place for everything and everything all over the place

What is your issue with Marie Kondo?” a respected colleague inquired the other day.

I have no particular issue with her personally, her show, her writing or ideas. Many of my friends touted her book a few years ago. There is some wonderful advice, and cleaning out physical clutter often helps us clear out emotional clutter, too. We Americans buy too much crap. And, this reminds me of years ago during one NCTAsia.org conference, the Eastern cultural notion of holding onto belongings, buying things of high quality that lasts instead of our Western consumer-trash was presented as an idea of cultural competency and contrast. Some have mentioned the backlash against Kondo is racially motivated, and there may be some truth in that. Americans consume and we expect the rest of the world to supply. Kondo gently but firmly makes us look at that.

Thinking back on my own rituals of cleaning up and out, during BFA days in my trailer/studio I took over–it was parked behind the print shop at the University of Delaware, abandoned. Since no one seemed to mind, I squatted all of my art materials there and created. It had running electricity, so my boombox played INXS, Robert Palmer, Peter Gabriel, and The Pretenders to my heart’s content. One of my creative rituals was to tidy up my dump of a studio before beginning projects. Part of the process to put the jars in a row, pick up litter and debris, pop paintbrushes in lined-up jars and cans, anything to avoid the big, blank canvas. Even when I learned the trick of coating the canvas with a wash of black paint and medium, (which I have since used as a writing metaphor with students), the act of lining things up still sits with me today. The challenge is even though I still often line things up, that’s often where I’ll stop. Instead of getting in the mental mud and truly, deeply cleaning, I go through the optics and mental trickery–the sad truth is I am overwhelmed, creative, and ebullient–so many things I want to do, share, create, think about, talk about and achieve–but then sometimes I just shut down.

The thing is– I need to acknowledge both my own stubbornness and agency when it comes to my stuff. My friend Sharon and I had a great conversation about this the other day. She is also an amazingly creative and intentional teacher. She creates the most incredible hallway displays and has an eye for theatrical and large mural-esque messaging. She has moved classrooms once in the 13+ years at my previous building. (I moved about 4-5 times during my 12 years there, and of course my big move to another district, so there has been some purging along the way.) People try to ‘manage’ her. And we both wish they would just stop. She knows how her classroom set-up works best for students and for herself. She holds kids accountable like no one I know (and I’m pretty good at it in my own way). But her desk area is undeniably cluttered. She’s too busy teaching, creating, thinking, and making to do much about it. But it does bother others. I’ve received that same message when an admin once looked around my thousands of dollars of books and essentially called it a roomful of crap. So–yeah.

And I just want to ask–“If this bothering you, how is that my problem?”

The issue is not whether or not I “Kondo” my classroom or home, the issue is other people’s comfort levels or discomfort, depending on their perceptions of my space, time, and creative energy. When they bring their bias and control in my space, I feel itchy and weird. I go to this immature place in my head, begin feeling stubborn and defiant.

My life is a mess right now. And I do take pleasure in the same victories, such as when I complete a grading task or fold towels. However, I balk and pushback a little too hard when others “tell me what to do.” In terms of my house, I’m lucky I can scrape enough together to pay the mortgage right now. We’re going through a rough patch. There are three other adults living in this house, all perfectly capable, and willing, to clean a bathroom, do their own laundry, and unload a dishwasher. But it’s taken 26 years of my emotional and mental labor to get them to this point. And I still have to say it out loud and ask. But in terms of the spaces where I work, play, rest and create, I’m doing the best I can. Back off, please. I know how good it feels to clean out a closet. My mother will tell you I’ve done this for years. I love to iron, straighten up, throw things away. I made a resolution once to put together all pairs of socks out of the dryer and didn’t lose a single sock for years. But now I have a husband who has his stuff, and two grown sons who also have theirs, and I’m not going to manage it along with my own. We’ve compromised that there are spaces in our home that require communal tidying, and all the other spaces are ours. In my classroom, I make it clear that I am sharing my resources out of love of creativity. Use accordingly.

Our little rituals of control help us when the world is out of control, and heaven knows it is so spun out now we are looking for any source of magic and joy we can squeeze out. And quite frankly, I’d rather be writing than cleaning out my drawers. You know you would, too.

Related Ideas:

How The ‘Scarcity Mindset’ Can Make Problems Worse

The Scarcity Trap: Why We Keep Digging When We’re Stuck In A Hole

Leave That Messy Desk Alone: Studies Say There’s a Benefit to Clutter

Marie Kondo’s show shines spotlight on women’s unpaid labor

Build and Grow

Are we micro-managing reading, and not seeing the big picture?

