Daddy Played The Banjo?

"Daddy played the banjo

'neath the yellow tree.

It rang across the backyard,

an old time melody.

I loved to hear the music.

I was only five.

I listened as his fingers made

the banjo come alive.

Sometimes I'd wake up at night

and hear a distant tune.

The banjo would echo

'round my childhood room.

I'd sneak down the back stairs.

Daddy never knew.

I'd grab a broom and make believe

I was pickin' too.

One day Daddy put my fingers

down upon the strings.

He picked it with his other hand.

We made the banjo ring.

Now the music takes me back

across the yellowed age,

to the summers with my Dad

and the tunes he played.

But I'm just tellin' lies

about the things I did.

See I'm that banjo player

who never had a kid.

Now I sit beneath that yellow tree...

hopin' that a kid somewhere

is listenin' to me.

Daddy played the banjo

'neath the yellow tree.

It rang across the backyard

and wove a spell on me.

Now the banjo takes me through

(all) the foggy days...

where memories of

what never was

become the good old days.

by

S. Martin & G. Scruggs

"The Crow"

This is the first song on Steve Martin's new CD. It sets the stage for fourteen more truly exquisite banjo masterpieces. This particular song (above) "strikes a chord" (pun intended) with me because it does just what the words imply...gives me memories of what could've been but never were. When you are retired and getting older, nostalgia is big, especially cloudy, partial memories that get all mixed up with good feelings and fun times. Banjos seem to do that for me. They say, "Banjos can't play a sad tune." I don't know about that...maybe "a heritage of mountain music (blue grass) that could've been. I've always had an affinity for this type of music, i.e. fiddle, mandolin, banjo, guitar, even ukulele, autoharp and dulimer. Whenever I hear it now days, I pause and really listen and tap my toe, or slap my knee. I might whistle the tune if I don't know the words. I think my folks played it on the radio in L.A. and about two weeks every year in the summer for many years we took our trip to dad's homestead in Kentucky. He grew up in "coal-mining" country with lots of hills and the hollows (valleys in between) called "hollers"...because the form of communication from one to another was just that. On most evenings, warm and humid we'd all sit on the front porch, chairs, double swings on chains and the steps and tell stories, listen to the radio or even play/sing live music. He had 10 brothers and sisters and some were still around. I, then, didn't realize what precious times those were. I was out chasing fireflies and catching them for the fruit-canning jar. I was in kid heaven because I got to go barefoot the whole time. I got to eat gramma's biscuits and gravy and fried chicken that she got from the backyard. She matter-of-factly caught one, swung it around over her head by the neck and let it run around the yard...headless. What a shock to a "city boy". I found and collected a weed called "life everlasting" and tried to smoke it. Yuk!

Steve Martin has brought me other memories that are kind of "foggy". I remember seeing him perform as a very young man at the "Birdcage Theater" in Knott's Berry Farm. He played the banjo then as part of his "warm-up" act and then he was the hero in the on-going melodramas there. I kinda remember taking my best girlfriend there on a "church social" and after the theater and the chicken dinner with rhubarb dessert, I got down on my knee in the car (my monza) and proposed to her ...In Song! "Two lovin' arms one faithful heart..."

When I began to teach it was a natural-no-brainer to incorporate music into my lessons - both performing/listening and participating/singing in groups. I went to the folk music center to learn banjo, guitar and autoharp from the owner. She was amazing. In my plays/dramas I always tried to put in appropriate intro/exit mood music of a folk or classical nature. I sang with my classes the folk ways and had regular "hootin' Nannies". I even held the autoharp the upright, folk way. I felt the most accomplished with the baritone uke. I play it to this day. It is in the shop (Folk Music Center) getting a crack repaired. The rooms of kids I visit as a sub usually request it..."only if you sing along", I say. It always leads into many verses and a "dramatizations" of some sort. Our latest was "Alligators All Around" from "Really Rosie" by Carole King. This was from her musical for young kids. It goes through the whole alphabet with alliterative activities.

So many kids now days have "absent fathers". It takes a toll. They have to develop their own "memories" of ghost fathers who might play the banjo, or teachers who might love to play and sing their lessons. I'm a lucky guy. RRR

My Weekly Reader

I used to just love getting the "Weekly Reader" in my classroom. It was usually the first item I ordered for the school year. Then I'd get a new packet almost every week. It was chuck full of short articles and pictures and graphs that were fascinating. I'm sure some of my students were not quite as interested. Another "reading assignment/quiz" they'd probably moan.

