Nye. I first heard that word a couple of weeks ago at a junior high football game. “And the tackle is made by a nye of Ringnecks!”
When I first heard it, I didn’t know what I was hearing. I thought, perhaps, the announcer was trying to be cute, saying an eye of Ringnecks, like an eye of a hurricane. But then I heard it again, and again, and then at the high school homecoming football game.
The other day, I received an email from my good friend Chris Gansel, asking if the term indeed meant “flock.”
So I looked up nye and found all sorts of collective nouns. Under “pheasants” I found nye, head, bouquet and warren.
Chris dared me (actually he double-dog-dared me!) to say over the PA when I announced the Junior-Ringneck game, “the tackle was made by a bouquet of Ringnecks!” I told him no, not even if he triple-dog-dared me.
But all this talk about collective nouns got me interested. So I spent some time on the net, looking at more grammar websites than I care to mention. The number of websites devoted to collective nouns is staggering. Good to see the English language is so well represented on the net!
This is what I found. My further research turned up even more collective terms for pheasants, including covey, nest, and nide, although the terms nide and nye apparently are only used to describe pheasants “on the ground” with nide signifying a brood, and nye being the general term for grounded Ringnecks. Bouquet, I came to learn, is used to describe pheasants when flushed, leading me to think that maybe bouquet would be the best word to use when comparing football players to flying birds.
Looking up the other bird mascots in our league, I found aerie and convocation for the Trego Eagles, band, party, and scold for the Norton Blue Jays, and college, concave, deck, radiance, and Vatican (yes, with a capital “V” no less!) for the Plainville Cardinals.
Finding collective terms for our non-bird league mascots was more of a challenge. For the Stockton Tigers, I found streak and ambush. I can just hear an announcer calling out, “and the streak of Tigers are steaking across the field!” Certainly creates an image!
I had to get creative to find the collective terms for the Phillispburg Panthers, Osborne Bulldogs, and Smith Center Redmen (and I’m not even going to attempt the Ellis Railroaders!) While I could find nothing for panthers specifically, for “cats” I found clowder, clutter, glaring and pounce. The list also contains dout and nuisance as well as kendle and kindle, but those signify house cats and kittens, which might offend the more literate of the Phillipsburg fans.
Osborne has perhaps the most boring collective terms for their mascot, although again I had to switch to “dogs” in place of the specific “bull dogs.” I found only kennel and the familiar pack. However, one website, did list cry and mute to signify hounds, and my favorite, cowardice for “curs.”
(No, Chris Gansel, I don’t care is you quadruple-dog-dare-me, I will NEVER announce an Osborne play as being made by a “cowardice of Bulldogs.” That would be insulting to them, and frankly I suffer from too much cowardice myself to ever go there.)
As for Smith Center, well I couldn’t find any “official” words denoting a collection of Redmen. On www.Answers.com is posted the question, “What is the collective noun for Indians?” Underneath the question is the statement: “This question has not been answered yet” with a place to click to submit your answer. So, anyone’s guess is as good as another. How about powwow, or warriors or ambush or even mob?
My favorite collective noun is not for one of the mascots in our league, or even for any mascot I know, though I suppose somewhere in our wide world of sports, some team calls themselves the “rhinoceroses” (or would that be “rhinoceri”?).
The collective term is crash. Now that is a announcer’s dream word for describing a group of determined young men crashing through the line and crashing into the ball carrier. Go Rhinos!
The best part of all this research was discovering the brilliance of language. Collective terms, while sometimes strange and unusual, can also be incredibly descriptive and evoke powerful images. Collective terms are fun, whether saying a “Vatican of Cardinals” or a “pounce of Panthers” or even a “nye of Ringnecks!”
That Old Feeling (09-21-09)
Saturday I got to do something I haven’t done for fifteen years: coach volleyball.
Now, as a small town principal, I am used to wearing a lot of hats. In the last four years, I have mopped floors and taught in classrooms, answered phones and built bookshelves. I have served food and taken out trash, driven suburbans and painted walls. Every now and then I even get to be a principal.
But before Saturday, I had never before been asked to coach.
This is not a bad thing. Of all my skills, coaching an athletic team is at the bottom of the list. Growing up in a big city, attending large schools, and not being much of an athlete, I never played any organized sports in school. Sure, there were plenty of pick up games, and I played a lot of tennis with friends, but I never was part of a team.
Then, during my first two years of teaching, I was given the opportunity to assist the Wheatland Junior High girls’ coach. Wheatland was such a small school, that both 7th and 8th grade shared a gym class at the end of the day, which was when they practiced junior high sports. During my first two years, my prep period happened to fall on the last hour. Seeing my lack of athletic experience, the superintendent encouraged me to help out with the junior high practices. Before I knew it, I was an unofficial assistant coach.
