Go Ahead . . . Deck the Halls!

There must be something horribly wrong with me, but it does not bother me one bit when stores begin stocking for Christmas well before the Halloween candy even goes on clearance.  In fact, I really don’t see why it bothers anyone.  I think Christmas decorations are beautiful and just the idea of the Christmas season approaching can make even the worst day seem a little brighter.  It seems that we’re always going to find something to complain about when it comes to Christmas so here are the reasons I say go ahead and deck the halls whenever you feel like it!

First of all, Christmas tends to get top billing on most people’s list of favorite holidays.  Some will say they like 4^th of July or Easter better, but I suspect they secretly just don’t want to be a foregone conclusion and are trying to be unique.  Personally, I like New Years, but that would be second to Christmas.  Nothing during the year smells, feels, looks, sparkles, twinkles, or sounds like Christmas.  On the scale of holiday favoritism, Christmas gets its own category and the rest of the holidays tend to fall in line after that.

Also, the very fact that it is the most commercialized holiday (with Mothers’ Day pulling out a close second), just proves how much people love it.  And it seems the more attention we draw to its commercialization, the more commercialized it becomes.  Quite frankly, if it were to become completely un-commercialized, I am almost sure it would cease to get the attention it deserves.  No matter how much I spend or save on Christmas, there are just certain things that put me in the holiday spirit and they include certain groceries (there has to be fudge and egg nog), certain decorations (of course we pull out our old favorites, but we almost always have to replace a string of lights or two), wrapping paper, ribbons, gift tags, and tape—you can’t forget the tape!  Trying to get upset because stores put out the Christmas stuff before Thanksgiving is a little like getting upset that they start putting out school supplies while it’s still summer.  This is not a travesty, America!

Finally, they wouldn’t put it out if nobody was buying it.  Somebody out there wants to get a head start on Christmas and who can blame them?  Depending on the kind of pressure they put on themselves, it can be a lot of work.  They need to get started as soon as possible and it just may mean that yes, they start shopping before Thanksgiving or even—gulp—before Halloween.  So what?  I love Thanksgiving too, but I really don’t think it gets slighted one bit by being lumped into the wonderful celebration of Christmas.  After all, what is the best part of the Macy’s Thanksgiving Day Parade? 

The end.

When Santa can finally make his first appearance.  

Reflexion

I see her face so clearly

It's the one I can't shut out

Resounding with seduction

Her eyes reveal her doubt

She says I cannot measure up

To her level of perfection

But I'll spend a lifetime taking in

Her summative rejection

I'll never even question her

When I'm weak with near starvation

When my energy is running low

And I've lost my concentration

"It's worth it" I will tell myself

I purchase another lie

My value solely measured by

Her perfect airbrushed eyes

It never will occur to me

I'm chasing an illusion

She slips into my consciousness

And orchestrates my ruin

Then one day I will find myself

Almost getting there

I've bartered everything I was

For this shadow of despair

I like the view; I take it in

All eyes are on me

I cannot help but notice when

I sense familiarity

Another one who isn't sure

Falters on her feet

I cannot take my eyes from her

She is so intimate to me

She sees my face so clearly

It's the one she can't shut out

Resounding with seduction

My eyes reveal my doubt . . .



(c) 2008

Can't do Nothin'

Haunted stare with empty eyes

Reflecting nothingness in kind

Heard it for the thousandth time

You know you can’t do nothin’

Holding up a handmade sign

Not part of the daily grind

Can you even spare a dime?

You know you can’t do nothin’

Self-respect left way behind

Calculated compromise

Tender heart turned cold as ice

You know you can’t do nothin’

Buyer willing to pay the price

Checking out the merchandise

Human being stripped of pride

You know you can’t do nothin’

You know you cannot walk away

Or leave it for a later day

There is no price too high to pay

You know you can’t do nothing

Be there when their story’s told

You can give them hope to hold

A stronger arm to share the load

Please don't just do nothing.

© 2010

(Background--this was inspired by two of the speakers at Christ In Youth's MOVE conference in Corvallis 2010.  The first was Jim Johnson when he spoke about our influence and the story he told about seeing a homeless man and being influenced by his son to go back saying, "Dad, what're ya gonna do?  You can't do nothing!"  The second was Robin Sigars in speaking about the influence his wife had while living with cancer.  He challenged the students to be there--for each other and for others!)

