Wednesday, August 16, 2017

Facing History with Courage and Hope

When I first started teaching high school students in Connecticut, back in 2003, I remember discussing the realities of racism in America with my students, and the horrific--and lasting--legacy of slavery and the Jim Crow era. My students were shocked to learn that the KKK was still active in 2003, and I recall many of them saying that they had thought racism was long gone.

No.

Today, I doubt any high school student in America would dare to believe that there is no such thing as the KKK. Because of the repulsive acts of cowardice among white supremacist groups in Charlottesville, students today are realizing a harrowing truth: racism was never defeated nor dead--it was merely in hiding.

I grew up in the town of Windsor, CT--a town just north of Hartford, where there is still a beautiful diversity of people. In all of my public school years, I had friends of many races, and I recall listening to the speeches of Malcolm X and Martin Luther King, Jr. on my Sony Walkman as I did my paper route. The speeches riveted me--their clarion calls for justice and equality, their evocation of America's ugly past towards African-Americans, and their hope for a more just future.

Listening to those speeches, though, and going to school every day where my classes always seemed to be 50% white and 50% black, I thought America had come a long way.

But when my best friend in high school, an African-American, and I created a dream to hike the Appalachian Trail together, I was somewhat shocked when he confided in me that he wasn't sure it was the smartest idea anymore. "Why not?" I recall asking--noting that we had trained with great discipline already. "Because there have been some racist attacks on the Trail lately," he said.

He was worried for his safety. As a young black man, he had to deal with a reality that I never did.

In more recent years, in my teaching in the 7th grade classroom, I saw a glaring ignorance. On the walls of my classroom were such notable figures as Martin Luther King, Jr., Langston Hughes, and Toni Morrison. Students could only recognize King, and even then, many of them inquired, "Didn't he end slavery?"

However, I think my own initial ignorance, and that displayed by so many students, is evidence of America's hiding of its past. So many want to pretend that racism is over and done with--dealt with by passing a few laws and some slip-shod apology for slavery.

It is not.

So, my 7th grade students read Narrative of the Life of Frederick Douglass and Roll of Thunder, Hear My Cry. In conjunction with these books, my students explored the racist voting literacy test Louisiana gave in the 1960's after the Voting Rights Act was passed. We read and discussed Ta-Nehisi Coates' "The Case for Reparations" and we watched footage from Eyes on the Prize.

Just last week, my wife and I welcomed out third child into the world: Joshua William Reynolds. We have both long believed in raising our sons to be kind, compassionate, gentle, and loving. Ever since we watched Jackson Katz's powerful documentary about the horror of male bravado and cowardice that masquerades as courage, Tough Guise, we have tried to create a family that aims for honesty, emotional-openness, and facing our hopes and our fears.

We grow as a family when we talk openly and vulnerably. We grow as a society when we reveal our wrongs, not when we hide and disguise them, pretending that they were not really all that bad. We heal when we make amends, not when we make false moral equivalencies.

The high schoolers and the 7th graders I taught evidenced something beautiful as they learned more fully about America's past: action. They wanted to know what they could do, how they could help change our country for the better. They didn't become America-haters, as so many seem to fear. Instead, my students became America-changers. They wanted to try to work to fulfill America's promises to all people--to the many, not just the few.

I am a highly imperfect man: imperfect as a father, as a teacher, and as a writer. But I long to try my hardest to live compassionately, to love deeply, and to stand witness to injustice and do whatever small part I can to try and stop it.

The middle school kid who heard powerful words on his Sony Walkman is now a Daddy. I want to make those words real to my sons. I want to help them see that courage is about making amends for wrongs, about facing history honestly and trying hard to do whatever we can to create a more just society.

Wednesday, August 2, 2017

27 Books? 27 Acts of Faith, Hope, and Love

A confession: I really loved the movie 27 Dresses. Jen and I have watched it twice. (Okay, three times.) I'm a sucker for romantic comedies--so much so that once, my four brothers and I all wanted to hang out together and catch up on life in our different worlds. So, what did we do? We went to see The Wedding Planner when it was in theaters.