I was not paid to help, but the experience compensated me in many other ways. First, I finally got to feel what it was like to be part of a team. The camaraderie, the feeling that I was part of something bigger than myself, the adrenaline rush of competition, all these were tremendous rewards.
I also learned that while I could not play the sports I was coaching, I could still contribute as a motivator. While the head coach went over technique, I could offer my observations about things like teamwork, attitude and visualization. Overall, it was a tremendously thrilling time in my life.
My third year, the schedule changed and my prep period no longer lined up with gym/practice. I was content to lead the forensics teams, the student council, and direct four plays a year. I suppose growing up teamless made me a bit of a “team junkie,” as I have enjoyed leading teams (or directing plays) my entire career.
So when Coach Schulz asked if I could fill in as the “C” team coach during the Felton tournament on Saturday (during the times that all three teams were scheduled to play simultaneously), I was hesitant, nervous, but also excited. Basically, that old feeling had returned! I was part of a team again, and though I didn’t have the technical expertise, I could do my best to motivate.
We lost the first match in two games, mainly because of our serving. I talked to the girls about concentration and visualization. Mainly, I told them to slow down. “Breath, smile, and take your time. This is not life or death. This is supposed to be fun.”
I don’t know if my advice did any good, although I will say that the girls won their other three matches, and they did serve a lot better. But winning and losing isn’t the point. Playing together and learning together, winning together and losing together, that’s the value of team sports. There is nothing like being part of a team, and I am glad I got to experience “that old feeling” one more time.
Now, as a small town principal, I am used to wearing a lot of hats. In the last four years, I have mopped floors and taught in classrooms, answered phones and built bookshelves. I have served food and taken out trash, driven suburbans and painted walls. Every now and then I even get to be a principal.
But before Saturday, I had never before been asked to coach.
This is not a bad thing. Of all my skills, coaching an athletic team is at the bottom of the list. Growing up in a big city, attending large schools, and not being much of an athlete, I never played any organized sports in school. Sure, there were plenty of pick up games, and I played a lot of tennis with friends, but I never was part of a team.
Then, during my first two years of teaching, I was given the opportunity to assist the Wheatland Junior High girls’ coach. Wheatland was such a small school, that both 7th and 8th grade shared a gym class at the end of the day, which was when they practiced junior high sports. During my first two years, my prep period happened to fall on the last hour. Seeing my lack of athletic experience, the superintendent encouraged me to help out with the junior high practices. Before I knew it, I was an unofficial assistant coach.
I was not paid to help, but the experience compensated me in many other ways. First, I finally got to feel what it was like to be part of a team. The camaraderie, the feeling that I was part of something bigger than myself, the adrenaline rush of competition, all these were tremendous rewards.
I also learned that while I could not play the sports I was coaching, I could still contribute as a motivator. While the head coach went over technique, I could offer my observations about things like teamwork, attitude and visualization. Overall, it was a tremendously thrilling time in my life.
My third year, the schedule changed and my prep period no longer lined up with gym/practice. I was content to lead the forensics teams, the student council, and direct four plays a year. I suppose growing up teamless made me a bit of a “team junkie,” as I have enjoyed leading teams (or directing plays) my entire career.
So when Coach Schulz asked if I could fill in as the “C” team coach during the Felton tournament on Saturday (during the times that all three teams were scheduled to play simultaneously), I was hesitant, nervous, but also excited. Basically, that old feeling had returned! I was part of a team again, and though I didn’t have the technical expertise, I could do my best to motivate.
We lost the first match in two games, mainly because of our serving. I talked to the girls about concentration and visualization. Mainly, I told them to slow down. “Breath, smile, and take your time. This is not life or death. This is supposed to be fun.”
I don’t know if my advice did any good, although I will say that the girls won their other three matches, and they did serve a lot better. But winning and losing isn’t the point. Playing together and learning together, winning together and losing together, that’s the value of team sports. There is nothing like being part of a team, and I am glad I got to experience “that old feeling” one more time.
Trust (09-14-09)
This week, our students learned a little more about trust. That is not to say that we don’t already have trustworthy students. In fact, I have been repeatedly impressed with the number of times that grade school students have been honest and forthright, especially when admitting a mistake. I always tell kids who come to my office that we can fix any wrong, as long as they are honest. In my opinion, I have found that when kids admit to their behavior, when they take responsibility for their actions, great strides can be made to assure that the mistake doesn’t happen again. I try not to label students as “bad” or as “good”, but I am proud to be able to call most of them “honest.”
