Dear Diary

“I write because I don’t know what I think until I read what I say.” Flannery O’Connor

I was nine years old when I started keeping a journal, the first of many I received as a birthday gift. It was pink with some sort of design, possibly ballet slippers. It came in a little pink box with a clear plastic lid and keys that I kept conveniently tied around the lock.

I don’t remember why I started to write, but I remember sitting at the kitchen table one morning, looking over at my baby brother who was watching a children’s television show that I did not like. “Can I write that he’s watching a dumb show?” I asked my mum. “It’s your diary,” she said. “You can write whatever you want.”

That’s what I remember when people ask how long I’ve kept a journal. A long time.

I’ve recently spoken with a couple of people who look back on old writing. They write so they can reread later, verify their memories, reflect on situations and decisions, and understand who they are now. I’ve always just thought I’d burn everything one day.

When I think about reading old journals, my insides turn cold. My writing tells stories and relays events that I do not like to think about. I’ve been places I don’t want to revisit, and certainly not alone. My younger self needed to be held, needed to be shaken awake, needed to connect the dots in the writing on the wall, needed to learn, to grow, to love. The person I am now, as is the case with all of us, is a product experiences, responses to challenges, choices made. My writing on this blog tells me that I’m very consistent in many ways, but my personal writing is not nearly so tidy. Our public and private lives are often very different in that way. Is it enough to understand what is now without looking back to see how I arrived here?

And yet, there is a box of two decades of journals in my parents’ basement. Why did I once take the time to sort them, a harder task than it sounds because I didn’t always write the date when I was young? Why have I packed them into suitcases over summer holidays to place in that box? What am I saving them for? I’ve asked myself that question many times and I don’t know the answer. I’m saving them. The end.

I think better on paper. I understood what that meant to me long before I knew anything about cognitive processing, neural pathways, or emotional reactivity. I need to write like some people need a cigarette, and I get fidgety when I feel this way. I carry my journal around during difficult times and sometimes it’s enough to jot a note about what I want to chronicle (that’s usually the word I use) later on. It literally takes the edge off.

Sometimes I write with the intention of remembering, of preserving for as long as I can. But sometimes writing gives me permission to let go, to free up space in working memory so I can focus on something else. If it’s written down, I needn’t actively remember.

Writing is the only pursuit that I do not compromise, no matter how exhausting the day. At the minimum, it’s three things I’m grateful for. And I am grateful, every day, for knowing that there are things to be grateful for.

My journals: 6 June 2019 – Present

Talking with Young People

Educating is about building relationships and this is what makes it emotionally demanding. Our students need us to be present, to be with them, to recognise and name what they either cannot or will not name. When I say that I work with young people, I mean that we work together, side by side. We go through concepts, ideas, information, and assessments together. We are often not doing the same thing, but we do it together.

One of the textbooks assigned in my education methods courses as an undergrad was Discipline with Dignity by Curwin, Mendler, and Mendler. It spoke of respect, responsibility, of treating young people first and foremost as people. This sounds funny to say, but think about it. Educators have a lot of power and that power can build a child up or totally, utterly cut them down.

In the words of Haim Ginott, words that still give me chills:

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanised or dehumanised.”

And this means that teachers must recognise the human role they play in the classroom. We are all beings with dignity and honouring this is critical in the way we treat others – who they are, what matters to them, and the demands we place on their time and energy. Throughout my career, students have come to me just to talk. I’ve heard, “You’re the only one I trust” more times than I can count. I’ve been thanked for saving lives years after the fact. How hard is it, really, to treat a young person the way all people should be treated?

But it is hard. All meaningful relationships are hard. Doing this requires vulnerability and courage. It requires understanding that we are in this together and this can be a difficult position for teachers who do not understand that educating is about relationships. Students know when we are authentic and they know when we are disingenuous. Like all of us, they respond to what is genuine and protect themselves from what is false. I want my students to be good people and this requires me to walk beside them.

At the beginning of this school year, I finally had the chance to get to know a group of young men who had made cafeteria duty a miserable experience the two years before. I smiled while greeting them and said to the class, “To those of you who I have encountered, this is a great opportunity to prove that you’ve grown up.” And they have. Each interaction that we have with young people is a new interaction. Each day really is a new day. If we are going to work together for a year or two, we need to set ourselves up for doing so. I’ve learned to take a deep breath each time I address a question or comment from a student who just grates on me. He deserves the same chances, the same positive attention, as anyone else, time after time. This is how we learn, and I want my students to leave my class knowing more about themselves and the world around them than they did before.

