precise game like golf, when the two halves of his body don’t work together for him to climb stairs and his hands shake when holding a cup so that it can only be partially filled, lest he spill the contents.

When I needed a fast P.E. credit one summer to complete my teaching degree, the only thing available, to my great chagrin, was golf – and this extraordinary man coached me through it. I have page after page of his painstakingly handwritten notes and drawings on “the fundamentals of golf.”

When I was growing up, my parents had the In the Wind album with Peter, Paul and Mary singing Bob Dylan’s “Blowin’ in the Wind.” As a child, I loved the three-part harmony and haunting lyrics:

How many times can a man turn his head

And pretend that he just doesn’t see? 

Maybe it’s not always a matter of not seeing, but seeing wrongly – seeing the deficits, not the potential.

For the teacher, what isn’t working too often overshadows what might. Sometimes we see but don’t act because we don’t know what to do, or because we believe our efforts won’t matter. We assume we are defeated before we begin. Sometimes our focus just isn’t where it needs to be when worry, exhaustion, fear, discomfort, directives, even the need for self-preservation and validation, occlude our vision. Sometimes it’s hard, in the throes of teaching – and of living – to stop and breathe, to listen, to see, to let go when we’re so focused on whatever it is we are trying to make happen. Accordingly, we close more doors than we open – for ourselves as well as for others.

We assume, and something dies.

I decided at the end of eleventh grade that I wanted to go to college. Higher education wasn’t talked about at my home, wasn’t encouraged. The general expectation is that I would keep taking courses like business typing (which I bombed, miserably) to become a secretary.

I needed to take several college prep courses in twelfth grade even to apply for college, and the college prep English teacher wouldn’t let me in his class.

He had the reputation for being the hardest teacher in the school. He reluctantly met with me, frowning over my transcripts. “You haven’t taken the prerequisites for this class or demonstrated that you can handle this caliber of work,” he commented, handing the transcripts back.

“Y-yes, sir, I know,” I answered, trembling. “I hadn’t planned to go to college until now.”

He eyed me over the rim of his glasses. Piercing blue, absolutely no-nonsense eyes.

“Tell me why I should let you into my class.”

“I’ll work hard. I can do it,” I said.

He sort of snorted. “A lot of students before you thought they could do it, too, and transferred out of my class, even when they had prepared for it.”

“Please.” It was all I knew to say.

He shook his head. “I am doing this against my better judgment,” he grumbled, and signed my special permission form.

That year I encountered the great poets, studied sonnets, wrote so much about the spider in Robert Frost’s “Design” that my teacher noted at the end of my interpretation: Exhaustive analysis! I memorized and recited – in Middle English – the first thirty-four lines of Chaucer’s Prologue to the Canterbury Tales. I hung on my teacher’s every word about London during the time of the Black Death; his descriptions were so vivid that the images remain clear in my mind to this day. For my final paper I wrote about the function of King Claudius in Hamlet – and when our teacher announced that four students tied for the highest score on the paper, I was one of the four.

He returned my paper on the last day with this comment: “For someone who had to have a special conference to get in this class, you have done remarkably well. You have surpassed expectations.”

All of which leads me to believe that the First Commandment of teaching should be Thou shalt not commit assumicide.

Perhaps it may even need to be the First Commandment of humanity.

slice-of-life_individual

Suncatcher

/ Fran Haley / 26 Comments
Sun angel

Sun angel. Sheila Sund. CC BY

 Into each life some rain must fall
But too much is falling in mine
Into each heart some tears must fall
But some day the sun will shine
Some folks can lose the blues in their hearts
But when I think of you another shower starts
Into each life some rain must fall
But too much is falling in mine.

-Allan Roberts

Yesterday morning the sun beckoned from among striated clouds, streaking the sky with silver and gold. Birdsong – it’s a brand-new spring. The scent of fresh-cut grass from the day before lingers, and nothing takes me back to my childhood and my father quicker than that sweet green fragrance.

Even as the sun shone, a soft rain pattered down.

In my heart, in the hearts of my community, too much rain is falling.

Yesterday we buried a young lady who grew up here, was one of us, was an only child and grandchild. She was a college freshman, eighteen, a year younger than my second son, his childhood playmate and lifelong friend. She went to church with us all of her life, sang in the choir, and was beautiful. She caught the light and scattered it like a faceted gemstone quietly scatters tiny, vivid rainbows on objects close by.

Death, when it comes suddenly to someone so young and full of promise, can only be likened to a great ripping apart.

She is ripped away.

The church was full and overflowing an hour before the service. People stood around the walls of the sanctuary, packed the fellowship hall, lined every hallway on both sides throughout; a huge crowd waited outside because there was no more room.

My husband officiated. He was at the hospital the day this child was born. He ended the eulogy with a little twist of Shakespeare: “Good-night, sweet princess; and flights of angels sing thee to thy rest.”

As the crowd walked to the burial site, the sun shone for all it was worth. The clouds were gone; a warm breeze ruffled dresses, suit jackets, hair.

Even so, the rain will fall within us for days and days to come, yet it doesn’t mean that our little suncatcher won’t keep catching and scattering the light in the quiet way she always did. More light than ever is reflected in the myriad drops of rain, like iridescent droplets of diamonds quivering with celebration that she lived, that she was a gift.

She will always be.

slice-of-life_individualEarly Morning Slicer

 

O. Henry

/ Fran Haley / 10 Comments

O. Henry grave 

Fall comes early in Asheville, North Carolina. The air is chilly when I get out of the car at the cemetery to visit the grave. I think of winter coming, of Christmas, of this writer’s most famous work. I take a picture, marveling at the coins spread over the gravestone. As I turn to go, a frigid wind gusts, scuttling leaves over the ground and across the driveway.