As part of our “Character Counts” campaign, we are taking a month or two to cover each of the six pillars. August and September are devoted to “trustworthiness,” and thus we brought in a speaker to talk to the all the students, K-12, about the issue of “trust.”
The speaker is Noalee McDonald-Augustine, a professional development specialist and character education presenter for the Smokey Hill Learning Center. Her specialty is team building, which she primarily teaches on the “rope course” at Fort Hays. However, she is knowledgeable on a wide variety of topics. When she learned that we were covering the pillar of trustworthiness, she came prepared.
We asked quite a lot of this presenter, in that we scheduled her to talk to groups of K-1, 2-4, 5-6, 7-8, and 9-12. She began her day with the K-1, where she read them a Bearenstein Bears book about telling “whoppers”. The book told the tale of how two children broke a rule by playing soccer indoors, which resulted in the breaking of a favorite lamp. When confronted, the children made up a ridiculous tale about a large bird swooping in and destroying the lamp. But soon they change their tune and tell the truth.
To me the best part of the book was the end, where we learned that while the children still occasionally forgot a rule, and even played ball in the house every now and then, from that moment on, they told the truth. The book said that the parents didn’t expect their children to be perfect. They understood that kids would forget and make poor decisions, but that all was okay if they told the truth. Lamps can be fixed or replaced, but trust, once broken, is much harder to repair.
With the 2-4 group and the 5-6 group, Ms. McDonald-Augustine had the children build fragile structures, both out of Jinga blocks and out of pieces of paper. Through the use of symbolism and metaphor she demonstrated how long it takes to build up trust, and how quickly it can be destroyed.
The last part of her day, talking to the 9-12 students and then specifically to the 7-12 student council was done in the high school auditorium. This was Tuesday, when the temperature climbed into the 90’s. With no breeze to speak of, the afternoon session became a sauna, but our speaker soldiered on. She had the kids analyze magazine ads for truthfulness. The student groups, by and large, found the ads to be trustworthy, until Ms. McDonald-Augustine pointed out either the fine print or something “between the lines” to cast doubt on the adds. All of the products, from cell phones to makeup, were targeted at teens, and her point was for our high school students to question who and what they should trust.
Overall, the day got me to thinking a lot about trust. It is the currency I deal in every day. I am as only as good as my word, and my ability to work with teachers, students, and parents depend directly on how much and how well I am believed. Often I have to combat rumor or false perception to keep the trust in tact. I have tried to build a reputation as an administrator who can be trusted. If I say I will do something, I know I had better do it. If I say I did something for a certain reason, that reason had better be true.
Ms. McDonald reminded me that trust is a precious thing. That is a lesson you can’t learn enough.
As part of our “Character Counts” campaign, we are taking a month or two to cover each of the six pillars. August and September are devoted to “trustworthiness,” and thus we brought in a speaker to talk to the all the students, K-12, about the issue of “trust.”
The speaker is Noalee McDonald-Augustine, a professional development specialist and character education presenter for the Smokey Hill Learning Center. Her specialty is team building, which she primarily teaches on the “rope course” at Fort Hays. However, she is knowledgeable on a wide variety of topics. When she learned that we were covering the pillar of trustworthiness, she came prepared.
We asked quite a lot of this presenter, in that we scheduled her to talk to groups of K-1, 2-4, 5-6, 7-8, and 9-12. She began her day with the K-1, where she read them a Bearenstein Bears book about telling “whoppers”. The book told the tale of how two children broke a rule by playing soccer indoors, which resulted in the breaking of a favorite lamp. When confronted, the children made up a ridiculous tale about a large bird swooping in and destroying the lamp. But soon they change their tune and tell the truth.
To me the best part of the book was the end, where we learned that while the children still occasionally forgot a rule, and even played ball in the house every now and then, from that moment on, they told the truth. The book said that the parents didn’t expect their children to be perfect. They understood that kids would forget and make poor decisions, but that all was okay if they told the truth. Lamps can be fixed or replaced, but trust, once broken, is much harder to repair.
With the 2-4 group and the 5-6 group, Ms. McDonald-Augustine had the children build fragile structures, both out of Jinga blocks and out of pieces of paper. Through the use of symbolism and metaphor she demonstrated how long it takes to build up trust, and how quickly it can be destroyed.
The last part of her day, talking to the 9-12 students and then specifically to the 7-12 student council was done in the high school auditorium. This was Tuesday, when the temperature climbed into the 90’s. With no breeze to speak of, the afternoon session became a sauna, but our speaker soldiered on. She had the kids analyze magazine ads for truthfulness. The student groups, by and large, found the ads to be trustworthy, until Ms. McDonald-Augustine pointed out either the fine print or something “between the lines” to cast doubt on the adds. All of the products, from cell phones to makeup, were targeted at teens, and her point was for our high school students to question who and what they should trust.
