• Chester Jacobs

    Embarrassing Email

    We educators aren’t perfect, if you hadn’t noticed. Take this email I just now received from my principal:

    “We have some students who are supposed to take exams but do not come to school and do not make an effort to make up the exam. In these situations please assing this student a grade of 50% on the exam and average the grade. Please send me a list of the students to which this applies.”

    I think this almost tops the time he made an anti-PDA announcement to the whole school, saying that even hugging your friends will result in lunch detention, which was immediately followed by a teacher appreciation week suggestion that students show their thanks with hugs.

    Just one little slip brings down the whole house of cards.

  • Chester Jacobs

    School at the End

    End-of-year education falls to pieces, many times. Teachers are encouraged to maintain scholarly expectations and strict discipline right until the very last, even though the state tests are over and results are back, but the final weeks of school always find students ready to meander the hallways and laze on into summer vacation a few weeks early.

    Not so under my jurisdiction.

    My students were ready to be lazy, after our tests, but then I introduced the final project for the year: read a book, complete a fiction analysis worksheet, take a quiz, and design and create a magnificent book report project. When we’re not being interrupted to go see the drama class’s spring semester, 15-minute (including long musical interludes) production, or to dunk teachers (I even fell off the seat once without the target being triggered, I was so tensely anticipating the inevitable splash), or to watch the faculty basketball game (my team won, 51-50; I think maybe that one point that propelled us to victory was the foul shot I made) complete with faculty cheerleaders (little leg kicks and waving arms but no human pyramids and back hand springs), or to watch teachers award their pet students certificates of grandeur, my 58 charges’ noses are to the grindstone, churning out what I hope will be original, creative, and fun work.

    I have to look at it to grade it, after all.

    That grading is the biggest thing on my own agenda for the end-of-year season. I need to rearrange all of my books and equipment and stuff so that my grimy floor can be waxed over summer break, but I think I can get some students to do a lot of that packing for me. I never know what to do with the students who actually finish their projects early, besides give them grunt work.

    I’ve taken to coming to school much later than I normally do. I arrive less than half an hour early on most days, even when I ride bike and have to allocate prep time for washing up. Don’t think that means I’m sleeping in, though–M and I have completed a whole lot of garden work during that 5:30-6:45am hour while N is still busy dreaming: mulching, picking strawberries and potato bugs, weeding.

    I leave as soon is professionally feasible in the afternoons, too, and fritter away planning time by reading the news and, ahem, writing.

    Basically, my professional work ethic has ventured into the sewer.

    Life does that, sometimes, I guess. Circumstances trigger lapses in mental capacity or emotional stability. As one student said a few weeks ago, “I wish my mom would just kill me. My life would be so much easier!”

    Come, come, summer vacation!

  • Chester Jacobs

    Classroom Potluck

    Twice over the past several years I’ve read Frank McCourt’s Teacher Man, his self-deprecating yet glorifying autobiographical account of public school teaching. One of my favorite parts of the book is when in one of his desperate moments of inspiration he required students to bring in recipes to read as poetry, an assignment that evolved into a potluck of ethnically diverse cuisine.

    So, inspired, I assigned a “food essay” in which students were to include a favorite recipe, a description of the food, a memory about that food, and a paragraph about the food’s symbolism. In my demo for my students, I told about the gingerbread my family always made for supper on applesauce-making days.

    I would bring in the gingerbread, I told my students, on the day when everyone could–for extra credit–bring in their special food to share with the rest of the class.

    Over the next week as I supervised essay revisions and graded final copies, I again and again complained to the students: “I should not be reading this right before lunch. I’m hungry.” And the foods really did sound delicious, albeit not nearly as varied as those brought by McCourt’s classes, which is totally understandable since most of my students live in the country and don’t flinch in conversations about killing deer; the most popular strains of t-shirts in the school are of the self-proclaimed redneck stripe.