Leaves . . . I remember that story.

O. Henry’s headstone is covered in coins, mostly pennies, which usually add up to $1.87 –  the amount of money that Jim and Della had at Christmastime in his famous short story, “The Gift of the Magi.” This shortage of money is why Jim sold his gold pocket watch to buy combs for Della’s beautiful hair, and why Della cut and sold her hair to buy a platinum fob chain for Jim’s prized watch. Their sacrificial love for one another has made the story an enduring classic.

There is another story of O. Henry’s that I love almost as well.

I remembered it as I planned to write “Oh, Henry,” yesterday’s post about my son’s dog. I should write about O. Henry next, I smiled to myself. A little word play with the titles. How enticing.

That’s when I thought about the fallen leaves blowing over the writer’s grave.

I scrounged up my old paperback copy of O. Henry’s short stories and reread “The Last Leaf.”

In this tale, two young artists live in a three-story Greenwich Village building. One of them becomes sick with pneumonia. She watches the leaves dropping from an ivy vine against the wall just outside of her window, convinced that she will die when the last leaf falls. To her astonishment, the last leaf hangs on through high wind and rain. To make a short story shorter, the leaf remains because an old artist in the building crawled up a ladder in the dark of a raw November night and painted it on the wall with the vine. The girl begins to recover and the old man, Behrman, dies of the pneumonia he catches from being out in the weather while painting that night.

The old artist had always wanted to paint a masterpiece and never pulled it off – but the last lines of the story have the roommate telling the recovering girl about the leaf: “Didn’t you wonder why it never fluttered when the wind blew? Ah, darling, it’s Berhman’s masterpiece – he painted it there the night the last leaf fell.”

Self-sacrificial love at work again – but there’s more to it.

That leaf symbolized hope, sparking the desire to strive, to overcome. The old artist’s small gesture inspired the young artist to keep living.

This leaves me thinking, in the course of our days as teachers, as writers: Are we not the artists who paint the pictures of possibility, of hope, in the minds of others? Do we spark in others a desire to strive, to reach for what’s beyond their grasp, or to hang on only long enough until this, too, shall pass?

Our masterpieces may never be world-famous; they may be as simple as knowing the right word, the right idea, the right vision, the right story, and sharing it when it is most needed. Inspiration leaps from one heart to another, creating something to hang onto, outlasting high winds and rain. We may never see the full effect of our work, but that’s all right.

We paint the leaves where we can.

I close my old paperback book.

O. Henry, I am so thankful you were here.

 

slice-of-life_individualEarly Morning Slicer

 

 

 

 

The coaching tree

/ Fran Haley / 8 Comments

Coaching Tree Lg

Early in the school year, my instructional coaching colleagues and I attended district training where participants were tasked with creating an image to explain the coaching process.

My group thought for a moment.

“You know, coaching is an organic thing,” I said. “Or at least it should be. We all know it takes time to develop relationships and trust. It’s about honing practices, sure, but this is a growth process for us as well as for our teachers. We grow together to reach goals.”

A colleague said, “Yes! I’m seeing a tree, branching out . . . .”

In a few minutes we’d sketched the tree. We began to label it, recognizing coaching elements that correlated to parts of the tree. The more we worked, the faster the ideas came.

Relationships are key in coaching, the foundation, but certain things must feed the relationships before the process can begin. These roots are trust, the human connection, listening, collegiality, safety, empathy, and support. Coaches must meet teachers where they are and be willing to plug in with what teachers want to accomplish – it’s not as much about seeing the work as it is seeing a fellow human being. The vision develops from there, and needs to be a shared one.

The trunk of the tree symbolizes this togetherness with inspiration from Shel Silverstein’s The Giving Tree. Near the bottom of our tree, we placed a little heart: Coach + You. The heart of coaching is just that – having a heart for each other.

A solid, thriving coaching relationship branches out into nearly endless possibilities, aspirations, and directions, such as goals, the 4 Cs (communication, creativity, critical thinking, collaboration), encouragement, self-modifying learners, reflection, growth mindset and learner agency.

My coaching colleagues and I stood looking at our work, feeling pretty happy with our Coaching Tree.

“We need to put the sun in,” said a colleague. “The sun is the climate, of course – a warm climate conducive to coaching is necessary for the process to work. That’s where administration comes in.”

We put the sun in.

At this point, something struck me – “Trees bear fruit! What is the ultimate goal of coaching, the payoff? What’s the fruit of our labor?”

We created a basket then, and labeled it The fruit of our combined efforts. It holds apples: Love of learning, data, increased student achievement, teacher fulfillment, students graduating college or career ready. 

As teachers are fulfilled and productive, we desire to branch out into new areas. The growth continues. As students achieve, as they go on with their lives, some will go into the teaching field and the cycle begins anew.

At the close of the training, small groups presented their work to the whole assembly of coaches. The other groups had designed diagrams, cycles, or flow charts, all of which artistically, appropriately encapsulated the continuous reflective coaching cycle of support.

My group was the only one to present the coaching process as a living thing, something organic.

We were startled by the enthusiastic applause from our fellow coaches.

Upon returning to school, my colleagues and I recreated the Coaching Tree in the teachers’ lounge. It stands there to encourage, invite, celebrate, and maybe inspire or spark hope when we all need it, a visual reminder that our work is not in vain, that we’re in this together, to help each other along, and the sky is the limit.

slice-of-life_individualEarly Morning Slicer