Concert

[I've decided to move some of my poetry to my blog.  This one was written after a Newsboys concert in 2008.]

It's not loud enough til it rattles my bones

Til my heartbeat is rob'd of a rhythm of its own

Til I turn toward the deluge of the thundering bass

And its force creates wind that pounds at my face

You can't call it noisy 

you'd be more than just wrong

There's so much unnoticed to be felt in this song

The next thing that happens the crowd starts to dance

Rises to its feet in a unified stance

All with one voice

the bold and the timid

Cry outward in unison

not a quiet one in it

An exchange of energy

an electrical charge

Harmonious Cauca phony sounds an alarm

A rest or a pause

an imperceptible beat

Screams silence that's louder than the drums and their beat

And just for a moment they suspend the score

And my mind cannot fathom the final encore

It's not loud enough til it rattles my bones

It's not loud enough til the Sprit's at home!


(c) 2008

Post Script: I Believe . . .

Author Note

Following is the list of  “I believe . . .” statements that acted as the springboard for developing my philosophy of education.  This is a raw compilation and no references are cited. 

1.      I believe that a positive attitude goes a long way; That a teacher shouldn’t take herself so seriously that she can’t joke around with her students.

2.      I believe that no matter how aloof students try to act, they really want their teachers to think they’re cool. 

3.      I believe that respect can be mutual and no adult should demand respect from a child based solely on their age or position. 

4.      I believe that education can be fun.  It can also be tedious, but attitude can play a vital role in this.  Whenever possible, learning should be a painless process.  Life is hard enough.

5.      I believe that teaching is more fulfilling when the teacher has planned out what is going to be covered each day, week, and month.  Much gets wasted if the teacher must spend time gathering her thoughts about what to do next.

6.       I believe that ALL students can succeed academically.  Some need encouragement.  Some need help.  Some need to see things from a different perspective.  And some need to just get over themselves.

7.      I believe that the more involved the government becomes in educational matters, the farther it gets from being education, and instead becomes a glorified paper trail.

8.      I believe that it is not bad to “teach to the test.”  All units must have objectives and as long as the tests cover state standards, then they can be made into reasonable objectives.  I do not see much difference between “teaching to the test” and “teaching to the objectives.”

9.      I believe teachers have a profound effect on their students by simply showing up each day.  Some will leave a lasting legacy with their students and others will be examples of what not to do, but all teachers will leave a lasting imprint.  After all, I can remember almost all of my teachers all the way back to Kindergarten.

10.  I believe that the Holy Spirit can play a vital role in the lives of students; even those who do not know God.  I believe that praying for them makes a difference.

11.  I believe that the gospel can be shared without ever uttering a single word.  St. Francis of Assisi said, “Preach the gospel at all times.  If necessary, use words.”

12.  I believe that the content that is taught to our students is not nearly as important as the manner in which they learn the content.  I believe that the process of learning is what trains the mind to receive more information as a student grows to adulthood. 

13.  Whenever possible, projects should be integrational so that what is learned at the beginning of a project opens the door to learn more and dig deeper about a subject.  Whenever possible, build lessons that build on previous lessons. 

14.  I believe there is no better sight than a student who finally “gets” what they’ve been struggling to learn. 

15.  I believe what Robert Frost said, “I am not a teacher.  I am an awakener.”

16.  I believe that good questions and discussion do more to teach than the finest text books.  But textbooks provide a starting place from which to gather many good questions.

17.  I believe that it is a travesty to make learning boring.  Hard is ok.  Boring is not!

18.  I believe that enthusiasm is contagious and students can talk themselves into being excited about something (even something they didn’t think they wanted to learn) if the teacher can show enthusiasm for it without being cheesy.  It’s hard to act bored when you’re around someone who is excited.

19.  I believe technology plays an important role in education, but should not take the place of teaching.  The teacher/student relationship can increase learning potential exponentially compared with reading alone. 

20.  I believe that a smart teacher is the one who knows she can learn more from her students than she can teach them. 

21.  I believe the Bible provides the perfect framework for developing a well-rounded education including the sciences (Genesis, Job), Grammar (inductive study of Bible passages), Algebra and Geometry (solving life’s mysteries and studying measurements in the Bible), Literature (Psalms, Proverbs, Ecclesiastes, Acts, etc.), Character, government, statistics & probability, Judaism, psychology, law, and religion. 