    Unfortunately, not all of the foods written about–most notably homemade ice cream–made it to the food share day, even though students promised as late as the day before to bring them in. But I ended up with a day of local flavor feasting anyway:

    …cabbage and white bean soup in a crock pot brought in by the mother of the boy who the previous week had objected to my censorship of certain parts in Mel Gibson’s Hamlet (which we watched after reading and acting out a version of the play) by saying, “I’ll just go buy the movie,” yet said, after seeing the play’s family relations kissing each other on the lips when saying goodbye, “Now I know why you don’t want us to watch this movie; it’s full of inbreeds”;

    …coconut cake, which reminds the student of an annual get-together his family attends. Once his dad even came to the party instead of staying at the hospital with the student’s mom and prematurely born little brother;

    …coffee cake, American flag cake;

    …salty cakes (fry bread) with homemade apple butter, a granddad’s favorite that mysteriously rather quickly disappeared from the table the first time they ate it after his funeral;

    …corn fritters, accompanied by two jugs of the student’s special iced tea for the class;

    …butterscotch dessert, multiple batches of chocolate chip cookies, lasagna;

    …”Scotcheroos” first eaten by the student when she was two, when an aunt gave her one along with some Mountain Dew;

    …lemon lush containing ingredients the student’s mom was upset that she had to go buy at 10:30 the night before;

    …chocolate and vanilla pudding pie, pumpkin roll, two batches of macaroni and cheese (one re-warmed, one unheated);

    …cherry cobbler that in the traditional recipe contained the fruit of a wild cherry tree that was later struck by lightening;

    …and so much more that by the third class I gave up trying to sample everything.

    Twice throughout the day the class sobered and listened almost reverently as students mentioned that their foods reminded them of grandparents no longer living; in every class the mere fact that I played music for the students–and both “butt-dancing” and country, at that–and the spirit of plenteous food made school almost, well, fun.

    As I told one student, “Man, this is good. If it weren’t for having students here, I’d think I was in heaven.”

  • Chester Jacobs

    For What It’s Worth

    At our faculty meeting last week, teachers were invited to have an ice cream sandwich and pitch in a dollar to cover the costs of the snack. One whole dollar for a melting ice cream sandwich, one out of a store-brand box of twelve? It didn’t feel right to me, but as part of the faculty I felt obliged to partake.

    The next morning I dropped off my four quarters to the teacher who’d shelled out her personal money to buy the treats. I’d prepared myself with the quarters and not a dollar bill in hopes that she would say, “Oh, fifty cents would be fine,” but she took the whole gamut.

    Then she said, “There are extras in the refrigerator downstairs. They’re for free.”

    Over the next two days I worked to bring the price of that original sandwich down to a mere twenty cents.

  • Chester Jacobs

    Of Moistened Mice and Me that Be or Been

    In my own little way I feel a lot like I suppose President Obama felt during his first 100 days, except that in lieu of doing so in press conferences I’m going to say “I’m swamped” right here and now: Even though our new house with its pretentious pillars that serve merely their own egos is high on a hill, everything feels a little boggy right now.

    I don’t mean the rain, although M counted six consecutive gray days and it seems to have rained for the past 36 (or is it 48?) hours. The unpacked boxes on our front porch, there under the second story porch roof supported by those blasted pillars, are quite wet, including the ones I finally stuffed into the back of the pickup (where they won’t become any more dry because my bed cap leaks) as a token preparation for when I begin reading Hamlet with my students tomorrow.

    Now that the state exams are upon us—this week, in fact, which means I should be quaking in my (soaked) boots and sneaking Pop Tarts from the student-designated stash—I’m pulling away from the last six weeks of review and starting some bigger projects, fun ones that I hope will be meaningful. The boxes for Hamlet will remain in their soggily distressed form; I’m hoping that my classes’ set crews will pile them or use them otherwise nondestructively to make Elsinore and grave stones and the like, right there in the classroom.

    Which is wholly mine again, at least for a few days, as my student teacher is taking the testing week off to regroup before returning for two days next week. She’s a great student—a career switcher—and she even subbed for me for three days one week when I used all of my personal leave time to work on the house.