Five guys saying, "Excuse me" as they walked around a variety of couples out on their first or second dates.

(And we loved the movie.)

But tonight, Jen and I witnessed something far more spectacular than a solid romantic comedy. We told our two sons, Tyler and Ben, that they could have a little extra Brother to Brother Reading Time tonight. They responded with giddiness and proceeded to their bedroom to choose their books.

Jen and I proceeded to ours to sit and talk together after a day's journey hike at the Broad Meadow Brook Conservation Area in Worcester, MA, and a spontaneous stop at an incredible local bookstore, Enchanted Passage, in Sutton. (Keep active and busy as we wait for baby number 3 to arrive is our mantra each day).

Brother to Brother Reading Time began, and continued, and continued, and...

After an hour, Jen and I realized that it was almost 10 pm, and bedtime had long since passed. As we entered they room, we saw a massive stack of books, and Tyler was delighted to show us the mountain.

Ben said, "We read A LOT of books!"

Tyler proceeded to count every single volume, and the tally? 27 books.

There's a lot said about books being sources of hope in dark times--about books being acts of resistance against fear and cruelty, and books serving to light the way for our feet when the path ahead seems treacherous and unknown.

And I believe in all of it.

I believe in the power of books to change lives because it has happened in my life over and over again--at every stage of my growth. The most recent volume to grab make my heart swell and my mind focus is Just Mercy by Bryan Stevenson--a nonfiction account of one lawyer's quest to seek justice for the wrongfully accused and for children serving life sentences for unequal crimes, sentencing when they were young and locked away because of a society that values wealth more than it values love.

Back when I was in the third grade, I remember reading a book called Luke Was There by Eleanor Clymer, and I clutched that book to my chest and took it to bed with me at night and cried with it and believed in it and loved it. It's the story of a young boy, Julius, struggling as his stepdad leaves home and his mom becomes seriously ill. Julius is put into a group home, and he believes that no one cares for him; life is completely hopeless. Enter a Big Brother of sorts--an African-American volunteer named Luke--who helps Julius see that love is possible, and that some people can be trusted.

Man. When I see the cover of that book, my heart still beats fast.

So, yes: I believe that books can change lives, help us see and feel and believe and hope things we might otherwise never have known.

And tonight, when Jen and I walked into our sons' bedroom and saw that stack of 27 books, my heart swelled. That's 27 acts of faith; 27 chances for connection, and compassion, and laughter, and hope.

And love.

Saturday, July 22, 2017

Surprised by Joy

All parents of young children come to understand that the word "early" takes on a new meaning when crossing the threshold into parenthood. Whereas, before kids, 7:00 felt early, waking up, now, anytime when the clock reads 7-something is easily considered sleeping in.

Anything before 6-something is early, anything before 5-something is very early, and anything before 4-something elicits a GOD PLEASE HELP ME prayer that runs on repeat until the sad realization dawns that--yes, the day is truly starting.

So when, earlier this week, our sons came into our bedroom and the clock read 9-something, my first thought was, what phantasmal force has refrained our kids from doing that which they have been programmed to do every single morning of their little lives until this particular morning?

The more honest rendition of that thought was something like, HUH!? followed closely by, WOW! and then subsequently by, OH NO!

Jen and I waited, listening as the trained spies that we have so expertly become (all parents double as secret agents, complete with their own repertoire of skills and shenanigans), and heard whispers. Tyler, age eight, was instructing Ben, age three, as to where to put certain household objects.

"Spray" could be heard.  

"Glass" could be heard.

"Basement" could be heard.

At which point my legs flew off the bed and I scrambled as close to the top of the stairs as I could to ensure that neither of my kids was about to perish.