22.  Favorite quotes: “He who opens a school door, closes a prison door.” –Victor Hugo
“I am not a teacher.  I am an awakener.”  Robert Frost.   “Let the little children come to Me.”—Jesus.  

Part 5: Teachers, Learners, Roles & Relationships, and Diverse Characteristics

What I believe about teachers and learners, their roles and relationships, and diverse characteristics.  Robert Frost said, “I am not a teacher.  I am an awakener” (Connelly, nd).  I believe teachers have a profound effect on their students by simply showing up each day.  Some will leave a lasting legacy with their students and others will be examples of what not to do, but teachers do leave an imprint.  No matter how aloof students try to act, they really want their teachers to think they are cool.

I believe that ALL students can succeed academically.  Some need encouragement.  Some need help.  Some need to see things from a different perspective.  And some need to just get over themselves (Arnold, nd).  As a teacher, there is probably no better sight than a student who finally “gets” what they’ve been struggling to learn.  And though technology plays an important role in education, it should not take the place of teaching.  The teacher/student relationship can increase learning potential exponentially compared with reading alone (Slavin, 2006). 

A teacher’s positive attitude can go a long way.  A teacher shouldn’t take herself so seriously that she cannot joke around with her class a little.  Some people may worry that students will not respect an educator who is not serious, but respect can be mutual and no adult should demand it from a child based solely on age or position (Arnold, nd).  In my personal experience, I have received the highest respect from my students after giving them a measure of it first.  Enthusiasm is also contagious and students can talk themselves into being excited about something (even something they did not think they wanted to do) if their teacher can show enthusiasm for it at a level that does not cause them to feel embarrassed.  It is difficult to be bored when in the presence of someone who is excited.  Learning something new is exciting.  Activating prior knowledge is also exciting.  The smart teacher is one who knows she can learn more from her students than she can ever hope to teach them (Schultz, 1993). 

Perhaps the most challenging issue a teacher must navigate is that of student diversity.  Diversity is simply that which makes someone different than someone else (Hallahan, Kaufmann, & Pullen, 2008).  It could be race, religion, socio-economic status, academic ability, physical ability, or any number of subcultures present in almost any American high school.  The fact is diversity is an issue and its implication brings out the need to respect the culture with which we personally identify, as well as strive to understand the cultures of which our fellow human brothers and sisters identify (Hallahan et al, 2008).  Perhaps it is the opportunity to think beyond one’s own comfort and habits that diversity brings out.  It causes us to recognize our own shortcomings when faced with something like a disability about which we know little or nothing (Arnold, nd).  Diversity can affect instruction to allow for teachable moments regarding relationships, social interaction, and even special events native to a particular culture (Hallahan et al, 2008). 

Perhaps the most significant outcome of positive student/teacher relationships, role definitions and diversity training is the ability of the individual student to believe in his ability to positively affect society around him.  Every person will make a difference in this world: the only variable is the caliber of difference they will make.  It is simply not possible to traverse life on this planet without making an impression somewhere.  Teaching the young people of future generations to believe in themselves is quite possibly the most effective skill a teacher can teach her students.  It is one she must possess herself before she ever steps foot in a classroom (Slavin, 2006).

References

                                   

Arnold, Christyanna, (nd), Student at Liberty University: writer of this paper.

Brainymedia, (2010), http://www.brainyquote.com/quotes/authors/s/st_francis_of_assisi.html,
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Brockway, Jody (Producer) & Deyoung, Annie & Enscoe, Max (Writers) & Haines, Randa
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Daniel, Eleanor A. & Wade, John W. (1999), Foundations for Christian education (Ch. 2),
             Joplin, MO: College Press.

Ginsburg, Kenneth R., (2006), A parent’s guide to building resilience in children and teens,
             Elk Grove Village, IL: American Academy of Pediatrics.

Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C., (2008), Exceptional learners:
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Knight, George R., (2006). Philosophy and education: an introduction in Christian perspective,
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Schultz, Thom and Joani, (1993), Why nobody learns much of anything at church and how to fix
            it, Ch. 1, Loveland, CO: Group Publishing.

Slavin, Robert E., (2006), Educational psychology: theory and practice (Chs. 1 & 13). Boston,
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Willis, Judy, (2009), What brain research suggests for teaching reading strategies, The
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Zondervan, (2009), Bible gateway website (Genesis, Daniel, Acts, Galatians),  
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