    One day as she and I sat in our respective classroom corners munching our lunches, a particularly fiery student burst in, her clarinet reed perched on her lips, the storm cloud usually hovering above her head apparently mildly dissipated. She marched around the room straightening student desks.

    “I’m excessive compulsive,” she told us. “These desks are all crooked.”

    Even if my students’ test results aren’t too negatively skewed, I’m going to have my own excessively crooked details to be compulsive about. This house is full of the projects for which I for years have yearned to have and through which I now must wade patiently, calmly, and happily.

    But let me back up to jog your memory. First, here’s what the dining and living rooms looked like when we finally got access to the place:

    Next, here’s what they looked like on one of those days or late nights during the week when my brother-in-law actually put in more time than I did in a mad dash so that we could move in without that pesky wire- and plumbing-ridden, supporting wall between the two rooms:

    Now the big room looks like this:

    Remember that suffocating hallway wall upstairs?

    It’s been replaced:


    Our ever-morphing lists of things to do has nearly come to life itself, since we moved in last Saturday, but as we’ve tried to breathe deeply and enjoy the moments here in our new home, other things already living have quickly made themselves evident.

    The second night I scurried into our bedroom only to see a gray blur dash into the hallway, then into the bathroom, and behind the toilet.

    I poked around there until it scrambled back into the bedroom, behind our bed, and into a wall opening that was still awaiting more wiring attention. I walked to N’s bedroom where M was putting her down for the night.

    “Guess what I just chased,” I said.

    “You’re not serious.”

    “At least it was cute.”

    I headed for the basement where I’d seen a discarded trap which I generously loaded with peanut butter and set there by the bedroom wall hole, just two feet from the pillow on which my beautiful head would attempt to rest.

    In the morning, the peanut butter was gone, the trap unsprung. I’d set it too securely.

    That afternoon I bought some new traps and when N was again safe in her crib for the night, I launched my second campaign. I turned off the bedside lamp and waited.

    Soon I could hear rustling. I grabbed my flashlight and shone it on the doomed creature as it ventured forth from the wall. I quickly turned off the light, and the noises continued. When I again shone the light for but a second, the mouse was licking the peanut butter.

    “It’s licking the peanut butter,” I whispered to M as we both made tense, pitiful whimpering sounds.

    The snap! came soon enough, and I threw the poor dead mouse into the cow pasture and, carefully avoiding any cross contamination, I again put peanut butter onto a knife and then used—just once—a toothpick to transfer the bait to the trap.

    This time I dozed off, but within the hour was harshly jerked awake by a second mouse being snapped; it soon joined its companion in the pasture. Once again I used toothpicks to set the trap—but thankfully, no more signs of mice have surfaced since.

    That harrowing night, however, persuaded M to agree with me that a kitten would make a perfect pet for N—which means I need to add to my to-do list one more thing: build a little cat house so our new pet won’t get cold and wet when it rains.

  • Chester Jacobs

    Torture

    Knowing that note taking–a rare activity in my classroom–would elicit groans of whininess, I told my students right up front that it was high time I do my best to make them miserable.

    “We’re going to study internal text structures,” I told them, “and external text aids.”

    “You have AIDS?”

    “Get out a piece of blank paper. These notes will go into the reading section of your binder.”

    “Why can’t you just print them out for us?”

    “Because I love the agony of doing it this way,” I said. “The more you complain, the better day I have. And this is going to be a good day. Write down everything on the board. Please complain. Louder, please–and put some heart into it.”

    For the most part that corked their little moues, except that by the end of the day, they were on to me: “This is really fun, Mr. Jacobs. We should do this more often.”

    “Ooooh, ooooh,” I screamed, covering my ears.

    “Actually,” I told them, “just last night I was reading a book”–The Centaur by John Updike–“in which a teacher was telling a student things like what I tell you.”