We could charge admission to our basement, since it could easily double as a thrill ride for any kid under the age of six. Come one, come all, to the terrifying tyranny of concrete floors awaiting your descent on thin wooden steps that bend with your every footstep and which have no rails to protect you as you make your perilous way downwards!

(Full disclosure: I have a slightly unnecessary and exaggerated sense of fear about stairs. But still.)

I waited, however, at the top of our stairs, and Jen and I continued to listen to our two boys, attempting to discern what they were engaged in so thoroughly as to let us sleep in until the afternoon (as anything after 9-something qualifies as, essentially, the afternoon.)

Our boys emerged, alive, from the basement and then proceeded to discuss how to wake us up for the big surprise.

"We can jump on Daddy and Mommy real big in the stomach, like this!" Benjamin brainstormed, then proceeding to--I assume--show is older brother kind of jump with which he conjectured it would be wise to awake his full-term pregnant mom and his stair-anxious dad.

Thankfully, Tyler gently declined that idea, and suggested instead that they jump into our bedroom and loudly announce they had a surprise awaiting us.

"Okay!" Ben replied, ever the little brother ready to follow his big brother into anything.

"Let's go really, really quietly until we get to the top, okay?" Tyler announced.

"Okay!" Ben shouted as loudly as he could.

They began their ascent to our bedroom, and I raced back to the bed, leapt on top, and tried to look as though I was a hibernating bear who had not been awake since Fall.

"SURPRISE!"the boys roared.

Jen and I, wielding our ever sharp skills in the crafty arts of astonishment, sat up in shock and wondered to one another what could possible be happening.

Benjamin, forgetting his older brother's sage counsel regarding jumping-on-people's-stomachs promptly jumped on m stomach and almost let the soon-to-be-baby feel his leap, too, but Tyler announced, "Come downstairs!" before he could.

We all peddled down the stairs and Jen and I utilized our we-really-are-astonished astonishment.

Celebrated author C.S. Lewis once wrote a potent autobiography of his journey to faith over a lifetime of reading, study, friendship, and deep thinking, entitled Surprised by Joy. Soon after the book was published, he also met and married an American poet named Joy Davidman--a surprise for an Oxford professor who had come to believe that he might never have what people called romantic love, or a partner in marriage.

These two surprises for Lewis are much deeper than mine--much longer and much more meaningful--and yet on this particular morning, as the clock reads 9:36, and I have just arisen, my joy swells.

As I look around, I see that our boys have spent the morning, as we slept in, cleaning.

Cleaning.

CLEANING!

Jen and I looked at one another with that mix of surprise and delight that neatly evades definition but can be expressed by any one of a number of monosyllabic expressions.

Wow!

Oh!

Look!

Ah!

We said them each, repeatedly, as our boys walked us through all of their morning work.

I was probably a bit to effusive in my praise and gratitude, considering the erudite or terrifying (depending on your natural proclivities as a parent) book, Nurtureshock by Po Bronson and Ashley Merryman, in which they demonstrate that traditional praise can be debilitating to kids. (Aaaah! What about SO MUCH OF EVERYTHING I SAY TO MY KIDS!?). 

But the sheer level of the joy--and the extreme nature of the surprise--have me forgetting my need to focus on the hard work and I go all-out in my effusive gratitude and praise.

Because I remember too many mornings waking up when the clock said 4-something.

Because I remember too many nights staying up long after the kids were asleep and the house was clean, and the clock said 10-something, and I have 43 essays on Their Eyes Were Watching God  to grade before report cards were due tomorrow, or to make a writing deadline, and I all I wanted to do was cry and shout loudly I CANNOT DO IT. I DO NOT HAVE WHAT IT TAKES.

Because I remember that parenting is a job where, even when you feel like you're making some solid, wise decisions, that just meas you about to get slapped with a surprising bad--how could I have made THAT decision?

