A Punny Thing Happened In My History Class Today…

Image by Gerd Altmann from Pixabay

I’ve mentioned here before that I enjoy a good pun. Today, to my delight, one of my students came up with a pretty good one, so I responded in kind.

It happened in history, where my students were mapping the three arenas of WWII.

Student A: Syria. Sy-ri-a. *grins* Are you…syyyyyyrias? 
Me: Hey, I was just dam-ask in’…
Student B: That’s SO bad. 

Well, we laughed hard. And then student A explained it to the rest of the class, and they laughed too.

Poor Student B, though. As Student A explained, he put his head on the table and moaned, “It’s like having my dad in the room… twice!”

Still, it it wasn’t enough to stop him from piping up a little later.

Student B: Did you know that it wasn’t just Darwin, Broome got bombed too? 
Me: Yes, the Japanese swept right across north-west Australia…
Student A: Haha! That’s genius! 
Student B: No. NO. That’s awful! 
Me: I didn’t expect you to bristle like that. 
Student B: I’m leaving. *walks out of the room*
Student C: Where’s B? 
Me: *just as B is walking back in* I made a joke and he flew off the handle. 
Student B: No. *walks out again*

It was a fun moment which we all enjoyed, but it also made the facts the students were working with more memorable. Once we’d had a laugh, they all just kept on working.

Opportunities like that don’t happen all the time, but when they do, they are welcome.

Humour is such good medicine, and it makes excellent social glue. It was wonderful to be able to laugh together during a week when the world seems far more uncertain and a lot less enjoyable than it did a couple of weeks ago.

I’m thankful that my students have the confidence to express themselves in my classroom, and that they do it in ways that are clever and fun. It really is a huge blessing to be able to have such great rapport with my students, and these kids make it easy to keep going to work every day.

These anecdotes were retold here with the permission of the students involved.

Supporting Kids And Teens Through The Covid-19 Limbo

Self-isolation does not have to be completely isolating. There are ways to support and encourage our kids and teens through the times of Covid-19.

To many people right now, the world seems like it is in crisis in the wake of the corona virus outbreak. Those of us old enough to remember SARS, swine flu and H1N1 tend to understand more of the reasons for that than our kids do, even if we still don’t understand why toilet paper is worth pulling a knife on someone, 

Yes, you read that right. It happened in a supermarket in Sydney, Australia, a couple of weeks ago.

To many of our kids and teens, though, it seems like some kind of madness has taken over. As concerts, sports, social events, classes and rehearsals have been brought to a screeching halt as they look on, some of them are starting to buy into the fear that they have seen expressed on TV, in social media, and among some members of the community. 

That hit home really personally on Sunday when our theatre company told the cast that we had decided to hit the pause button and defer our production of Little Shop of Horrors that was due to hit the stage in May. 

“This whole thing sucks!” one young cast member said. 
“I know!” another replied. “It’s taking all the joy out of life!” 
“I get it, though,” responded the first one. “We have to keep people safe. But it’s making a lot of people really miserable at the same time.”

She was 100% correct. I am feeling really miserable about it, too. That’s completely natural.

We will do the show — we just can’t say when. For now, rehearsals are suspended and we all find ourselves with a lot of extra time on our hands that we had been putting into working together for a common goal.

At a time when many of us are being isolated from the activities we love and the company of others who enjoy those same things, how do we stop the molehills of grief turning into mountains of misery? 

That’s a really big question, and I don’t profess to have all the answers. 

I do know that it’s important to find ways to encourage and motivate each other. It’s important to monitor and support each other’s emotional and mental health. 

So, here are just a few suggestions for possible ways to lift the spirits of the young people in your life during the disappointments and challenges caused byCovid-19:

  • Acknowledge their feelings. It’s quite natural to feel disappointed and a bit annoyed at the number of things being cancelled, postponed or banned. Instead of telling them to “suck it up” or “take it on the chin”, tell them you understand, and that you’re feeling similar things too. Empathy will always win more favour than platitudes. 
  • Involve them in the family decision making about social distancing, self-isolating and dealing with the practicalities that follow. Knowing that they have been listened to, and having some ownership of the decisions and plans that are made, will reduce feelings of resentment, anger and rebellion.
  • Praise and thank them for their maturity in accepting disappointments. A bit of intrinsic motivation goes a very, very long way with young people. 
  • Give them responsibility appropriate to their age and ability. It could be anything they feel is important and worthwhile: preparing a meal, keeping a particular area of the house clean and sanitised, disinfecting all the door handles in the house each day, or calling grandparents or other family members on the phone to support and encourage them. 
  • Limit the amount of “fear language” you allow in the house. This might  mean not watching the 6pm news on TV as a family, discussing what members of the family will allow on their social media feeds, and discussing things in a responsible way. Be honest about your feelings, but try to phrase your responses to the virus and consequent changes and limitations using positive and proactive language like “social responsibility” and “doing out part to protect the vulnerable” instead of using terms like “lockdown”, “corona virus jail” or “panic”. 
  • Encourage them to find constructive ways to use their spare time. ‘Netflix and chill’ is okay, but not all day, every day.
  • Self-isolation does not have to be completely isolating. Hanging out with friends in person may not be an option, but there are ways to socialise beyond the regular social media platforms where kids are likely to hear a lot of “doom and gloom” about the current situation. Try Skype calls or Google Meet, which enable people to spend time, chat, and still see each other, all from a distance.
  • Give them something to look forward to. Discuss and make plans for activities, holidays, or celebrations that will happen once the need for social distancing and self-isolation has passed. Anticipation of something good is a powerful antidote to feeling as though all the fun things have been taken away. 
  • Ask for their expert help. Whether it’s compiling a great playlist on Spotify, learning how to use Instagram or Snapchat, finding a great app or game for your phone or tablet, or ordering groceries or pizza online, older kids and teenagers are likely to have those skills down to a fine art. Even if you have a fair idea how to do those things, ask them anyway. 

While there is obviously no perfect solution, it’s important that we continue to try to find positive and healthy ways to deal with the limitations and restrictions that are being put in place.

If you have any other suggestions, please share them in a comment. 

Supporting Our Kids And Teens Through #CoronaVirus #lockdown disruption.
#support #PositivePosts #StayingHome #mentalwellbeing #MentalHealthAwareness #PositiveParenting

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!

The Shakespeare Omelette!

I’ve just self-published my first play!

Cover HD

‘The Shakespeare Omelette’ is a one act play in which four teens enact parts of different Shakespeare plays while waiting for their teacher. It has been road-tested on my drama class, who greatly enjoyed rehearsing and performing the play. The audience also seemed to enjoy it.

The process of self-publication was new to me, so I hope I got it right! If you have any problems, please leave a comment here and I’ll try to sort things.

You can click here to buy it as a softcover book or PDF via blurb.com
It is my hope that it will soon be available in the iBooks store.

 

 

Out of the mouths of… teenagers.

My Year 10 English class studied John McCrae’s WWI poem “In Flanders Fields” yesterday. In our discussion, we contrasted it with some of the more brutal poetry about the war that we’ve been studying, such as Wilfred Owen’s “Dulce Et Decorum Est”.

When I asked them what we could learn from the contrasts in the poetry.
one student answered, “Canadians are awesome and generally more polite about things than the English!”

Sorry, English people. He’s getting an A+.