Sunday, July 23, 2017

A Man Called Ove: A Review with Minor Spoilers

A Man Called Ove reminds me of the protagonist in Disney Pixar’s Up, if only that cantankerous old man had been trying to kill himself throughout the story. Ove, pronounced ooh-vuh, cannot let injustices – like choosing a BMW over a Saab – go unchallenged. He lashes out at those who lack what, in his mind, amounts to common sense and decency. 

Much to Ove’s dismay, every time he methodically plans to do himself in, he is interrupted by oblivious neighbors. As we journey with Ove through his life via a sequence of flashbacks, we are reminded that no one becomes so sullen without facing adversity and experiencing loss.

Through Ove’s recollections of his wife, we learn that Ove’s capacity for love is boundless. Descriptions of how she curled her fingers into his palm made me wonder what little habits I have that my husband notices, and I became more mindful of the special mannerisms he has.

I would only recommend this book to mature readers. Though the novel contains no licentious material, it requires a level of emotional maturity and some real life experience to fully understand Ove and the people around him. Because I felt so frustrated with Ove, I didn’t decide that I liked the book until more than halfway through. Ultimately, Ove reminded me that everyone plays important roles in the lives of others – the question is whether or not we will have a positive or a negative impact in the lives we touch.

To read the New York Times review of this book that offers some backstory on the author, click here
Image result for a man called ove cover

Saturday, July 22, 2017

Teaching in the Year of Trump

Last year, I blogged about the importance of teaching students “how to think – not what to think” in a post titled “Teaching in a Heated Political Climate.” I still firmly believe that students should be taught to analyze rhetoric, obtain news from multiple and varied sources, and most importantly to know why they think what they think. I want them to understand media and political biases and also to understand their own. I want them to realize when they are being manipulated. Knowledge and literacy = power.
I still perceive my role as one of facilitator, as mediator, and quite often as devil’s advocate as a means for evoking thoughtful dialogue, debate, and mutual understanding. In my previous post, I posed these questions:

  • How can I satisfy any of those roles if I am working toward a specific political agenda? 
  • How many parents want their kids’ teachers telling them which candidate they should vote for?
And then the election rhetoric went wild. This isn’t the first election through which I have taught high school seniors at or approaching voting age. I truly believed that I held the secrets for facilitating discussions that fostered a level of mutual respect and the ability to listen to different views that most adults would envy. But as many voters noted, this election was especially divisive. I imagine it was especially difficult for certain teachers to remain impartial when the subject came up as a matter of course, such as in government, economic, and history classes. As a matter of fact, several students confided in me that some adults had told them outright who to vote for. The students were not amused.
However, this year seemed especially difficult to navigate as a teacher of rhetoric. In an AP Language course that necessitates the study of rhetoric, speeches, and the historical and cultural context and impact of language, it became immensely difficult to examine the speeches of now-President Donald Trump without pointing out logical fallacies, simple diction containing vocabulary like “very, very bad,” “amazing,” and “big loser” that is on an elementary level, and the overall negative tone of most addresses.
Let me share my first disclaimer here: these are not political views, nor are they arguable. This merely reflects the patterns of Trump’s speech – something that we train students to examine. I refuse to assign value to his ideas at all. Call me Ms. Switzerland.
My plan going in was to present all current, relevant articles in a balanced way. For instance, for every negative piece on a candidate, I would share a positive one or one from a contrasting point of view. I pulled pieces for both major candidates equally. However, the stark contrast between the writing register (how fancy they write, for non-English majors), tone, and level of logical fallacies or contradictions provided an unbalanced view on its own, without me pointing those things out. Students began asking questions about why Trump doesn’t use more specific words to communicate, asking questions about hate-speech, and noting contradictions. Addressing those questions without bias is nearly impossible. You simply cannot argue that our President employs a dynamic vocabulary, even if he’s your best friend.
I responded by asking my students questions (instead of supplying my own answers) about what audience that speech style would appeal to, and I pulled an article about how many Americans thought that Al Gore sounded “boring” and “too intellectual.” Then one girl asked: “But don’t we want our president to be an intellectual?” It seemed that no matter how carefully I worked to navigate through this year’s election cycle, the fact that I had encouraged my students to question everything came back to bite me.
In the end, I began to pull current articles that had nothing to do with the election, and we studied speeches of the past. To quote our president, this was “sad.” I have never had students so interested in an election and so willing to learn about what the candidates stood for. If we shy away from deep exploration in school, where will they experience a more respectfully facilitated deep discussion of timely, relevant issues? Students just don’t care as much when the speechwriter has been dead for a hundred years or more, even if they write as beautifully as Frederick Douglas.
Again, unintentional bias seems unavoidable in a class that discusses the beauty and craftsmanship of Douglas’ words, and then the students themselves note the stark contrast between his eloquence and the lack thereof of some of our current leaders – on both sides of the aisle. My response to this? An article on anti-intellectualism in America.

  • To read an article on the calculated grade-level of our politicians’ speeches and why they’re changing, click here.
  • To read my original post “Teaching in a Heated Political Climate,” click here.

Monday, July 10, 2017

Background Noise

I wrote this at the end of the school-year while my students were writing. Can you tell I was stressed? Teachers will understand the "interruption fatigue" of which I write here:

“Background Noise”
by Amber Counts

Someone’s nose whistles
As another clicks the push-button on his pen.
The air conditioner kicks on in a powerful hum:
Gale-force winds in miniature
To take the place of fresh air
Blast from the depths of dusty vents.
A tone, followed by an announcement:
“Pardon this interruption, teachers…”
A cell phone goes off, and another –
This one on silent, but its vibration just as loud.
I try to recall what point I wanted to make,
But the door creaks open.
An aide walks in with a note.
The girl quietly snoring
And drooling on her desk
Doesn’t notice.
All other eyes are on me
As I assess the note
And thank the aide for his interruption.