Overall, the day got me to thinking a lot about trust. It is the currency I deal in every day. I am as only as good as my word, and my ability to work with teachers, students, and parents depend directly on how much and how well I am believed. Often I have to combat rumor or false perception to keep the trust in tact. I have tried to build a reputation as an administrator who can be trusted. If I say I will do something, I know I had better do it. If I say I did something for a certain reason, that reason had better be true.
Ms. McDonald reminded me that trust is a precious thing. That is a lesson you can’t learn enough.
Great Start (09-07-09)
It’s junior high volleyball/football season once again, and once again, you’ll find me in stands. This comes as a surprise to many. They assume that now that LMS has officially closed, and HCJH is now officially open under the leadership of our high school principal Alan Stein, what would the elementary principal being doing at junior high ball games?
Working, of course. I suppose large districts can afford the complete separation of buildings, but here at USD 281, we all help out wherever we are needed. And let’s face it, there are just too many activities between junior high and high school for one person to supervise. So I get to keep my junior high activity duties.
Note, I say, “get to keep”. Watching our junior high athletes is actually a lot of fun. They play hard, the games are usually close and hotly contested, and thanks to a set of wonderful parents, there are few disputes that require my attention. Honestly, while my official capacity may that of an administrator, for all practical purposes, I travel as a suburban driver and, most importantly, as a fan.
Thus, I traveled to Stockton this week to watch our new Hill City Junior High Ringnecks battle the Tigers in volleyball and football.
The first thing I noticed right away was how much these kids have grown. Last week, I wrote about grade school growth spurts, but the most dramatic growth often occurs during junior high, especially between the 7th and 8th grade years. Our 8th grade boys, in particular seemed to have taken a step closer to manhood, seeming taller and stronger than I remembered them being last May. The 8th girls, as well, seemed to walk with more of a swagger, as if to say, “Yep, I’m all grown up now!”
The 7th grade students also seemed different, more confident, and happy now to be in junior high. After watching many of these kids play rec sports the last few years, it was a little surreal seeing them suit up in regulation uniforms, with KSHSAA refs, playing in games that hold a little more significance than recreation ball.
Of course, with the increased attention, comes increased pressure. The first game I saw, our 7th grade or “B team” girls, this pressure was obvious from the first serve. Our girls looked tentative, unsure of themselves, doubting their new status as junior high players.
The first game went to the Tigers, but only because it took a while for our girls to warm up to the idea that, yes, they did belong on the same court. Watching each serve was like watching a flower slowly blossom. Each hit brought more confidence and each point our team looked better and better.
The second game, the seventh grade girls continued to play with confidence, and we won games two and three pretty much going away. The B team had arrived!
The 8th grade A team started with that swagger I mentioned earlier. They served well and played hard, winning the first game handily. But then the Tiger girls, buoyed perhaps by their home crowd, found their stroke, and I saw two games of wonderfully competitive volleyball. And though both games and the match went to Stockton, our girls showed enough flash that I know they will win their share this season.
When I walked out to the football field, I heard the announcer declare, “Touchdown Ringnecks!” As it was just after 6:00, I assumed we scored first, though after we failed to score the two-point conversion, I saw the scoreboard read 6 to 6. Then Stockton returned the ensuing kickoff for as touchdown, so with just a couple of minutes off the clock, the score already read 12-6.
But like our 7th grade volleyball team, once the boys settled down, the Hill City Junior High Ringnecks were up to the challenge. The Tigers’ defense held for the next couple of drives, but so did our defense. Then we put together a nice drive and punched in the two-point conversion to lead at half time, 14-12.
After half, we scored another 8 points, making the score 22-12. Our defense held them most of the game, though the Tigers did keep on fighting, and were eventually able to get six late in the game. The Ringnecks were able to get the ball down to the Tiger one yard line with two seconds remaining, but our classy coaches told the QB to take a knee, and we won the game 22-18.
All in all, it was a great start to the year. I’ll see you next Thursday, when we go again, versus Osborne.
Working, of course. I suppose large districts can afford the complete separation of buildings, but here at USD 281, we all help out wherever we are needed. And let’s face it, there are just too many activities between junior high and high school for one person to supervise. So I get to keep my junior high activity duties.
Note, I say, “get to keep”. Watching our junior high athletes is actually a lot of fun. They play hard, the games are usually close and hotly contested, and thanks to a set of wonderful parents, there are few disputes that require my attention. Honestly, while my official capacity may that of an administrator, for all practical purposes, I travel as a suburban driver and, most importantly, as a fan.