Can the skills for the future be taught? 

Skills–strategies –the future will depend on our ability to solve problems–and that ability relies heavily on strategies–

Actually, legitimately taught and learned?

Two things crossed my view recently. Using my mental ‘crazy wall’ yarn and thumbtack skills, I’m going to play and mold how they may be related:

Turns out, Bigfoot does not work for the CIA.

Reading scores are stagnant for U.S. children: reading, and loving to read, has become a source of shame for many students. In a recent Hechinger Report, “Third Indication U.S. Education is Deteriorating” by Jill Barshay discusses the conundrum that parents and educators face. This does not surprise me. Consider the vitriol and desperation of many of us educators to help students read we’ve managed to kill the love of reading altogether.

And then there’s this:

Hidden Brain interviewed Alison Gopnik:

The Carpenter Vs. The Gardener: Two Models Of Modern Parenting

And the TL:DR is: “To get to good outcomes [sic] …not worrying about outcomes at all.”

Alison Gopnick.

https://www.npr.org/player/embed/569907638/570000858

The carpenter parent believes in raising children with blueprints: with planning and preparation, they can craft their child into the proper structure. The gardener parent encourages growth and happy surprises. Of course, there should be a balance between the carpenter and the gardener, but we’ve swung our hammer far too wide to the carpenter side with prescriptive reading programs, reading logs, and all sorts of canned curriculum, and haven’t dug deep enough into many of the wonderful and innovative ideas out there. It would appear, nothing is being done very well.

Perhaps if parents want their children to grow, a refresher on how to construct reading is in order.

Also: let children play.

The Importance of Play

Piaget stresses how important learning the rules of the game is in the process of socialization; a child must become able to control himself in order to do so, controlling most of all his tendency to act aggressively to reach his goals. Only then can he enjoy the continuous interaction with others that is involved in playing games with partners who are also opponents. But obeying the rules and controlling one’s selfish and aggressive tendencies is not something that can be learned overnight; it is the end result of long development. When he begins playing games, a child tries to behave as he could in his earlier play. He changes the rules to suit himself, but then the game breaks down. In a later stage he comes to believe that the rules are unalterable. He treats them as if they were laws handed down from time immemorial, which cannot be transgressed under any circumstances, and he views disobeying the rules as a serious crime. Only at a still later stage—often not until he has become a teenager and some even later than that—can he comprehend that rules are voluntarily agreed upon for the sake of playing the game and have no other validity, and that they can be freely altered as long as all participants agree to such changes. Democracy, based on a freely negotiated consensus that is binding only after it has been formulated and accepted, is a very late achievement in human development, even in game-­playing.

So let me see if I understand this:

  • Some students have a difficult time just being in class–understanding and cooperating with the community, the guidelines, protocols, and the rules–the simple rules–of how to function in a classroom.
  • Some students did not get enough time to play–to interact, socialize, and learn basic forms of human interactions…(and they still don’t)
  • Some students are in the classroom challenging and disrupting every aspect of those protocols*: the teacher’s instructional practices, the expectations for himself or the instructor, and constantly surveying and monitoring the pressures and praises of their peers…

If we miss out on “…it is the end result of long development” and come to the place in secondary education where a student struggles to function from hallway behavior to classroom cooperation it is our obligation and responsibility to ensure secondary students understand this and offer solutions to why they’re acting out, and what impact that has in the present and long-term.

It’s time to return to helping students see themselves for who they are, and who they can be. The grand potential is over time, not in a single moment.

*When the status quo is oppressive and racist there is a demand for disruption and protest. This is not a call for blind obedience–the opposite–this is a call for reflection and nuance, and most of all empowerment.

I really miss my friend and colleague who worked at our building until this year. She single-handedly brought back safety and community to our building and helped students find their integrity and honor, and consistently built bridges between teachers and struggling students. She’s doing good and important work elsewhere, but she’s left a vacuum. One of my strengths is building relationships: I did it before she came to our building, and I’ll do it again. But I’ll take the gardener approach, thank you.

Back to my original question: can we teach what we need to, and can students learn it?

We need to ask this question first: What do we want them to learn? — Answer: We want them to learn how to be in the world andcooperativelyy solve problems.

That has always been the answer, and they learn this by playing.

Oh: and the Digital Dogs blog is going very well. I still have a few students who need help finding their voice, but it’s a work in progress.

http://digitaldogs.edublogs.org/2017/12/21/book-recommendation-long-way-down/