Because no matter what our struggles, when we are truly and deeply surprised by the kindness of another, it runs deep with us and we remember it and it strips away our fears and foibles--if only for a little while.

Years ago, my wife began a small challenge to us as a family: to become RAKATEERS: or, Random Acts of Kindess (-ateers).

It was very cool. And as I watched her concoct fun schemes like buying neat local jewelry and then stopping by a McDonald's to ask if those behind the counter would be interested in it as a gift, it made me smile. I loved seeing the precise moment when someone received a small bit of a joyful surprise.

This past winter, I felt as though there were many of us who could have used a little more sense of being surprised by joy. Instead, the major headlines seemed to hold forth with surprises of despair, pain, intolerance, and fear. Indeed, fear, protectionism, and lack of compassion seemed to win at the polls and that defeat trickled to many other areas.

But the small moments of joy were still present in the ever-resistant acts of kindness that I saw in my own 7th graders, in our greater society, and in the voices of friends and fighters who stood up for one another with compassion and courage.

And, yes, I even was grateful to receive some small moments of being surprised by joy myself, this late wake-up being not the only one, but one of which I am particularly fond.

Wednesday, September 14, 2016

The Most Important Skill

Before the new school year starts, I try to think through a theme for the year--something that I want my students to carry with them long after the work of reading and writing essays and stories has finished for 7th grade. After reading article after article about the lack of empathy--and seeing such proof displayed, tragically, on the national stage all through the summer--I decided that this year we would try and work on what I believe is the most essential skill of all.

Growing up, I was very close with my oldest brother, Christopher, who is deaf. He lost his hearing at age two due to meningitis. Once I got to high school, Chris began to open up to me and vulnerably share what school had been like for him--the ways in which others did not view him or treat him with kindness and dignity, but rather with disdain and disregard.

His is not my story to tell: his journey belongs to him, and I do not want to speak on his behalf. Chris has a powerful, beautiful, and dignified voice all his own.

But I do want to share that after teaching for 13 years in a variety of contexts--at the high school, college, middle school, and Adult Ed levels--I am convinced that the most important skill we can help our students learn is empathy. It is more important than every single test score, every college essay, every other result or attribute.

And empathy is severely lacking.

The recent news out of Omaha, Nebraska, about Alex Hernandez is deeply disheartening. Watching Alex talk about his experiences of ongoing bullying (particularly the most recent instance when two male students stole his backpack and threw it into the toilet), and showing the clip to my current 7th graders, I cannot keep from crying.

But in the CNN article about Alex, in light of the wave of support and solidarity from people who heard about the disturbing incident and then connected with Alex, he shares a profoundly moving statement: "It made me very happy. It made me feel like I am not alone." This is the power of empathy. For a student who has traveled years feeling like he is alone, that his battles are his alone, and the cruelty of others is his alone to face (with little support, it would seem, from the school community in which he spent years), Alex finally feels like others see him for who he is. They are seeing the injustice that has been done to him repeatedly--not just in a single instance--and they are voicing their support of Alex and their righteous anger at those who attack.

One of the questions my 7th graders and I are exploring is why students who attack feel like they have the license to do so. In other words, why did those two male students who stole Alex's backpack think it was okay to do so? Why did they have a sense they would get away with it (as, by all accounts, they have. A mere mention that they didn't know Alex seems to have convinced the school that it was all a big misunderstanding--something that is often told to people who are systematically and consistently oppressed)?

One of the most insightful responses from my students is that students who bully and demean others do so because they do not have a deep, experiential, and intimate understanding of others who look, act, or think differently than they do. In other words: the segregation which plagues our school systems across this country is a massive culprit in the absence of empathy.

Our schools are woefully segregated according to race, class, gender, abilities, and many other attributes, aptitudes, and attitudes.

Instead of remedying this injustice, many of us seem to accept that this is the way schooling has been done, or that it would be too hard to change, or that it would impose upon principles of freedom. But when we allow segregation and misunderstanding to fester, anything else we teach or learn is meaningless.