I was around long enough to see most of its "life cycle" from a small, two-page, black and white leaflet to a multi-page, color photo, graphic newspaper with "pull-outs". It cost alot and took quite a sacrifice of my "school/family budget"...yes, I was (am) guilty of using my "own/family funds" to buy "extra" school supplies. Most teachers still do it. I think, when I retired, it was up to over $2.50 per student. I was in the habit of ordering 15 to 17 so we'd have enough if we shared (two students per issue).

It always stimulated so much class discussion and writing. It was always "non-fiction", current World and National News and it made us "feel important" as we "solved" the World's problems. Then there were the quizzes and tests. Quarterly, we'd have the "Reading Comprehension Test" in the Teacher's Edition. (answers/answer sheet to bubble) I'd alway take a hold-punch and make an answer template that could be "centered" over the student answer sheet for easy correcting. It was different and more realistically accurate as a "test of reading" in those days. (B.S.S.T.- Before Statewide Standardized Testing) It then allowed you to go over it with the students and discuss why one or another question was "tricky"...something a standardized test never let you do. We are talking 4th, 5th, 6th grade level here.

Now, the copy is all "slick" and glossy on expensive paper. Back then, it was on newsprint/foolscap and very cheap. Back then, it would lead into and enhance their own, required weekly "Current Event Report". Yes, I let them use it for their weekly, assigned, oral report to the class (individually and in groups). Unheard of today...not enough time in the schedule, plus kids just aren't asked to get up and share, verbally, on a regular basis. My kids knew we had a "rotating report schedule" that took up the first 15 mins. of class with 5 days and 5 different groups responsible. One kid would do World News, one, National/local, one, Sports, one, free choice or human interest. They had to tell the "5 W's" + H of news/journalism. (Who, What, When, Where, Why and How). If they didn't, their classmates/me, would call them on it.

I was in two 4th grades this past week. One had a new packet of Weekly Readers; one didn't. The one who didn't was more open to discussion of "current events" even without the WR stimulus. The one who did, kind of moaned about having to go through it again. They were assigned to take it with them as "extra reading" when we went to the computer lab to take a TEST...MAP Test. (and I don't mean a "spacial map" Their current issue had a pull out on Science and the the "latest" discovery that "Pluto is no longer considered a planet in our Solar System". This was news to them as we discussed it. They thought there were still nine planets i.e. My Very Energetic Mom etc. for Mercury, Venus, Earth, Mars (inner planets). It was mildly interesting news to them that Pluto is now a "dwarf planet" or "plutoid" along with several others of similar size and distance from our Sun. I just happened to bring an elongated "photo" (artist's rendition of pieced together Hubble photos) of our Galaxy - The Milky Way. They were more than mildly interested in that. I had a student hold the other end while I pointed out a small speck that just might be our Sun (a medium star) in this vast display. Then we were blown away by the fact that our Milky Way Galaxy is just a medium to small Galaxy in our known Universe of billions of them (uncounted). Talk about your "Horton Hears a Who"...moment!

At the beginning of the class, with a "first time class" (this was), I tell them alittle about myself and my career as a teacher. (38 years, drama, music, etc.) I usually end with a questions, "Anything else you want to know about me?" (oh yeah, "I'm not going to embarrass any of you today.") One girl pops her hand up, "Do you believe in God?" That was a first. This was before I showed them "The Milky Way" and talked of the immensity of our Universe. I answered, "That is an inappropriate question for a Public School. I'll be willing to discuss it with you, personally, at recess if you want." By recess, she had forgotten. I wonder if our "Universal Discussion" helped her decide? RRR

Roosters In The Classroom

This last Friday I had the "fun" of subbing in a classroom that requested me again. I had been there once before this year and a few times last year. This time was different. I've written about this class before, i.e. the posts about Playwrights and Dancing. Now the students have expectancies and specific requests. I'm getting to know them better and especially certain "individuals" who might present more of a challenge to "group learning".