    Right then I couldn’t remember exactly what I’d read, but it was good: “That’s my trouble, Deifendorf. That’s the worst thing can happen to a public school teacher. I don’t want you to like me. All I want from you is to sit still under me for fifty-five minutes a day five days a week. When you walk into my room, Deifendorf, I want you to be stiff with fear. Caldwell the Kid-Killer; that’s how I want you to think of me. Brrough!” Maybe I’ll take in the book tomorrow to read the paragraph to them.

    “Maybe you should write your own book,” one boy said. “You could.”

  • Chester Jacobs

    No Vespers Here

    This morning my principal stopped in to utter words that public employees so often find frightening: “A parent called. I didn’t take the call; [the assistant principal] did.”

    I tried not to look concerned. “Oh?”

    “They said you were teaching from the Bible in class. I’m assuming that if you were, it was directly related to the literature, right?”

    “Yes,” I breathed a sigh of relief.

    I explained that in the novel Blue, which I recently read to all of my students, Imogene tells Ann Faye that God has a tear bottle for each person’s tears. Ann Faye enjoys imagining God’s windowsill full of multi-colored bottles; Imogene says that Ann Faye’s is blue because she is a true-blue friend.

    So I showed the Bible verse to my students: “You number my wanderings; Put my tears into Your bottle; Are they not in Your book?” (New King James Version). The NIV says, “list my tears on your scroll”; The Message says, “Each tear entered in your ledger, each ache written in your book”; Dette er Biblen pÃ¥ dansk says, “Gengæld du dem det onde, stød Folkene ned i Vrede, o Gud!”

    “How many bottles?” I asked my students. We agreed that Imogene was wrong; there is only one bottle for everyone all together, not one per person.

    I then made students cut out a bottle shape and fill it with their tears using colored pencils, to remain uncollected and graded, just for themselves.

    “Do you think I should have done that?” I asked the principal. (I also mentioned as we talked more that the assistant principal was actually in my room performing a formal teacher observation during that very lesson. I did not bring up, though, that she evaluated me with across-the-board “meets expectations”–the highest possible rating.)

    “Absolutely,” he said. “I just wanted to be sure you weren’t leading vespers or anything.”

  • Chester Jacobs

    Tie Drivel

    In the past two weeks two separate students have informed me that two different combinations of my shirts and ties didn’t match.

    How deflating–but not really. Male teachers in my district are essentially required to wear ties, an accessory I find incredibly silly, clownish, inane, nonsensical, and dangerous (police officers only wear clip-ons). My quiet protest of this de facto policy has been an intentional but modest mismatching of my wardrobe’s contents, and so I deserve the recent student observations.

    I should qualify the intentionality of my rebellion, since when you get down right to it, the vast majority of my shirts and ties are not too carefully rescued from the local thrift store. Only a few of my many outfit options actually have matching potential. My rebellion, therefore, relies heavily not on my deliberate choices but more so on my hesitation to wear the same three or four outfits–the few that do match–over and over again.

    (That said, I confess having a Monday outfit, which last week I happened to wear twice. A student asked me, “Why do you wear the same clothes all the time?”)

    And sometimes I really do try to match. “Does this combination work?” I parade in front of M.

    “It’s as good as any other,” she often says. In other words, she’s told me, “matching is relative.”

    I wonder if my subtle civil disobedience will ever merit comment from my colleagues or superiors. I’m guessing nothing will ever come of it, since it’s not as obvious as the teacher at another school who protests by wearing the fat part of his ties short and the skinny parts long and claims that the powers that be can make rules about dress code but not fashion sense.

    Instead, everyone just probably thinks I lack judgment in vestment.

  • Chester Jacobs

    So Cool

    I have reason to believe I matter in this world: My brother has passed some of the world’s most powerful people in his workplace hallways and even watched a movie with the son of a man who was on the cover of Newsweek. M has lived and sung with the daughter of the founder of a prominent, internationally-renowned organization. My mom–herself a published author–volunteers with a librarian who occasionally works for a national television network; at Obama’s inauguration she confronted a man she didn’t recognize as belonging at the network’s tent. She asked for his name; “General Colin Powell,” he replied. “I’m supposed to be here for an interview.”