Thus, I traveled to Stockton this week to watch our new Hill City Junior High Ringnecks battle the Tigers in volleyball and football.
The first thing I noticed right away was how much these kids have grown. Last week, I wrote about grade school growth spurts, but the most dramatic growth often occurs during junior high, especially between the 7th and 8th grade years. Our 8th grade boys, in particular seemed to have taken a step closer to manhood, seeming taller and stronger than I remembered them being last May. The 8th girls, as well, seemed to walk with more of a swagger, as if to say, “Yep, I’m all grown up now!”
The 7th grade students also seemed different, more confident, and happy now to be in junior high. After watching many of these kids play rec sports the last few years, it was a little surreal seeing them suit up in regulation uniforms, with KSHSAA refs, playing in games that hold a little more significance than recreation ball.
Of course, with the increased attention, comes increased pressure. The first game I saw, our 7th grade or “B team” girls, this pressure was obvious from the first serve. Our girls looked tentative, unsure of themselves, doubting their new status as junior high players.
The first game went to the Tigers, but only because it took a while for our girls to warm up to the idea that, yes, they did belong on the same court. Watching each serve was like watching a flower slowly blossom. Each hit brought more confidence and each point our team looked better and better.
The second game, the seventh grade girls continued to play with confidence, and we won games two and three pretty much going away. The B team had arrived!
The 8th grade A team started with that swagger I mentioned earlier. They served well and played hard, winning the first game handily. But then the Tiger girls, buoyed perhaps by their home crowd, found their stroke, and I saw two games of wonderfully competitive volleyball. And though both games and the match went to Stockton, our girls showed enough flash that I know they will win their share this season.
When I walked out to the football field, I heard the announcer declare, “Touchdown Ringnecks!” As it was just after 6:00, I assumed we scored first, though after we failed to score the two-point conversion, I saw the scoreboard read 6 to 6. Then Stockton returned the ensuing kickoff for as touchdown, so with just a couple of minutes off the clock, the score already read 12-6.
But like our 7th grade volleyball team, once the boys settled down, the Hill City Junior High Ringnecks were up to the challenge. The Tigers’ defense held for the next couple of drives, but so did our defense. Then we put together a nice drive and punched in the two-point conversion to lead at half time, 14-12.
After half, we scored another 8 points, making the score 22-12. Our defense held them most of the game, though the Tigers did keep on fighting, and were eventually able to get six late in the game. The Ringnecks were able to get the ball down to the Tiger one yard line with two seconds remaining, but our classy coaches told the QB to take a knee, and we won the game 22-18.
All in all, it was a great start to the year. I’ll see you next Thursday, when we go again, versus Osborne.
Memory Issues (08-31-09)
This is the time of year that my memory gets tested the most. While absence may make the heart grow fonder, it plays havoc on my mind.
Three months, while not a long time for adults, can be a very long time in the life of a child. My own son grew an inch and a half over the summer, and he hasn’t even hit a growth spurt. Those growing rapidly can gain several inches over the summer, leaving school in May the same height as their classmates, returning to school as one of the tallest in their class. Whereas my previous perspective had been the top of their head, now I am looking them in the eyes, without having to lean over. All this makes recognition that much more of a challenge!
There are times I think I can actually hear the wheels spinning in my head. I’ll see a familiar face. I’ll instantly know the last name, the name of a sibling, and for some odd reason, I’ll know where Mom works. However, the most important piece of information, the name of the student, escapes me.
Or I’ll see a student and think I know the name, only to embarrass myself by calling the student by the name of their older sister, or sometimes by the name of another student entirely. Sometimes, I know the name, but I can’t recall what grade they are in.
I take a lot of pride in my knowledge of the names of my students. I believe that it is the first duty of any administrator: be able to call every student by name. But it is far from easy, and with each passing year, it seems to get more difficult.
If my brain were a computer, it would be Commodore 64, vintage 1986. I grew up in the days of three channels on the television, black and white video games, and no VCR’s, DVD’s, or Internet. “Multi-tasking” meant walking AND chewing gum.
So even in my mental prime, my memory recall was always a tad slow. My disk drive chugs along, and yes, it will retrieve the data eventually. You just may have to time it with an hour-glass.
Last week found me working at the recall of names. I think the students enjoy this interaction. In the hallways before school, or during lunch, I’ll go up and down a line of students, doing my best to name them. Some kids love to give me hints such as a first letter, or the name of a sibling. After I get the names of all the students in the group, I go back over the line a couple of more time to cement the names in the quicksand of my mind.