First of all, I got there early to check out the lesson plan. I right away noticed, walking into the portable next to the perimeter fence of the playground, roosters crowing. Outside they were pretty loud. Inside they were still pretty loud. I thought, "Oh well, it's early...this is what roosters do." Well, they continued to serenade us the rest of the day. To me it was distracting, but the children had gotten used to it. I asked them if they even noticed it anymore. "Not really." Maybe it is a "generational thing" i.e. ipods/blue tooths in the ears etc. This is a part of town where it is not unusual to have "livestock" in the backyard...especially chickens. I asked them if they had ever tried to visit the roosters. They were not allowed to go behind the portables in a very small space/wired-off fence. Had they "named" the roosters? "Nope." Had they written letters to them or to their owners? "Nope." By now, I would've had the roosters named and writing letters to the kids asking for responses. They would each have personalities and appeal to different types and interests. They'd have their own "signatures" and I'd have an art contest to draw pictures of them. After all, this is only a 2nd grade...imaginations run wild at this tender age.

I wasn't long before I noticed that there were some "rooster-kids" in the room. Usually you will always have one or two who crave attention (especially the teacher's) and who have a whole "other agenda" than what has been planned in the lesson by the regular teacher or the sub. They are the last to get started on the assignment, or the first to have an alternate suggestion, at least for themselves. They don't usually strut around the room physically but they make sure you know, and their fellow students know, that they are there. The leading one in this classroom was in the habit of speaking out and back to "the teacher" and always having an attitude of defiance...or "I don't care". After about 3 or 4 interruptions..."suggestions" of how to teach the class or "what our regular teacher always does". I asked him to move his "behavior clothespin" from green to yellow. This is a warning procedure to get them to stop before it escalates to 2. missed recess, 3. take work to a next door room 4. note home and the colors go from "def-com" yellow to orange to red to black. This disrruptive student was one of two or three who were always sucking on something that you thought might be gum...2nd grade, mind you! His was a metal necklace of less than sterile condition. I had to take that away next. Then it was denial and hiding other objects. He was very verbal, I'm sure, had a high IQ. Work was usually easy and done super fast/first with ostentation. He also suggested the book to read to the class first thing...when we were on "the carpet". I had my own plans with some "nonfiction" posters and magazine articles. When called upon to recite the next part of the lesson, no problem, quick and correct. He was even answering other student's questions.

When it came time to have "fun friday" the last hour of the day he had a problem...as did 3 or 4 others. They hadn't brought back their week's homework packet (all done) so they were "prisoner of chair" for that last period. He was fit to be tied. "I did it but I just left it home." The guy next to him "couldn't remember if he had done it or turned it in...no. One wanted to work on it right then and there..."Sure, I'll help you with the parts you don't understand," I said, an proceeded to teach her again how to do subtraction with regrouping. Suddenly, "rooster #1" comes up to me with the homework packed in hand. "It was at the bottom of my backpack. I guess my mom stuffed it in there when I didn't notice." Wow! It was correct. He made a beeline to the one remaining computer for the "games" available at this time.

Now, when I look back on the day's interactions, especially with the "roosters", I realize that...I'm somewhat of a "Rooster Myself". I'm a male teacher in a primary setting where there are very few "roosters" to relate to. Their sweet regular teacher has different, more effective, ways of dealing with these "pecking order" challenges I'm sure. They are used to her ways. I'm not...but then, isn't this a big part of what public education is all about? Adapting to changing conditions which are usually less than "ideal". What would you do if you, as a little kid, were confronted by "Foghorn Leghorn" on a rainy day... couped up with a bunch of chickens? RRR

"What I want for...every Child in America"

As I sit at my computer desk looking out my office window at the majestic, panoramic view of snow-capped Mt. San Gorgonio, I can't help but be inspired and hopeful. I can see for miles on this clear eve of M.L.K.jr. Day and the upcoming 44th Presidential Inaugural. I so want to be optimistic for our Country and Its Future (Its Children especially) They continue to be the "Building Blocks" of all the great and wonderful things to which we aspire...as individuals, as families, as communities and as a nation. We hope to be able to "line them up straight" and prepare them for their "brave new world".