When we feel valued for who we are, we respond. We know this as adults and it is ever more true of young people. A smile, making eye contact, tone of voice, and gestures are all part of communication. Just like how we might know how someone feels about us without them saying so, students know this, too. We like to know someone is looking out for us. This is why teachers should pay attention when a student gets new shoes, a haircut, or looks like they’re having a tough day. It’s a powerful thing to close the laptop and look young people in the eye when having a conversation, or to sit on the same side of the desk that might otherwise act as a barrier. When we sit side-by-side, we are working together. Each member of the classroom community matters, so take the time to do the small things that set a tone.

These are emotional investments that make what we do real rather than abstract. Educating is about building relationships. It is work. It is time intensive, meaningful, deeply fulfilling, and it has the power to change lives. Young people are worth it.

Coney Island, Singapore – April 2020

What’s in the News?

At the beginning of December, a student gave a presentation in which he noted that the headlines of every major news source referenced Covid-19. He’d had to click through a website to find an article on a shooting at Kabul University that left 22 students dead. Why, he wondered, was this not headline news everywhere? He went on to talk about bias in the way that knowledge is presented and his presentation was compelling enough that I am still thinking about it over a month later.

I stopped listening to NPR for several weeks back in March and April when it seemed like the US had just woken up to Covid-19 and everything that had happened in the rest of the world was completely irrelevant. The myopia was stunning and it was exhausting to continuously come up against individuals’ seeming inability to look outside of themselves. It didn’t matter that Covid-19 had been in Asia and Europe for months by then. All of a sudden, it was not only headline news but the only news.

I wish I had been able to experience a world in which news was not all-consuming. I wonder what it would be like to read about events like Covid-19, or democracy protests in Hong Kong and Belarus, or the insurrection on the US Capitol as they became relevant and not as part of communal obsession. I wonder why we can’t let go and why we refresh webpages by the minute hoping for an update. I do not know a world in which we have patiently waited.

What would it be like if global events were not immediate fodder for anyone with a smart phone? What is the psychological impact of the constant barrage of breaking news, memes, and opinions from people who may or may not be qualified to give them? Would we become more deliberate, more thoughtful, more willing to listen if information flow slowed down? And would we be more humble and less partisan as a result?

In order to make the world a more peaceful, more just place, we need to be informed. We need to know what is happening and why, and we need to talk with or listen to those who know more than we do. Many people speak of the importance of different perspectives, but are also unwilling to engage with those who offer them.

Learning is not a zero-sum game. Entering a conversation with one idea and leaving with another does not mean you have “lost” and they have “won”. Rather, it means that your perspectives have broadened, ideas have become more nuanced, and you are able to appreciate complexity. After all, if global problem solving were easy, we wouldn’t have global problems.

When information sharing becomes a battle of who can yell the loudest, we have moved away from the process that builds democratic society. We cannot live in a world that has abandoned dialogue.

I had a conversation with an administrator recently in which he lamented that students are not willing to talk about their concerns or about issues they have raised. They want not just a solution but their solution, and they refuse invitations to sit down and actually have a conversation. This is not a surprise, for dialogue is not modelled for young people today. It is not part of politics, it is not part of the media, it does not appear in formal debate. The other side is vilified when it is presented at all, and experts sneered at. Again, this is not a surprise in an age where anyone can present an opinion and start a campaign on the basis of how many people they can convince to join them.

Yesterday I read an article from the US that mentioned increased interest in civics education, but my thoughts immediately went to the political divisions that will only deepen in written curricula. I would argue further that a lack of civics education is not at the root of the problem of political polarisation. Rather, there is an unwillingness to take a step back and listen. Perhaps there is even a real fear of what we might learn or come to understand. This is preventing us from doing the difficult work of coming together.

And until we are ready to feel uncomfortable, to honestly say, “Thank you for explaining that. I hadn’t thought of it that way”, we are going to remain exactly as we are.

Photos, travels, musings, and ideas on education by someone trying to make the world a better and more peaceful place