What could have been done to prevent the tragic act of Alex's backpack being thrown in the toilet (and the thousand other cruelties Alex endured along his years as a student)?

Giving students experiences connecting with others who look, think, and act in ways that may be new to them. We need to invite speakers into our schools to talk about deafness, race relations, gender inequality, and more. We need to create experiential activities whereby our students journey outside the walls of their own schools and into others. We need to create new ways of fostering communities in our schools, and building schools that depend not only on zip codes but on justice codes: commitments to equalize housing costs and access to our public schools.

We can continue to pretend that standardized test scores are what matter, and that fighting for better scores for all is the work of justice. But that would be to deceive ourselves. What matters most is creating schools that model the kind of what in which we want to live: diverse, understanding, connected, and full of that most important skill of all: empathy.

Thursday, May 19, 2016

Poem for the Maybe-Inclined


Open up the world.
See it for its breadth, depth, beauty, pain.
Life is bigger than we think.
Smaller than we scoff.
Go out and touch it.
See it.
Swim in the oxygen that
Sits still unless we take
Staccato breaths
And big steps
Off cliffs, out of boxes,
Where the air is thin and
Meaning is thick.
Reach.
Teach.
Learn.
Burn.
Think not of thriving
Or of dying,
But of all that is
Waiting to come alive.


Friday, May 13, 2016

Why We Remember

Lately, our two-year old, Benjamin, has taken to becoming a mini-Chris Farley in every aspect of his conversational life. Just like that fabulous persona on SNL where Farley portrayed an interviewer who began every question with "Remember when...?" Ben has been imbued with such a trait lately.



Ben's questions come at the most random times. When we're sitting eating dinner together, Ben will suddenly look up and out with blazing eyes and remark with rapture on his face: "REMEMBER DINOSAUR AT BARNES AND NOBLE!?" 

This would be referring to a dinosaur book at Barnes and Noble where, when you push a button, the dinosaur selected subsequently responds with a resounding ROAR!

Tyler, Jennifer, and I all answer Ben, "Yes, we remember that dinosaur Ben!"

To which Ben replies, "Dino say ROAR at Barnes and Noble!"

At other times, we will, all four of us, be snuggled on the couch together ready to rock and roll with some reading before bed, and Ben will spontaneously pipe up, "Remember boy fell down!?" 

It referred to an incident three weeks when, at the beach, a boy had fallen while he was running and began to cry with every bit of lung capacity he possessed. 

"Yes, Ben. we remember that."

"That boy OKAY, that boy OKAY, that boy gon' to be OKAY."

To which we respond, of course, "Yes, Ben, that boy will be okay. he is all-okay!"

Jen and I have talked a lot lately about how fast everything seems to move. Rushing out in the mornings to get to school on time, rushing to get papers written and deadlines met, rushing to make dinner to get int the bath on time to read books to get to bed before OH MY GOSH HOW IS IT ALREADY 9;30!?

And with the rampant pace--and the rampant news cycle to keep up with, and all the beautiful and glorious work that we so long to do to make the world just the tiniest bit better--remembering seems to take a back seat to the NOW, to the DO, to the MOVE MOVE MOVE.

But maybe Chris Farley, and our little guy Ben, are on to something.

Maybe there's more to Remembering than meets the eye. Maybe slowing down and focusing less on the what-still-needs-to-happen and more on the what-work-has-already-been-done, we actually grow. Maybe it's in those spaces where we experience life close to the bone and learn from it, celebrate it, and remember it, that help us feel content and even peaceful. 

As Sarah Lewis claims in her inspiring Ted Talk, after all, sometimes mastery isn't about the absolute best and the absolute perfection; rather, it's about coming close and celebrating that fact--even enjoying it. 