In the Los Angeles Times' Parade Magazine today there is a "letter" written by our President-Elect, Barack Obama to his daughters. I'd like to quote from this letter:

"When I was a young man, I thought life was all about me - about how I'd make my way in the world, become successful, and get the things I want. But then the two of you came into my world with all your curiosity and mischief and those smiles that never fail to fill my heart and light up my day. And suddenly all my big plans for myself didn't seem so important anymore. I soon found that the greatest joy in my life was the joy I saw in yours. And I realized that my own life wouldn't count for much unless I was able to ensure that you had every opportunity for happiness and fulfillment in yours. In the end, girls, that's why I ran for President: because of what I want for you and for every child in this nation."

"I want all our children to go to schools worthy of their potential - schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college - even if their parents aren't rich. And I want them to get good jobs: jobs that pay well and give them benefits like health care, jobs that let them spend time with their own kids and retire with dignity."

..."That was the lesson your grandmother tried to teach me when I was your age, reading me the opening lines of the Declaration of Independence and telling me about the men and women who marched for equality because they believed those words put to paper two centuries ago should mean something."

"She helped me understand that America is great not because it is perfect but because it can always be made better - and that the unfinished work of perfecting our union falls to each of us. It's a charge we pass on to our children, coming closer with each new generation to what we know America should be."

"I hope both of you will take up that work, righting the wrongs that you see and working to give others the chances you've had. Not just because you have an obligation to give something back to this country that has given our family so much - although you do have that obligation. But because you have an obligation to yourself. Because it is only when you hitch your wagon to something larger than yourself that you will realize your true potential."

"These are the things I want for you - to grow up in a world with no limits on your dreams and no achievements beyond your reach, and to grow into compassionate, committed women who will help build that world. And I want every child to have the same chances to learn and dream and grow and thrive that you girls have. That's why I've taken our family on this great adventure."

"I am so proud of both of you. I love you more than you can ever know. And I am grateful everyday for your patience, poise, grace and humor as we prepare to start our new life together in the White House."

Love,

Dad

This sums it up for me and says it better than I could. It is still what I want for my sons and their children. It is the reason I'm still teaching and volunteering in our public school classrooms. Our President-elect has asked that tomorrow, M.L.K. Day, to be a day of "In Service" to our country. I say, let's strech it out to days, weeks and years. We need it. RRR

Behold That Star!

In most classes I visit there are "star students". They just sparkle. You can spot them if you are paying attention to what "turns them on" academically. Suddenly they shine. Their fellow students know it too. It is my job to bring them out and "let them shine". Like the Rubik's inspired "BrainTwist" above, they are multifaceted with many sides, faces, corners and colors. The challenge is to find the ways to twist and turn the curriculum and assignments to bring out their best.
This figure starts out a 4-sided pyramid but has 8 star faces from light green to dark, from purple to magenta, from blue to yellow and from orange to red. It can be quite frustrating and take hours. It takes patience and tenacity...just like teaching.

This last class before the Holiday Break there was a little first grade "sparkler". I like to play my "Music Box CD" when they come into the room. I watch how different kids respond or don't. This particular girl was just transported and immediately became "a music box dancer". She twirled and swirled around the room oblivious to her peers and me. She was up on her toes but I could tell she had had no formal instruction. The rest of her "day" was magical. She was quick to respond to all assignments and questions. She volunteered to help others and was "caught" being "good" so she could have a better "fun friday". She was a shining gem...a pearl.

One of my favorite teachers was there and I spotted her at lunch time with her kids. She never eats lunch with the teachers so I decided to visit her in her room with a "gift". She likes to have her kids do poems, recitations and skits. So I brought her the classic poem I had printed up: "The Owl and The Pussy-Cat" by Edward Lear. This was a Broadway Play/Musical a few years back with my favorite actor, Alan Alda. I also brought her the masks that are needed to act it out in pantomime. (owl, cat, pig, turkey). We had just done it two times in our first grade class. They loved it. Some were more into it...especially the dancing. There are "star teachers" too. They are leaders on their staff's and not afraid to "take the roads less traveled"...and that can make all the difference...in a career.

