Prejudice Is Ugly, Kids.

I was saddened to read what happened to Sharon Cathcart the other day in response to a blog post about racism. Nobody should have to put up with another person’s bad behaviour simply because they are standing up for what is right. 

Sadly, there can be no doubt that racism and white supremacy are still living and active in our world. 

We see their outworking on the news, on the streets, on social media, and in the actions of hateful people. It can be public or private. It can be overt or concealed. 

It seems the only thing it cannot be is eradicated. 

I do try, in my own sphere of influence, to teach and challenge others to embrace equality, acceptance, and empathy for what others have endured, and what is still experienced by many. 

I try to make people aware of what white privilege is, and why it’s wrong to perpetuate it. Yes, I’m fully aware that I’ve been a beneficiary of it all my life. I’ve had advantages others haven’t, simply because I’m white. That doesn’t mean I am willing to sit back and allow it to perpetuate.  

This is why I teach my students about the effects of European settlement of Australia on the indigenous people, then and now. It’s why I teach my students about segregation, oppression, and the Civil Rights Movement, and have them listen and respond to speeches by Martin Luther King Jr and JFK. It’s why I thave them study texts such as ‘To Kill A Mockingbird’, ‘Rabbit Proof Fence’ and ‘No Sugar’. It’s why I teach about inequality, wellbeing, and social justice. And I make sure they understand that for everything that has happened in the USA, Australia’s track record is no better. 

It’s why I challenge people who tell racial jokes, or call people names, or avoid people who don’t fit their ideal. 

It’s why I object to the way in which my country continues to detain people who are legitimately seeking asylum on small third-world islands nearby. It’s why I object to policies and practices that continue to discriminate against indigenous Australians. 

And it’s why I write blog posts like this. 

I do not ever claim to be perfect, but I detest prejudice, discrimination, and everything that goes with them. It’s not just about race: nobody should be excluded, abused or marginalised for being different in whatever way. 

I, too, have had hateful messages left on a blog post or three. I know they are intended to upset me, and to deter me from posting something similar again.

Sadly for those responsible, it has the opposite effect. I always figure that if someone is vehement enough to threaten or abuse me over something I have written, I have probably touched a nerve that deserved touching. As my grandfather used to say, “If you throw a stone at a pack of dogs, the one it hits will yelp the loudest.”

He was a wise man, my grandfather. That statement was never made about actual rocks, nor about actual dogs. It was invariably made about bullies, and various other sorts of horrible people, and the way they would always lash out or blame someone else in response to any accusation or opposition directed at them.

That’s the same reason people leave nasty messages on blogs and social media. They resent the fact that someone is calling them out on their hate.

It’s okay for them to say what they want, though. They have rights, you know.

Sharon E. Cathcart

I was coming back here to write about something else, and found that I had a threatening e-mail (via my contact page) and comment (permanently deleted) from a white supremacist in reference to the link I shared about the 16th Street Baptist Church bombing. Suffice it to say that this individual now has the rare distinction of having been blocked.

This is what white supremacy looks like: threatening anyone who dares to show support for people of color, or to speak out about what happens to them.

And that is actually what I came here to write about. When my dad died, I mentioned that he had given away the bride when one of his African-American students, Joe, married a white woman. Her own family refused to attend.

Anyway, we tried very hard to find Joe in time for Daddy’s funeral. The number my mother had was disconnected, and the…

View original post 453 more words

Advertisements

‘Then’ and ‘Than’ Are Not The Same Word.

Some word confusions are understandable, especially if they sound the same when spoken. We call those homophones, and they sound the same even if they are spelt differently.  Examples are peak/pique/peak or there/their/they’re.

The confusion between ’then’ and ’than’, however, is a completely different matter.

Sadly, this is happening more and more, especially on social media. I don’t even spend that much time on Facebook, but it feels like I see someone saying something like “Nothing is better then this!”  or “I love you more then anything!” at least twice a day. 

Yes, they are similar. 
However, they are clearly not the same.
They don’t look the same.
They don’t sound the same. 
If one doesn’t mix up ’then’ or ’than’ with ’thin’, there is no excuse for mistaking them for one another. 

I swear, it makes my eyes want to bleed.

The two words’ meanings are so vastly different that getting them wrong just makes the person writing look  either poorly educated or plain stupid, even if they are neither. 