Repetition is the key. I have memorized entire play scripts, simply by saying the lines over and over, usually aloud, while pacing alone in a room. I add inflection and some dramatic emphasis to provide context. Memorizing the names of students isn’t much different. Knowing the family, the teachers, the hobbies and activities, favorite colors and favorite foods, all of these are little handles for me to grasp to pull the suitcase of information out of the mineshaft of my memory.
I ask the students for their patience. I am not getting any younger, and my memory is not getting any sharper. I am thankful that I work with such understanding people. Yeah, they may laugh at my mistakes, but they are patient. They know I’ll get their names down soon. In the meantime, like an old computer, I just keep plugging away.
Oh, and one more thing…uhm…it was just on the tip of my tongue…what I wanted to say was…uhm…well I guess I forgot. I hope I can remember what I was going to write in time for next week’s column!
Three months, while not a long time for adults, can be a very long time in the life of a child. My own son grew an inch and a half over the summer, and he hasn’t even hit a growth spurt. Those growing rapidly can gain several inches over the summer, leaving school in May the same height as their classmates, returning to school as one of the tallest in their class. Whereas my previous perspective had been the top of their head, now I am looking them in the eyes, without having to lean over. All this makes recognition that much more of a challenge!
There are times I think I can actually hear the wheels spinning in my head. I’ll see a familiar face. I’ll instantly know the last name, the name of a sibling, and for some odd reason, I’ll know where Mom works. However, the most important piece of information, the name of the student, escapes me.
Or I’ll see a student and think I know the name, only to embarrass myself by calling the student by the name of their older sister, or sometimes by the name of another student entirely. Sometimes, I know the name, but I can’t recall what grade they are in.
I take a lot of pride in my knowledge of the names of my students. I believe that it is the first duty of any administrator: be able to call every student by name. But it is far from easy, and with each passing year, it seems to get more difficult.
If my brain were a computer, it would be Commodore 64, vintage 1986. I grew up in the days of three channels on the television, black and white video games, and no VCR’s, DVD’s, or Internet. “Multi-tasking” meant walking AND chewing gum.
So even in my mental prime, my memory recall was always a tad slow. My disk drive chugs along, and yes, it will retrieve the data eventually. You just may have to time it with an hour-glass.
Last week found me working at the recall of names. I think the students enjoy this interaction. In the hallways before school, or during lunch, I’ll go up and down a line of students, doing my best to name them. Some kids love to give me hints such as a first letter, or the name of a sibling. After I get the names of all the students in the group, I go back over the line a couple of more time to cement the names in the quicksand of my mind.
Repetition is the key. I have memorized entire play scripts, simply by saying the lines over and over, usually aloud, while pacing alone in a room. I add inflection and some dramatic emphasis to provide context. Memorizing the names of students isn’t much different. Knowing the family, the teachers, the hobbies and activities, favorite colors and favorite foods, all of these are little handles for me to grasp to pull the suitcase of information out of the mineshaft of my memory.
I ask the students for their patience. I am not getting any younger, and my memory is not getting any sharper. I am thankful that I work with such understanding people. Yeah, they may laugh at my mistakes, but they are patient. They know I’ll get their names down soon. In the meantime, like an old computer, I just keep plugging away.
Oh, and one more thing…uhm…it was just on the tip of my tongue…what I wanted to say was…uhm…well I guess I forgot. I hope I can remember what I was going to write in time for next week’s column!
Kid Buzz (08-24-09)
On Thursday, August 20, 2009, the first day of the 2009-2010 academic year, I was buzzed. Buzzed on kids, that is. Filled with energy and good vibrations. Walking on sunshine, lighter than air. Adrenaline rush and cosmic high, all wrapped into one.
It was amazing, just how good I felt. I was like a kid in a toy store. I just couldn’t see everything fast enough, couldn’t stop myself from smiling, couldn’t stop to relax or reflect. I was in constant motion. I was buzzed.
I attribute much of this phenomena, which I call “kid buzz” to the fact that I work in a virtually empty building for three months out of each year. I’m not knocking our superintendent, or our custodians, or my secretary or any of the other people I worked with this summer. They were all great, and we accomplished much during the “break.” I use the quotations, because for us there wasn’t really a break…we all worked hard right up to the minute we held our first classes.
However, nothing can compare with the energy, the excitement, the sense of promise that accompanies grade school kids on the first day of school. And for me, the buzz was even more intense as our daughter Jocelyn started kindergarten this year. She has been literally counting down the days, marking them off her “Fancy Nancy” calendar in black crayon, in eager anticipation.