I've noticed that recently a mega-star, Will Smith, has made another thoughtful movie for the holidays. I started this blog with his "Pursuit of Happyness" using the Rubik's Cube as my symbol of the difficulty of teaching/learning now days (with all the emphasis on testing) Now Will has come up with an equally powerful concept. "The Pound of Flesh" from the Shakespearean Play, "Merchant of Venice". He calls it "Seven Pounds" because he tries to help/make amends with seven strangers. I haven't seen the movie yet. It may be awhile. In the mean time, I'm going to continue to "help strangers" as best I can as a roving sub. Maybe I too will make up for some of my "errors"...in character. Hope springs eternal. RRR

'Twas the Week Before Holiday...Break

'Twas the week before "Holiday" (break)

And all through the class

Every student was writing

Descriptive adjectives en masse

The children were nestled

All snug at their desks

While all five of their senses

Danced cozy arabesques

Their principal and teacher

Had called for more "copy"

Of Santa Letters and fantasy stories

No matter how sloppy

Now dashers ---, Now scribblers

Now printers and cursives

On commas! On phrases!

On sentences! and missives

To the top of the pile

Is it right (write) for the stage?

Let's edit, recopy

And smooth draft to "pink page"

I just spent the day, yesterday as a "rover sub" a a local school which was doing an "inservice training day" for all 3rd through 5th grade teachers on new technologies. As I stood outside with the 3rd grade class for the all-school reciting of the flag salute, pledge and motto, I heard the principal remind all students/classes to turn in their synonyms for a few, positive seasonal adjectives. i.e. jolly, merry, happy etc. Names and room numbers had to be on all "Santa Letters" if they were going to be "answered". Aha! Is this some academic leadership?...from an administrator? Wow!

When we arrived back at the classroom I began to see what was being referred to. On the white boards there were large sheets of butcher paper with lists of adjectives organized by how they described the five senses. I eventually found the "lesson plan" magetized to the white board next to these lists. It was all about "team time" and the writing projects they had been doing. They were to continue on these "projects" they had in their "writing folders" and try to take them from "sloppy copy" to "smooth drafts" on special pink-lined paper. They were all at different stages of the process. I was to rove and help with editing, spelling and suggestions for more use of descriptive adjectives at this "happy time of year". This is what I used to enjoy doing as a teacher of Language Arts. I'm sure they could sense my enthusiasm.

I could see that the regular teacher was very creative and a bit "messy"...just like I thought I used to be...my kind of room. These were all mostly motivated and confident kids who got right to it. They were used to assignments like this and only had to be encouraged to sprinkle in a few more adjectives. There were no "templates" or formats to "copy". Everyone was doing something different, but mostly their own stories. (third grade level) For now, nothing was "turned in" but kept in their folders for future work...none of the usual "I'm done! What do I do next?" out loud announcements by the gung-ho ones. Just amazing!

This was also the class who all had their "recorder lesson" down pat when the special teacher came. We were ready for her and she did nothing but praise them for how well they all played. Since last year she had instituted "contests" class vs. class, 1/2 class vs. 1/2 class and groups of 4 or 5 vs. other groups where they chose what to perform. She even had a roll of the dice for a "prize recorder". This was a happy and proud class...highly motivated.

In the P.M. it was a slightly different story with the 5th grade. The teacher confided that the whole school (district), this school and his class was being asked to devote more and more time to "Language Arts" i.e. Reading and Writing especially. There were more warnings about disruptive behaviors and "how mean" I, the sub, really was etc. But basically, the class was mostly "on task" and motivated. We took turns reading through a "hand-out" on "Clouds" and the "fill-ins" attached. I was given the freedom to stay with it or move on to a "Persuasive Writing" assignment. I gave them a choice: Finish up the Clouds Packet or do the "Letter to the Parents"...asking for a party on Saturday. About half and half did each. The difference here was that there was a suggested "Topic Sentence", four supporting details for the body and a sample closing sentence, restating the topic sentence. Most that were turned in, stuck strictly to the "template" and didn't add any of their own descriptive, emotive adjectives to plead with their "parents. Here their collective goal seemed to be: get it done, get it over with. We then read a few pages about "watershed usage" and what happens to the precipitation from the "clouds". Most were not done with either the packet or the letter. We then had a Math-Art project of graphing on X and Y coordinates. Some students really got into this. I could see with others, it was dying...too boring...so I got out my Uke and we sang their "Holiday Show" songs for practice..."Up on the Housetop...and Must Be Santa" They enjoyed that and we slipped in some other P.C. carols. So we got some "Oral/Vocal Language Arts" into the lesson plan. In both classes we also had a visit from my "robot" "20Q" where they are fascinated to read the scrolled questions as it guesses their "Animal, Vegetable or Mineral". It teaches them how to ask "inductive and deductive questions"...just like those used in Science.RRR

A Foxy Family Feast

The Fox went out on a chilly night,

Prayed to the moon to give him light,

For*he'd many a mile to go that night

Before he reached the town-o,

Town-o,

Town-o.