    It’s tempting to try to make such peripheral linkages sound glamorous–which they do, right?–but when I observe other adults’ dreamy delusions about fame, I generally heave a sigh of inward groaning.

    Like earlier this school year, when the head of my school’s English department came into my room all flustered and excited because the local author of the book that her students had been blogging about had–ohmygosh–left a comment for the class. You’d have thought that her brush with a real author was an intense religious experience, she was so solidly on cloud nine. She continued communicating with the author, and he ended up coming over from his neighboring town to eat breakfast with the teachers’ book club.

    Or like over Christmas, when I set up a CD player and display to sell M’s and my CD during the faculty craft sale. No one bought a CD, but I received many fine compliments including one teacher’s emphatic statement, “If I had that kind of talent I sure wouldn’t be teaching!” Never mind that our “CD release” materialized only because we had some money and felt like making an album even though we knew it would probably never pay itself off, especially since our marketing venues are limited and include teachers’ lounges.

    And just yesterday another author came to our school to speak to seventh graders about one of her books. Our library had been featuring the book without anyone knowing that the author just so happened to be the aunt of our guidance counselor–until the guidance counselor one day walked through the library, saw the book, told the librarian of her familial connection, and helped arrange for yesterday’s visit.

    The breakfast book club met with the author before the day began to discuss her book and generally rub shoulders with a published, renowned person. I’d just finished reading the book to all of my students and thought that showing up with a coffee cake would be hospitable of me, so I’d come early, as had the guidance counselor and a number of English teachers including the department head, predictably jittery-tickled at the occasion’s notability.

    But even her excitement paled next to that of the librarian, who seemed almost beside herself with the glamor of the moment. “I just think it would be so cool,” she said rather enviously to the guidance counselor and the rest of us as we all sat around the table, “to be related to someone who’s so famous.”

    We sat quietly for a bit, there with the published author, all of us soaking up the pure reverie of the moment.

  • Chester Jacobs

    Delayed Reasoning

    The last time my school district had a delayed opening, I spent what seemed like the whole time running to the computer hoping for the rest of the day to be called off, too. It wasn’t, and I realized that I’d completely wasted the occasion.

    This morning’s delay follows two full days off, and while I certainly will remain apprised of the status of the rest of the day, I’m pretty sure that once the district has made a call, it stands by its word–and so I must be productive for the short time I have. It’s a revisitation of the old wise Horace’s “carpe diem,” I think better said as “carpe the diem,” now transmogrified into “carpe the delayem.” And I do have seizable options:

    1. Go back to bed. Blah, I don’t generally feel that good about sleeping in, partly because it makes that much more difficult the next time I have to get up at my normally insane hour.

    2. Reread Gone with the Wind. Double blah, since I’m depressed enough knowing that my morning home time hours are limited. (Besides, I’ve decided I won’t dwell on that book at all; it’s too depressing. What do you get when you know the inner workings of an insensitive, greedy, proud, conceited, egotistical, desperate, charming, ambitious, careless, person? [No, silly, not goodbadi!] And then surround that person with the Old Guard of the South, Civil War, a mish-mash of profiteers, one of whom acutely knows that if he shows his love to his love she’ll bite off his head, and an honorable person or two? I’ll tell you what you get: Margaret Mitchell’s masterpiece, which leaves no hope for the human soul other than its resiliency in times of overwhelming disaster and against seemingly insurmountable odds. Count me an ostrich with my head in the sand, but that book really sent me for a blue loop every time I read it. Next I’m going to read Alexander McCall Smith‘s latest, so I can again be happy.)

    3. Comment on the stimulus package. Triple blah–Obama’s not yet called me in response to my application to his administration, so I’m not sure what relevance I could suggest would be adhered.

    4. Play with N. Ball, dolls, books, chase—

    Sorry, gotta go.