This is one of the best and most self-evident arguments in existence for proofreading what one is writing, anywhere and every time. 

‘Then’ rhymes with ‘when”— which is an easy way to remember that it relates to time or sequence. 
Examples: 
He put on his shirt, then his jeans, and then his boots. 
She ran up the hill, then back down again. 
When you have tidied your room, then you can go to the movies. 

‘Than’ rhymes with ‘man’ and is used for making a comparison. 
Examples:
His piece of pizza is bigger than mine. 
A triangle has fewer angles than a square. 
I would rather stay home and read a book than go to work. 

Knowing which is which, and taking care to use the right words all the time, is a simple way to protect your credibility.

And for the love of Merlin’s beard, if you call yourself an author or a teacher, get it right. It’s not that hard. 

Classy Humour.

I love the fact that my students have great senses of humour. They’re quirky and fun, and they know they have the freedom to express that in my classes.

Last week, one of my students told me a funny story about what he did in Biology class. To his delight, I appreciated the humour a lot more than his classmates or the Biology teacher had done.

He was more than willing to give me permission to write his story creatively. I decided a Drabble would be perfect for creating a snapshot of that moment in the classroom.

I hope you enjoy his very classy humour as much as I did.

And thank you, James, for making me laugh on a regular basis. You’re a legend.

The teacher stood at the front of the room, textbook in hand, as the students settled down to business. 

“Please open your text book to page four hundred and four, and… yes, James?”

The teacher looked with anticipation at the young man sitting in the second row, hand raised and an awkward smile on his face. 

“That page cannot he found.” 

His classmates looked confusedly at James, and then at the specified page in their own books.

The teacher frowned. “Are you sure? There must be some kind of mistake.”

James’ smile became a triumphant grin. “It’s an error 404.”

***

Credit for this story must be given to my student, James, who actually did this in one of his classes, and gave me permission to write it as a drabble.

View original post

The Day After Yesterday

Yesterday was abysmal.
That’s not even an exaggeration. In my string of at least a month’s worth of rotten days, yesterday hit new lows. 

I can’t even pit into words how bad it was. It was a day in which I began to question everything I thought I knew about myself professionally, and some of the things I thought I knew on a more personal level. 

It was a day of alternating between being in tears in my office and being in class pretending nothing was wrong.

If the fact that my students have no idea what I have been going through for the past five weeks is testament to my ability as an actor, then yesterday’s performance was nothing short of stellar.

Even leaving work didn’t help: things just kept getting worse.

Today has been better – not because anything has actually changed— it hasn’t at all— but because of the people who told me they believe in me.

It does not change the way things are, but it does empower and encourage me to keep going. For every person who has no faith in me, I have two who do. 

So, I’m going to soldier through it and get things done. I’m going to focus on the positives. And if people try to bring me down, I’ll show them what I’m made of, and then I’ll probably put them in a story and kill them gruesomely. 

Hey nonny nonny. 

On Verbing

Most of the time, when people protest about the way the English language is abused, it’s a case of the language continuing to evolve as it has always done.

One such example is the practice of verbing, which takes the noun form of a word and transforms it into a verb form… like ‘verb’ and ‘verbing’. 

Just last week, I was talking with a friend about how annoying she finds it when people say “I’m going to action that.” I’m sure she sought me out for the conversation because I’m both a word nerd and an English teacher. 

“Action is a noun! A bloody noun! How can so many otherwise intelligent people get that wrong?”

“It grates on us because it’s recent,” I said. “We’ll get used to it.”

“No, I won’t! It’s just wrong!”

“You know Shakespeare did it?”

“What?” 

“Verbing. He did it all the time.”

“You and your Shakespeare. It’s like he’s the answer to everything.” 

“You know he invented the word ‘friending’, right?”

She rolled her eyes and walked away. She didn’t even flinch at my use of the term “verbing”, which is exactly the same thing as “actioning” in terms of the language. After all, ‘verb’ is a noun, too. 

It is the recent examples of verbing, such as “actioning” an idea, that we notice because we’re not used to hearing them yet. When Facebook was new, people complained the same way about “friending”, but these days nobody thinks twice about that. At some point in time, someone decided that it was okay to talk about bottling  fruit, or shelving books, and now those terms are just everyday language. 