So from the moment I got up, I was around this buzzing, wired, enthusiastic kid, asking me if we can go yet. My son Nathan, who begins fourth grade was also excited, as he loves science, and there is no better place to learn science than in school.
My oldest daughter was beginning high school, another huge milestone. I suspect she was more nervous than eager, mentioning a worry that the seniors would “eat her.”
So even before I ever stepped in the school that first day, my house was alive with an intensity usually reserved for Christmas morning. Then, we arrive at school, and I was plunged into a reverie of hugs and high fives, of salutations welcoming everyone back with warm wishes for a great first day.
I helped out at breakfast and lunch, and we got through the kindergarten’s first exposure to our cafeteria. It was hectic and confusing, joyful and rewarding. I helped out during recess and watched the new third graders take advantage of their “field privileges” for the first time. The fourth grade immediately started a game of soccer as if they had never ended the previous game on the last day of school in May. I taught the third grade how to play ultimate football, and I had to sadly break the news to the fifth and sixth grade that yes, the rule of no touch football still applies (they never seem to remember that one!)
I took picture after principal pic, of kids hanging upside down on monkey bars, and giving each other hugs in the hallways. I tied the shoes of a first grader. I talked with each class about staying off the “sand pile” left by the asphalt crew and warned the young kids that the porta-potty currently used by the roofers, was NOT a playhouse.
The time just flew. Most people lament how fast summer goes, and in some ways I concur. But time in an almost empty building always seems to go slow. Only when the kids return does the clock begin to run, and run, and run. Time itself seemed energized by the presence of 150 young minds, and before I knew it, the day was done.
I couldn’t tell you what I ate for lunch, and I barely remember sitting down. When the last student left to calls of “See you tomorrow!” I took a deep breath and suddenly felt very tired. Kid buzz, like any other, drains you of energy as fast as it fills you up.
Of course, after a good nights sleep, I was ready to do it all over again, thankful to have a best job working with the best kids who give me the best kid buzz.
It was amazing, just how good I felt. I was like a kid in a toy store. I just couldn’t see everything fast enough, couldn’t stop myself from smiling, couldn’t stop to relax or reflect. I was in constant motion. I was buzzed.
I attribute much of this phenomena, which I call “kid buzz” to the fact that I work in a virtually empty building for three months out of each year. I’m not knocking our superintendent, or our custodians, or my secretary or any of the other people I worked with this summer. They were all great, and we accomplished much during the “break.” I use the quotations, because for us there wasn’t really a break…we all worked hard right up to the minute we held our first classes.
However, nothing can compare with the energy, the excitement, the sense of promise that accompanies grade school kids on the first day of school. And for me, the buzz was even more intense as our daughter Jocelyn started kindergarten this year. She has been literally counting down the days, marking them off her “Fancy Nancy” calendar in black crayon, in eager anticipation.
So from the moment I got up, I was around this buzzing, wired, enthusiastic kid, asking me if we can go yet. My son Nathan, who begins fourth grade was also excited, as he loves science, and there is no better place to learn science than in school.
My oldest daughter was beginning high school, another huge milestone. I suspect she was more nervous than eager, mentioning a worry that the seniors would “eat her.”
So even before I ever stepped in the school that first day, my house was alive with an intensity usually reserved for Christmas morning. Then, we arrive at school, and I was plunged into a reverie of hugs and high fives, of salutations welcoming everyone back with warm wishes for a great first day.
I helped out at breakfast and lunch, and we got through the kindergarten’s first exposure to our cafeteria. It was hectic and confusing, joyful and rewarding. I helped out during recess and watched the new third graders take advantage of their “field privileges” for the first time. The fourth grade immediately started a game of soccer as if they had never ended the previous game on the last day of school in May. I taught the third grade how to play ultimate football, and I had to sadly break the news to the fifth and sixth grade that yes, the rule of no touch football still applies (they never seem to remember that one!)
I took picture after principal pic, of kids hanging upside down on monkey bars, and giving each other hugs in the hallways. I tied the shoes of a first grader. I talked with each class about staying off the “sand pile” left by the asphalt crew and warned the young kids that the porta-potty currently used by the roofers, was NOT a playhouse.
The time just flew. Most people lament how fast summer goes, and in some ways I concur. But time in an almost empty building always seems to go slow. Only when the kids return does the clock begin to run, and run, and run. Time itself seemed energized by the presence of 150 young minds, and before I knew it, the day was done.
I couldn’t tell you what I ate for lunch, and I barely remember sitting down. When the last student left to calls of “See you tomorrow!” I took a deep breath and suddenly felt very tired. Kid buzz, like any other, drains you of energy as fast as it fills you up.