*He'd many a mile to go that night

Before he reached the town-o.

He ran 'til he came to a great big pen

Where the ducks and the geese were kept therein;

*"A couple of you gona grease my chin...

Before I leave this town-o"...(x2)*

He grabbed the gray goose by the neck

Tossed a duck across his back

*He didn't mind their quack, quack, quack

And the legs all dangling down-o...(x2)*

Then old Mrs. Flipper-Flapper jumped out of bed,

Out of the window she cocked her head

Screamin', *"Fred, Fred the gray goose is gone

And the fox is on the town-o"...(x2)*

Then Fred, he ran to the top of the hill

Blew his horn both loud and shrill.

*Fox, said he, "Better flee with my kill

For they'll soon be on my trail-o"...(x2)*

He ran 'til he came to his cozy den.

There were the little ones, eight, nine, ten.

They said, *"Daddy, Daddy, better go back again

'Cause it must be a mighty fine town-o"...(x2)*

The fox and his wife, without any strife,

Cut up the goose with a carving knife.

*They never had such a supper in their life

And the little ones chewed on the bones-o...(x2)*

Our tale of this family feast is done

The farmers and the geese didn't have any fun

*Clever Mr. Fox fed his family,

All down in their cozy den-o...(x2)*

This is a fun song we "dramatized" with two first grades this past week. We used masks for the fox, the farmers and the geese. We discussed the meanings of all the bold words. We talked about "young-uns" ie. baby foxes -"kits", baby geese - "goslings", baby ducks - "ducklings" and Mrs. Fox - "Vixen" Then we talked about what it meant to be "foxy" or clever and predation comparing "pray" with "prey". Yes, we did all this with first graders and it would be even better with second graders. We had them spaced out in groups around the room. ie. the foxes in a corner "down in their cozy den" (all 12). The ducks and geese in another corner. The farmers, just the couple, were laid out on top of desks, "sleeping". They loved that...in fact, they loved the whole thing and wanted to do it again and again with new casts. We suggested alliterative names for all the "leads" ie. Foxes - Phil and Fiona, Geese - Gladys and her gander, George, and farmers Fanny and Fred.

This is the kind of "teaching fun" I was used to..."back when dinosaurs roamed the earth"...B.T. (Before Testing) This was when schools and teachers were "trusted" and didn't have to prove every year that their kids were learning and "improving academically"...so they could get more funding. Yes, budgets were still limited, teachers made do with what they had...as always but it was almost "economic" Supply was "down" so...demand was "up"...and kids seemed to learn anyway, in spite of our "limited (paper-pencil) efforts" Amazing!?

Now our "Foxy-Clever" Schools have a greater "supply" of "ignored kids" (both work, in day-care all day, with grandparents etc.) and the "demand" is greater for more "results" that can be measured and proven so "funds" can be bestowed to "deserving" schools/teachers who know how to "test" pre- to post. What have we done to our "great, free, educational system"? The "foxes" are having a "feast"! And there's no one to even clean up or care about the "feathers"!?

The "moral" of this "Foxy Fable"...so that we, once more can have "morale"...in our schools is: "Allow our kids to learn and grow as whole persons, using all their modalities for learning/experiencing Life." (ie. aural, visual, audio, tactile, kinesthetic...playful, creative...enigmatic, trial and error, asking, questioning themselves...not just for tests of proof.) Talk about "going green" in our environment...how about doing the same with our most "precious supply" (our future- kids) Consume less...demand more...even with a greater supply...and we'll get more (quality) returns and live within our "budgets" Yes, I think there are parrallels to our current economic "recession". We all have to adjust our thinking and acting (consuming) downward and become more frugal in our "wants" and "demands" even from our schools. Then, maybe, just maybe, they can find their own "true value" again and we can "demand" what really counts and have a better society and future.RRR