"All this happened, more or less."

As teachers, we must always remember not to assume anything about our students' vacations. Their experiences will vary greatly depending on religion, income, traditions, family structure, and at the high school level, many of our students work during weekends and holiday events like "Black Friday." If we ask them to use a holiday as inspiration for writing, it is important to think about how we word those prompts. We must make it safe not to have the common or "traditional" experience. With a holiday as controversial as Thanksgiving, we must make it safe for students to express a variety of feelings about the holiday itself, issues with family dynamics or lost loved ones, and other age-related topics ranging from sitting at the kids' table to worrying about the last round of college applications. Of course, in true workshop method, the best way to model sharing in a safe atmosphere is to write with your kids. This year, I decided to focus on how I felt about

I can’t remember how I came across the novel Yellow Crocus by Laila Ibrahim except that I’m always searching for quality novels that portray both the diversity and unity of the human spirit that my students might enjoy reading. I also can’t remember how I came across a review for the novel while I was only about a quarter of the way through the book, but I noted that several people on Goodreads had given the book a low rating, citing “lack of torture” and the fact that “it depicts a white woman who cares about a slave” as negative aspects of the book. Because Yellow Crocus explores the lives of two strong female characters – one a wet nurse and mammy who is forced to give up what little she has to care for the other main character in her charge, I continued reading – ever mindful of whether or not the book glossed over slavery as “not so bad” as one reviewer put it. That reader, and others like him, missed the entire point of the novel. Though Matt

This birthday was a difficult one for me - for reasons you'll read below. Lunch hall duty (in between active monitoring, of course) provided time for me to write through my feelings as I approached this milestone. I debated whether or not to share this highly personal journal entry, but ultimately, this is who I am at this moment, and I believe in the power of writing to work through difficult emotions. The process did prove cathartic, so I share as a reminder that writing works, and the harder it is to write about something, the more we need to do it. I'm not sure if what I ended up with is poetry, prose, or incoherent rambling, but here it is - raw and real. It needs revision and editing, but I'm not going to do it this time. What I wrote through glassy eyes between checking passers-by for their ID badges is what will remain.

The idea for the following poem came from a freewriting exercise during poetry club. My students and I listed all the things we were not , and I wrote "confident." This is the result of musing on that subject: Imposter Syndrome by Amber Counts, April 2018 Searching for symptoms on WebMD Often results in one diagnosis: I’m dying. Most roads lead to cancer. But what about psychological symptoms? Patchwork quilting, Ordered chaos. Symptoms touch. Overlap. But no cancer here. Well, almost no cancer. Though ailments may fester and grow like cankerous sores on the psyche, They often defy simple self-diagnosis. Of one diagnosis, I am sure. I suffer from “Imposter Syndrome.” The symptoms? Perfectionism Overworking Undermining one’s own achievements Discounting praise Burnout Sleep deprivation Common thoughts? “I must not fail.” “I feel inadequate.” “I got lucky.” Traits? Diligence Giftedness Lack of display of confidence

I’m going to break blogging protocol and begin with the admission that you probably aren’t about to read something you haven’t read before. So why will this post continue on with approximately 1,000 more words? It’s simple: the divide between English teachers who embrace workshop practices and those who don’t continues, and I want to add to the throng of voices who assure even the most adamantly opposed to workshop that it can, and does, work wonders. First, let me share a brief overview of my teaching experience. I taught pre-AP (Honors) English 4 for one year. That was a dream! With no standardized test to prepare for, I had the freedom to construct a curriculum that focused on creative and real-world writing. We read. We wrote. We reflected. We repeated. We became better readers, writers, and thinkers. Note two things here: 1.      I say “we” because I instinctively felt that I should write along with my students. Teachers of writing should write. 2.      Ultimately, thinki