Of course, after a good nights sleep, I was ready to do it all over again, thankful to have a best job working with the best kids who give me the best kid buzz.
Our (08-17-09)
Our. Is there a nicer word in the English language? It says so much. Our lives. Our world. Our country. Our state. Our town. Our school. Our children. Our future. It says that we are in this together. We all have a part to play and we all have ownership in something.
The 2009-2010 theme for Hill City Grade School is “Our character counts.” It is a continuation of last year’s theme, “It’s our world. We care.” It continues the idea that the education and the success of our children is up to us. All of us.
This is an important year for our kids, in that it marks the beginning of an effort to formally examine and discuss character. I am thrilled to part of the “Character Counts” district wide character education program, and I have great hopes for our ability to use the program to instill in our children positive character traits.
The program is based on the six pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship (together, the first letter of each spells TRRFCC!). These pillars are not curriculum, or content to be explicitly taught. Rather they represent an underlying foundation upon which we believe our students can learn. The pillars remind us that good character sustains all else we accomplish.
Of course, our schools have always been teaching kids about good character. I have had countless conversations with kids about choices they have made and the impact of their behavior.
The thing is, though, the conversations I have are bound to be somewhat different than the conversations Mr. Stein has with his students, or different than the conversations the teachers or the bus drivers or the cooks have with students.
All of this talk about character has already had a positive impact. Our students, by and large, regularly make positive behavior choices and demonstrator good character on a regular basis. But for all our successes, we as a district asked ourselves if we could do an even better job of teaching character education to kids.
Reflection on this central question led to our decision to adopt the Character Counts Six Pillar model. Now, the conversations will use a common vocabulary, the message delivered will be more consistent, and the very definition of what makes for good character will be clearly explained in every classroom, every hallway, every bus, and every other space in our school.
What is most exciting is the fact that our staff has bought into this program. First through the steering committee, then though a district leadership team, and finally through district in-service training, our teachers and staff seem to understand and support the effort to present a consistent, district-wide message about character.
This year I chose to approach the creation of a yearly theme differently. Instead of coming up with the theme all on my own, I asked for teacher input (and I would like to take this opportunity to thank the Times for moving back my deadline to give me a chance to ask the teachers for their input!). It didn’t take long for them to decide. This is the year we are introducing Character Counts. Everyone seems excited and optimistic about the program. Everyone is on board and we are ready to do our part.
It is our character education program. It will affect our kids. And, at the end of the day, it our character that counts the most in the success of each and every student.
The 2009-2010 theme for Hill City Grade School is “Our character counts.” It is a continuation of last year’s theme, “It’s our world. We care.” It continues the idea that the education and the success of our children is up to us. All of us.
This is an important year for our kids, in that it marks the beginning of an effort to formally examine and discuss character. I am thrilled to part of the “Character Counts” district wide character education program, and I have great hopes for our ability to use the program to instill in our children positive character traits.
The program is based on the six pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship (together, the first letter of each spells TRRFCC!). These pillars are not curriculum, or content to be explicitly taught. Rather they represent an underlying foundation upon which we believe our students can learn. The pillars remind us that good character sustains all else we accomplish.
Of course, our schools have always been teaching kids about good character. I have had countless conversations with kids about choices they have made and the impact of their behavior.
The thing is, though, the conversations I have are bound to be somewhat different than the conversations Mr. Stein has with his students, or different than the conversations the teachers or the bus drivers or the cooks have with students.
All of this talk about character has already had a positive impact. Our students, by and large, regularly make positive behavior choices and demonstrator good character on a regular basis. But for all our successes, we as a district asked ourselves if we could do an even better job of teaching character education to kids.
Reflection on this central question led to our decision to adopt the Character Counts Six Pillar model. Now, the conversations will use a common vocabulary, the message delivered will be more consistent, and the very definition of what makes for good character will be clearly explained in every classroom, every hallway, every bus, and every other space in our school.
What is most exciting is the fact that our staff has bought into this program. First through the steering committee, then though a district leadership team, and finally through district in-service training, our teachers and staff seem to understand and support the effort to present a consistent, district-wide message about character.
This year I chose to approach the creation of a yearly theme differently. Instead of coming up with the theme all on my own, I asked for teacher input (and I would like to take this opportunity to thank the Times for moving back my deadline to give me a chance to ask the teachers for their input!). It didn’t take long for them to decide. This is the year we are introducing Character Counts. Everyone seems excited and optimistic about the program. Everyone is on board and we are ready to do our part.
It is our character education program. It will affect our kids. And, at the end of the day, it our character that counts the most in the success of each and every student.
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