Remembering reminds us that while we have much to do, we have also already done much. Remembering also reminds us that we do not need to make the same mistakes twice--we can learn from the errors we've already encountered and, by slowing our pace and taking the hand of a friend beside us, move forward with a little more wisdom. 

I hope to practice the art of remembering a little more, and striving a little less. 


Wednesday, April 13, 2016

Get Your Looney On!

The Gant Family (Paul, Diana, Micah, Emma)
Mr. Looney, the 77-year old zany English teacher in The Looney Experiment, is all about depth, connection, and courage. The friendship he forges with 8th-grader Atticus Hobart is a testimony to what's possible when we are willing to get beyond the status quo for school, for ourselves, and for society.

To help spread the word about going beyond the status quo and into the realm of LOONEY, here are a few friends...

Ben Reynolds

Kathryn Erskine


Megan Devlin


Matt Devlin

Tamara Ellis Smith

Katie Benson



Susan Anderson

Jake Dustin

Deborah Underwood

Laurie Ann Thompson

Luke Someone or Other


Suka


Trixie
What does your looney look like?

#GetYourLooneyOn

Thursday, March 17, 2016

Of Soup and Synthesis

A few nights ago, Tyler announced that he wanted to make dinner for Jen, Ben, and I.

"What are you going to make?" We wondered aloud.

"You'll see!" came the excited retort.

And so, we saw.

Tyler asked Jen to purchase a number of items from the store--red peppers, onions, garlic, avocado, grape tomatoes, tomato sauce...and a few hours later Tyler was at the stove adding ingredients into one pan and getting ready to chop up others and fry them in another pan. The entire time, as he progressed in his yet-unannounced recipe preparation--he voiced aloud exactly what he was doing as he was working off the set of his own veritable cooking show.

Hearing our seven old utter sentences like,  "So what I'm doing here is I am cutting these peppers into very tiny pieces to get them all to be just the right size for the mix" filled us with a synthesis of wonder and delight.

We relished it. (Even if we were just a bit mystified and fearful of how the eventual result would taste.)

Fast forwarding an hour later, we all sat down do a kind of soup. The onions had been fried and we browned just towards the heavy side of soft, the peppers were (as predicted) just the right size, and the other ingredients seemed to elbow out their space in the mixture to announce themselves subtly yet powerfully enough to get noticed--"Hey man! I may be small and have strange ties to varies but I AM HERE TOO" said the garlic.

In the days that have followed, I've thought a lot about soup.

Soup.

It's a synthesis really, and I have thought a lot about synthesis lately, too, since my 7th graders just finished writing their synthesis essays and since my school backpack is burdened with the 100 essays labeled TO BE GRADED.

The theme my thoughts have taken with all of this soup and synthesis has coalesced into one curiosity today: I wonder how many students in our schools feel like they can make their own soup?

In other words, I am wondering how often we ask our students--and our children--to work with the ingredients they know and come up with new possibilities. Instead of handing them recipes to be followed meticulously, how often do we let their minds wander around the educational grocery store and say, come up with something new!

RUBRIC is a buzzword we hear everywhere these days, and if I ever assign some kind of writing and don't provide a rubric (which is becoming more and more frequent!) I certainly hear the fear that arches back: "But how will we KNOW what to produce?!"

And the answer that rises up--the YAWP if we can invoke a little Whitman here--is simply, "You won't!"

And maybe that's okay. Maybe that's even a good thing.

In one of his poems, the great rule-breaker e.e. cummings wrote, "I would rather learn from one bird how to sing /  than teach ten thousand stars how not to dance." Maybe part of what he meant here relates to soup and synthesis. Maybe part of what he meant was about learning a new song rather than teaching what NOT to do because it's not on the rubric.

I have a lot to learn. And watching my seven year old son make soup, I felt a kind of challenge from the young to the old: watch this, Dad. It doesn't have to be all planned out. I don't even have to know what I am doing! And it will be okay!

It may not always taste great. But then again, isn't that, too, what real learning is all about?