Partially Raised by Mark Twain: Thoughts the Night Before Intersession

My grandfather was a powerful man.

He wasn’t strong in a brash, bruising or bullish way, but he was the kind of guy that people listened to. He was sharp, empathetic and encouraging. He was interested, baritone-voiced and familiar. He was learned, read and he loved loved Mark Twain. Rarely a family get-together would go on without Twain quotes booming from his deep Kentucky voice box.

“What is the difference between a taxidermist and a tax collector? The taxidermist takes only your skin.”

“France has neither winter nor summer nor morals — apart from these drawbacks it is a fine country.”

“Anyone who stops learning is old, whether twenty or eighty. Anyone who keeps learning stays young. The greatest thing you can do is keep your mind young.”

I think he loved Twain’s cavalier demeanor. My grandfather had strong opinions and quick wit, but his kindness always kept him from being crass. Sort of like Huck Finn and Tom Sawyer, Twain gave him a chance to adventure out of his properness. This tension between gentility and adventure was the paintbrush and palette of my childhood. A paraphrase of Twain’s thoughts echoes through our family’s history.

“I have never let my schooling interfere with my education.”

Though I grew up in a family full of teachers, many of the most significant learning experiences of my life happened outside-of or even in-spite-of the traditional school setting I was enrolled in. I found immense joy in playing outside. Growing up on a small farm afforded me the luxury of space and simplicity. Throughout the open range of my “backyard” I built forts and skate ramps. I caught fish and learned to drive a tractor.

Since I began teaching at High Tech High I have cherished our tension. In many ways, the wildness of our school reminds me of home. The qualities that made my grandfather great are abundant in the work and people I see around me. I see kindness and thoughtfulness, wit and clarity. I also see the edge and wildness that he loved about Twain.

Tomorrow morning High Tech High begins our annual intersession. Throughout the school students will participate in two-week intensive courses ranging from cycling, building furniture, painting, sculpting and baking, to yoga, film critiquing, cooking and learning to swim. Teachers have designed courses based on their personal passions and fields where they might be pursuing their own learning.

For the second year in a row, my students will be exploring buoyancy before designing and building rafts that will be used to float down the lower section of the Colorado River. Floatopia! 2016 was a thrill. Much like Twain’s characters floating down the Mississippi River, our students were given a chance to be adventurers; to learn on the fly…or float. I am excited to further develop our rafting adventure with a new group of students this year. Floatopia! 2.0 is an homage to Twain’s famous comment about education being stifled by schooling and its also a celebration of the awesomeness that exists in “figuring something out.”

I feel blessed to have had people like my grandfather to guide me as I grew up. His character is still a model I hopefully strive toward. I also feel grateful to have had an upbringing that allowed and encouraged me to do wild and creative things. The little piece of me that was raised by Mark Twain is stoked about this project.

Track our progress!

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Drowning the Puppies

“She slang her pups last night,” said Slim. “Nine of ‘em. I drowned four of ‘em right off. She couldn’t feed that many.” -Of Mice and Men 

Every year its one of the most difficult and exciting days in my classroom. My students have been reading and wresting with John Steinbeck for weeks and have finally arrived at the dark and foreshadowing moment that turns our ongoing conversation into an argument.

Slim drowned the puppies.

Utility is a new and rich theme for high school freshman to consider. In my class we often use Socratic Seminars as a means of organizing our conversations. My protocol looks like this:

  • Students are given a specific selection of reading to cover and annotate (1-3 days)
  • Students are asked to prepare a “launchpad”, a question or comment meant to accelerate or redirect the conversation
  • Students are paired with a partner that is going to observe their participation during the seminar
  • We create a large table in the center of the classroom
  • One partner sits at the table and the other sits in an outer circle
  • The conversation begins with a volunteer sharing their launchpad
  • Once the conversation has slowed we switch partners and repeat

Our seminar for this section of Of Mice and Men was deep. Students politely argued the value of animals as companions and as free/living creatures and we discussed at length the rights of a person to take the life of another creature because of perceived value. The conversations eventually led to humanity.

Steinbeck uses the dirty, sickly and seemingly useless dogs as a tool to show us how insignificant we can sometimes make other people. This scene from the film adaptation of the novella shows the same struggle with Candy’s dog:

 

The utter frailty and simplicity of his characters’ lives are what make Steinbeck my favorite. They all come from a mess, are living a mess or are headed for a mess. They aren’t villains or heroes. They are real, and sometimes real people might not have utility; might not have a whole lot of “worth” beyond their human rights, but we can’t simply say they have no value.

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Exhibition Week 2014…Some Observations

“It’s the most strenuous wonderful time of the year!”

Our class is tenaciously preparing for the annual All-School Exhibition Night this coming Thursday. Throughout the school students are building, designing, decorating, and setting up displays of all kinds of work. It is a season of “showing-off” the amazing learning that has happened and the creativity of our school’s students and teachers. As the week ramps up I have a few thoughts:

  • Teacher Thoughtfulness Begets Student Thoughtfulness

I am amazed at the connection between inspired teaching and engaged learning. Over the past few weeks my own vision and pedagogy have been challenged and inspired by colleagues who are actively pursuing the art of teaching. Their practices are being transformed by their willingness to think critically about assignments and projects, to plan work that is authentic and transparent, and to approach their job holistically. Some examples of my colleagues’ work :

Brian the Astronautical Space Voyager                                                           Sarah’s Quadratics Project                                                                                  Blair’s Project Outline

  • Show Your Work

Often project-based learning lives or dies by the success of the products that students design and create. This “proof is in the pudding” model of assessment is fine for engaging students in rigorous culture of “getting it done”, but too often we lose sight of the importance of showing the learning process. Exhibitions should include examples of the project journey. Final products should be accompanied by drafts, critiques and models. Students shine when their audience realizes the complexity and enormity of what has been synthesized in the product(s) they create.

  • Take Risks

I have loved walking the halls and observing students using new tools, working with new mediums and integrating multiple content areas.  Learning is happening. Credit goes out to the teachers who are trying new things, building something crazy, designing politely subversive curriculum and pressing-on in progressive education.

The Cube
Students in my class building a giant rotating cube with my teaching partner and I inside. #takerisks #integration
Tools
Tool organization and display.
Math Displays
Students building frames for displaying their math projects.
Greek Plays
Students running stage lights and rehearsing Greek plays.
Essays and Mechanical Poetry
Students editing research papers and displaying mechanical poetry art pieces.