It's bitter sweet, last days. Yesterday, was the last day for the Invitational Leadership Institute, my 7th one at Fairfield (I didn't do a traditional institute last year so I could work on my dossier. As always, I finished the project with a final goodbye - an acrostic of the summer teacher writers.
Cicadidae
For Summer Teacher Writers ‘18
intro.
I am here again. There…somewhere
n earer to that place I’m supposed to be
v irtus tentamine gaudet
i n exhaustion, i am challenged…
t he strength rejoices in the choices i make
a nd every summer breath i
t ake brings me closer to the truth
i seek. A last week, weak as an idiot
o n the stage…out, out brief candle…
n yncompoop, no sage to be heard no more,
a nd all the rage & frustration of
l eaving the company of friends.
L aughter, cinnamon rolls, coffee -
e magination brats, puberty,
a nd theubiquitous need for
d eodorant -
e very moment evolving at the
r ight time,
s imply trying to enjoy the journey -
h ow morning prompts & pair-shares
i nvite us closer to being human – to be the
p oem. We are its lines.
I am here again. Somewhere
n ear where I’m supposed to be with this poetry
s inging a song of language, bringing
t he questions, not many answers,
I magining there must be a better way for
t eachers. Phew. What can I say, but
u buntu. i am, because we are…humbled
t ogether in this mess of
e ach and every day.
i.
V irginia Wolfe, Jane Austen, Maya Angelou, Margaret Atwood,
e mily Brontë, J.K. Rowling, Alice Walker, Sylvia Plath, Willa Cather,
n ic stone, Maxine Hong Kingston, Anne Frank, Flannery O’Conner
e mily Dickinson, Dorothy Parker, Angie Thomas, Judy Bloom,
s imon de Beauvoir, Ursulla Leguin, Harper Lee, Zora Neal Hurston,
s ylvia Plath, Sharon Flake, Jaqueline Woodson, Adrienne Rich,
a nita Desai, Octavia Butler, Sarah Dessen, Nikki Giovanni,
E dith Wharton, Sondra Cisneras, Beryl Gilroy, Joy Harjo,
I zumi Shikibu, Louise Erdich, Virgina Wolfe, Mary Wollstonecraft,
s uzanne Collins, Beatrix Potter, Lois Lowry, Laurie Halse Anderson,
e lizabeth George, Sue Grafton, Mary Higgins Clark, Sappho,
n ora Larson, Shonda Rimes, Agatha Christie, Suzan-Lori Parks
m ary Shelley, Chimamanda Ngozi Adichie, Meg Cabot,
a my Tan,Pam Muñoz Ryan, Kathy Acker, and
n ow you…who else, but you, Venessa ElsenmanElsenwoman!
ii.
T he thing about tautological, tediferous temulence
o r maenadic, macrocephalous mahouts is the
m alacophonous magnality of mamzers.
F acundity? Fadoodle? Farctate Febricity?
o h, yes, but of course. For
r eal! Raniform, rantipole rannygazoo causes
d acryops! Dapocaginous Diabology & Diplopia.
e ventually, we all need a little Webster.
iii.
E laborating history (the mystery & simple complexity) is
l amination on a road map of who we want to be….
I ntellectual? Playful? Isolated? a little silly? Weaving
s tories, hardships and glories,
a rtifacts, trinkets, & capsules of individual time,
b ravery, letters, photographs while living our prime,
e ntertaining the narrative told deep within our mind
t hat this chapter evolved from that one &, for a little while, we
h ad a notebook to write our way – to have our say.
M emories, flashbacks, books & curiosity,
u nravelling ourselves in complex simplicity,
l earning global truths through sometimes local lies,
l etting the cave shadows disappear before our
e yes (while exiting the studio door). What is any of it
r eally for, but to leave our imprint where we can.
iv.
A bu was in ESL when I first met him, a Liberian
b oy with bald eagles
i n his eyes who
g rabbed new words like fish for his talons.
a nd they wonder why we teach?
i don’t know, maybe because we reach a
l evel too few will ever know. We help them grow.
P eople are people because of other people
a ll commonalities far surpass what makes us strange -
p ersonalites, universals, global pastiche – a wide range of
i ndividuality creating plurality…the
n ewness reminds us of everything old…
c hildren learning language – they must be bold - and
h e was, Abu, that kid with a red, white
a nd blue heart. All he and his family ever wanted was
k indness, refuge…it’s simple, a new start.
v.
L ossine, his brother, was almost left behind,
a ggravated & crying, his mother had to find an
u nusual place to hide him from the soldiers
r eaching for guns…fleeing often, too often, when
e veryone runs, she runs. Her children, like her,
n eeded shelter.
