Wednesday, May 29, 2019

My soon-to-be high school graduate is ready to make his own way — 751 miles from home

From Saturday's Briefing:

This time, 18 years ago, I was sitting in my newsroom cubicle, working on a project but distracted by a nagging concern: How would I get my child to soccer practice on time?
My office was downtown, and my husband and I lived in the suburbs. Practice usually starts around 6 p.m., but I worked unpredictable hours, and traffic on the tollway is dicey.
We'll figure it out. We'll make it work.

I did have the advantage of time. I was pregnant with our first child, at least four years from registering anyone for recreation soccer.
That firstborn is now days from high school graduation, heading to Auburn University to study mechanical engineering and nuclear power systems.
When all the graduation festivities settle down, Cooper and I will start his dorm packing list in earnest. In the meantime, I've been checking off the list of intangibles that he'll need, too.

That list includes resiliency, tolerance, grace, humility, determination, compassion and flexibility. He's had ample opportunities to practice them all here, and I'm praying that those life lessons stick with him when he's far from home.
Every family has its own story of unexpected twists, disrupted plans and even tragedies.
Our story includes learning disabilities, a cancer diagnosis and death. But our story also includes hard work, silver linings and life.
When Cooper was diagnosed with dyslexia — a condition we never planned for — he adjusted.
He received daily intervention at school for two years. He received some accommodations for class work. He learned to advocate for himself. He often had to work harder than many of his peers.
He figured it out. He made it work.
He refused to be defined by a label. He continued to devour fantasy, mystery and adventure novels. He signed up for challenging courses. He asked questions. He never gave up.
There have been all kinds of opportunities to practice similar determination at home. Steve's cancer and death certainly were never part of our plan. For almost 10 years now, it's been only me, Cooper and Katie. They don't have many memories of two parents who shared housework, decision-making, driving and bedtime routines.
Instead, they have earned experience as members of a small team that cooks, cleans, walks the dog, takes out the trash and performs other duties as assigned.
We have figured it out. We have made it work.
They don't dwell on the loss. This is our normal. They have built layers of independence and empathy. They understand sacrifices and compromises.
These aren't lessons I planned, but embracing them is better than being smothered by them.
Way back in 2001, when I was worried about car seats and strollers, preschools and soccer teams, it never occurred to me to consider 2019, the year that my baby would graduate high school.
My heart couldn't have handled the conflicted emotions of celebrating this milestone while anticipating a new beginning — especially without Steve by my side.

Even now, I can't anticipate or plan for every trial that Cooper will face as a freshman living in a dorm with strangers, 751 miles from home, while taking 16 hours that include calculus, chemistry and computing for engineers.
I expect he'll have some social conflicts, struggle with a class or two, make a few poor choices and occasionally feel homesick.
He and I can keep talking through scenarios until he leaves. I'll be available via phone calls, text, FaceTime and email. But most of the preparation for this big step has already happened.

He'll provide his own rescues or seek help from trusted sources.
Perhaps the best advice I can offer him now is the reminder that we've always figured it out. We've always made it work. He's equipped for the adventures and challenges and rewards to come.
Tyra Damm is a Briefing columnist. She can be reached at tyradamm@gmail.com.
Reedy High School Baccalaureate, two weeks before graduation

Wednesday, May 15, 2019

What I'm most thankful for after a wonderful Teacher Appreciation Week

From Saturday's Briefing:

Teachers were celebrated last week with handwritten notes and PTA breakfasts, with flowers from children and discounted food from restaurants all over town.
Teacher Appreciation Week comes once a year, just when teachers need it most -- in the final sprint toward the last report card, when we're working hard to engage and encourage children, some who believe it's already summer, while also celebrating the accomplishments of the year and the growth of each child.
While teachers have been my heroes since kindergarten, I never fully understood the demands on educators until I became one almost six years ago. I also didn't fully comprehend the intangibles that have me hooked.
Before I was a teacher, I was a full-time journalist who thrived on deadlines and nonstop decision-making. I had no idea then that it was training ground for my future career as a teacher.
One day last week I tried to keep track of the number of decisions made and questions answered between 7:55 a.m. and 4:05 p.m., but the work of writing them all down and keeping tally got in the way of, well, all of the decisions to make and questions to answer.
A sampling:
  • Can I have a pencil?
  • Can you come to our soccer game tonight?
  • Do you want to read my joke book?
  • How many primary sources do I need for this project?
  • Can I have three rubber bands?
  • May I have another Band-Aid?
  • Does this part of the rubric mean that we need to compare and contrast time periods?
  • Do you know why my Google Form isn't working?
  • Will you please read this email before I send it?

Some interactions are routine. Others represent evidence of monumental growth or strengthened relationships.
Would you like to read this poem I wrote?
After our recent sixth-grade poetry unit, one of my students started composing poems on the back of other schoolwork. I'll be standing in the middle of the hallway, greeting students and directing traffic, when this young poet pops up and presents her newest poem, written during lunch or at the end of social studies.
What's your favorite brand of jellybeans?
I teach a seventh-grader who likes to visit during morning tutorials. Somehow the topic of jellybeans surfaced, and we discussed the best brands. I told him about the plastic jellybean necklace I wore in the early 1980s, when jellybean aficionado Ronald Reagan was president. I regret that I lost it along the way.
This student also takes Skills for Living (modern-day home economics) and has recently learned how to sew. After our conversation, he bought a bag of jellybeans (his favorite brand) and used a needle and thread to create a necklace of dozens of jellybeans, to replace my long-lost version from the '80s.
Jellybean necklace in my classroom
What does that mean?
We're studying The Adventures of Tom Sawyer in seventh grade. I read the novel when I was young and didn't enjoy it, most likely because I didn't take the time to understand it. Mark Twain's attention to dialect plus archaic cultural references can be daunting.
Teaching the text has been an unexpected gift. My students and I reread passages, ask questions, discuss social norms of the 19th century and marvel at Twain's ability to capture human nature. Every time they ask, "What does that mean?" we work together to discover the answer.
I'm thankful for our one week each year, the first full week in May, when families and communities go out of their way to show gratitude to teachers. Every gift and note is a sweet reminder of why we teach.
Just as meaningful, though, are the everyday interactions and contributions from students — precious poems and candy necklaces and literary epiphanies. Those are the moments that fuel us to the end of May.
Tyra Damm is a Briefing columnist. She can be reached at tyradamm@gmail.com.