It is also true, however, that some things people commonly say are, quite simply, wrong

My pet peeve is when my students are talking about sport or some other kind of competition, and they say “We versed Team X”. 

This is a common bastardisation of the Latin versus, which means ‘against’. It is commonly used for sporting matches and legal cases, and is generally abbreviated as v. or vs., as in Black v. White or Blue vs. Red. 

My first response is always to ask whey they wrote poetry about another team. “You played them. You opposed them. You clashed with them. You competed with them. You did not write poetry about them.” Then I explain how the different words work, and what they actually mean. 

The reason “versed” is wrong is because the words ‘versus’ and ‘verse’ have absolutely nothing to do with each other. Because ‘against’ is a preposition, it simply doesn’t make sense to say “We againsted them”. It is not verbing, by any stretch of the imagination. 

The first time we have that conversation, they look at me with confusion. Some have a glazed look of fear, like the proverbial deer caught in the headlights. This never fails to entertain me. The second and third times, they roll their eyes.

Over time, the tedium of having the same grammar-nerdy conversation persuades them to start using the language correctly. They learn, I win, and so does the English language. 

Exploring Shakespeare’s Language With Teenagers

As I mentioned last week, my Year 9 class is studying ‘Much Ado About Nothing’ this term. 

Today my students investigated the words and phrases coined by Shakespeare. 

I started by giving them a list of the words and asking them to highlight which ones they knew and used. This really engaged them, and it was great to see their motivation change as they realised that Shakespeare’s language isn’t all lofty poetry and words that finish in -eth. 

I followed that up with some great videos and a website resource to extend their knowledge and reinforce their learning. 

An unexpected bonus for me was the overall positive response to the exit quiz I made for the end of the lesson. 

Of course, it wasn’t all enthusiastic. I’ve been teaching Year 9 English for long enough to know not all kids are going to respond positively, so I do at least try to make my quizzes fair so that they can express their feelings honestly, and kind of fun so that they actually want to do them.

They know there is no obligation to respond in a way that will make me feel good, and I know my students, so I’m confident that these responses are an accurate reflection of attitudes throughout the group.

Wait, what? Boring? 

Thankfully, the next set of responses explained that. The 26% who found the videos boring are probably the ones who preferred the website based resource instead. That’s a relief!

There was a surprise waiting for me, though.

The funny thing is, I didn’t even know there was an option 7. I must have accidentally hit ‘return’ while making the quiz on Google Forms. I don’t know if Option 7 was perceived to be better or worse than ‘boring’. I’m telling myself that since they could choose multiple options, Option 7 was checked by those with a good sense of humour. 

This was the closest I got to asking the students to identify themselves. If they don’t have to tell me their names, they are more likely to give honest responses. I’m not-so-secretly excited that so many of them identify as dragons. 

Thursday Thoughts: I’m Textually Active.

If you’ve been following my blog for any amount of time, you’ll probably know that when I’m not blogging, reading or writing, or strutting my stuff on stage in musicals, I’m a teacher. 

Teaching is demanding and tiring and stressful, but I am always up for a great booknerdy discussion with my students, who I happen to believe are some of the coolest kids on the planet. That is one of the parts of my job that I really love. 

Last semester, my Year 9 English class studied ‘Beowulf’ and Year 11 studied both ‘Richard III’ and ‘A Christmas Carol’

The fun continues this semester. I’m excited to be teaching four more texts I really enjoy. 
My Year 9 English class are going to study ‘Much Ado About Nothing’  and ‘Treasure Island’
My Year 11 English class will be studying ‘The Complete Maus’ and ‘The Book Thief’. 

Teaching teenagers can be a tough gig sometimes, but it also has its perks.

If you had a teacher you liked, I’d love to know what it was about them that appealed to you or inspired you. Leave a comment and inspire me!

Lesson from ‘Othello’: How not to be a husband. 

My students have obviously learned something from studying Shakespeare’s ‘Othello’. 

A student wrote the following assessments in this week’s essay: 

“Desdemona is Othello’s wife; the least he could do is talk to her, but apparently that’s too much to ask of our protagonist.”

“Othello is a dirtbag husband that took advantage of Desdemona’s love for him.”

Spot on, I say.