R unning from family, from tradition, from language
a post-colonial reality, when she heard his
c rying & yelling she needed serenity, but bullets heard, too -
a ll she could do was take cover and pray –
n ot sure what she should do to save another day, that
o nly a mother’s love could know.
vi.
L aughter comes when they hear No Child Left Behind
i n their English class (they only knew the uncommon core) & a
z illion jokes begin to fly. Lossine, you hear that? That
z any President named a reform act after you.
y ou were that child almost left behind in Africa.
S he saved him, though….could have killed him, but loved him…
e ventually they’d tell me this story, like the night
m y Explorer swerved to miss a rabbit. They said, “the 1stdead
p erson we ever saw was on a beach in the Ivory Coast. Just
l eft there, missing most of who they once were in the ocean.”
e very child at risk. every one talented and gifted.
vii.
E go is a strange thing. Hubris that is…a
s cholarship of trying to know accuracy,
t he quantitative and qualitative tales we weave…
h ow we take what we know & treat others. I was
e ventually hooded, a new title to my name, but the
r eal pomp & circumstance was for them.
T he vuvuzelas they brought bellowed, and there I was…
h e was…that man who recorded their lives and
e verything they had to say – carrying their stories
o n a hard-drive, their existence, their
d ays as English learners and refugee survivors,
o n a hard-drive home that day, I had to
r eflect. Ego. Hubris.A Responsibility to Speak Out.
e very child we teach is so much more than a test score.
viii.
C an’t help but wonder here, who? Maybe, what?
a nd most definitely why? We know where -
s urely, right here & when, the last four weeks,
e xistentially, for this reason, this stanza surely speaks, but only if
y ou are here and you are there and they are here,
T his sort of thinking freaks me
o ut. Panoptica. Sauron’s Eye watching me
r ead my word, as I’m trying to read the world: schools serve the
same social functions as prisons and mental hospitals (Foucault)
to define, classify, control and regulate people.
e veryone together – this is the church and this is its steeple –
n ow are any of us ever Friere from such oppression?
s o, i have a confession. I haven’t a frickin’ clue,
o nly know that I do as I do (a doobie doo doo)
n estled in a Hall, Canisius, with beautiful others.
ix.
K razee, this langwidge thang, the madge-chick wee hope it brangs,
a ccomo date ting the waze we reed…finding
t rooth in what evry chiled breengs,
j ugling nure ons w/ abstracked brane wayves,
a sineing graydz 2 how we thank thay reed, c.
P oynt iz, wee r awl skware pegz 4 rownd Hose
i no, bee cause Hive all waze tride 2 com pree henned awl
t hat migh t-chers wure triying 2 tell mee,
a z iff, werdz writ ton on the payje whir ab salute!
H oarse Shhhhh it.
e vry chiled iz a Mirror cull. S-cools r un kool with how they
r an-dumbly lay bull kids this weigh or that.
n ow ledge is mutch more complikayted
a s payrents, wee must due awl wee kan 2 ad-vo-kate 4 the
n ee-oh-fights inn r kare. THIS IS LOVE. THIS IS THE ANSWER.
d onut let anywon tawl u otterwise.
e ve ree chiled iz byoo-tiffle & cape-ah-bull of wreetching the
z ee-nuth of purse-on-null xullants.
H ow due eye no this?
i c it. eye tch it. i fill it. i no it.
l anggwidge iz an ahrt forum. It iz
l yke AhLizbeftheeyan Shachespaireon vurse…
g o ahud, reed it. at furst it mayks know scents.
r eallee, the hole langqwide thang is Abstracked,
u nbahleaveahbull how it werks (eyed lyke 2
b ye a vowl, Patt. Kan eye hav an
e h?). Whut kan eye say?
r eeding iz knot easy e.
x.
J uly left us. It’s August, and here I am again with this word,
u nbelievable, this feeling that you, me, them and us have
l ived this before. What is this? This us? This
i nvitational leadership institute we’re so sure to trust
e ach & every year?
R andom thought. I don’t think it is us (elephant shoe)
o r any of these teachers (they’re frickin’ great but,
n o, it’s not them…not that). It’s this…the
e verything that the National Writing Project brings,
s ongs of ourselves, what it sings with discoveries,
o f who we are. phew. 4 weeks, we’ve come so far.
n ow is the time… cue Cicadidae.
xi.
I am here again, back where i started & somewhere
n ear where i wish i might have gone…a
c randall song stuck in the
r iver of rhyme that is trying to find extra time to
e mpty the ocean with a fork (frog, you’re such a
d ork), but that is the law of teaching.
I am here again, poetically preaching,
b to the r to the y, looking for a way to
l ive the life of learning, seeking,
e ach and every story that comes my way. For these I say hooray.