Lessons Learned

With the youngest memory of our family taking the first step of her educational journey today, I was reminded of this post from January 25, 2018.

As I mentioned in a long-ago post, we all have memories of teachers we idolized, and others whom we absolutely despised. Sometimes, too, those memories are a mixed bag, such as when we received shabby treatment from a teacher we liked.  We all have those stories.  These are two of mine.

I adored my fifth grade teacher, Miss Shireman. Looking back through time using the eyes of an adult, I can see that she was one of those rare teachers who not only genuinely enjoyed teaching, but liked children, as well.  She devised endless wonderful projects and creative ways to engage us in learning.

But what eluded me completely in childhood was that, like all of us, my beloved teacher was human.  She had good and bad days, and sometimes those feelings affected her teaching.

One such bad day occurred during our study of Indiana history. Miss Shireman had assigned us to draw a map of Indiana and its counties, and given us a weekend to complete the assignment.

Draw a map of Wyoming or New Mexico – a cinch. But draw a map of Indiana, with its squiggly lower border and 92 counties?  Not so simple.

I sweated over that map. I carefully drew and erased and redrew that noxious bottom border, and struggled to fit in all the weirdly-shaped counties.  I worked as hard on it as I had ever done on any assignment, and felt pretty proud when I turned it in that Monday.

A few days later, I was shocked when Miss Shireman stood in front of us and slammed the handful of maps down on her desk, declaring her disgust over the poor work we’d all done. We were going to do the maps over, she announced, and this time, we’d better do them well.

I was devastated. I had tried so hard! I’d been so proud!  It took everything in me not to cry. But pride came to my aid.  I redid my map by tracing the one I’d already done.  I knew it was already my best work, and I wasn’t about to redraw the whole darned thing.

It was not the first time I’d been scolded by a teacher for poor work when I knew I had tried my hardest, but, probably due to how well I liked Miss Shireman, it is the most painfully memorable.

Then came seventh grade.  Our teacher, Mr. Phillips (whom I didn’t dislike, but had no special liking for, either) encouraged our creativity and language development by having us write short stories.  In this, I was in my element.  I loved it…until the day he told us to choose an incident from American history as the basis for our story.

Wham! Writer’s block. I HATED American history.  It seemed to me nothing but a series of bloody battles and hypocritical old white men trying to circumvent the Constitution and get rich by trampling the bodies and spirits of others (sort of like a recent Administration).  I finally landed on one possible theme: the mysterious disappearance of the entire colony of Roanoke, Virginia.  That incident did intrigue me.

Once again, I sweated over the assignment. I wrote and rewrote that story, quickly learning that writing without inspiration was like slogging through knee-deep swamp mud.  I wasn’t precisely proud of the version I at last submitted, but I was satisfied.  So it was quite a slap in the face to receive my graded story back with a poor mark and the caustic comment written across it: “This is a very poor effort for you.”

Poor effort?! Did that jerk not understand how hard I had worked on that story?  It was my absolute very best damned effort under the circumstances, and he didn’t have the sense to appreciate it.

(Yes, it still makes me mad.)

There are numerous other memories of unhappy moments with teachers bopping about my memories of my years in school. I daresay everyone has memories like that.  And if these two stand out so prominently in my thoughts, it is mostly because of a sense of injustice.  I had done my very best, and was belittled despite it. But that in itself was a really important lesson for life, although probably not in the school syllabus.

I would need to use my fingers and my toes and then start on the strands of my hair to count the number of times in my working years that I was unjustly reprimanded. Small people given a little bit of authority often prove Lord Acton’s statement about the corrupting qualities of power. Being unjustly reprimanded by a boss at the office is a sad fact of life for most workers.

The most important lessons we learn in school are often not part of the curriculum. But they are probably the lessons we most need to prepare us for reality and for our future.

Happy first day of preschool, sweet Morrigan Lynn!

If you appreciated this essay, then you’d probably enjoy a post related to the many times in my working life that I had to rely on that childhood lesson of being unjustly reprimanded.  You can find “Tales of the Office: Jackass Bosses I Survived!” by scrolling to the Archives, below. It was published April 27, 2022 

Book Reports: Do Kids Still Have to Write Them? (‘cause if they do, teachers, here’s a suggestion…)

§   Monthly book reports were a class requirement throughout all of my elementary school years  §

I am a prolific reader. It’s nothing for me to knock back two or even three light mystery novels a week, especially as I prefer reading to watching TV.  I am also a prolific reviewer; as I mentioned in an earlier post, I style myself “The Savage Reviewer”. (Scroll to the end if you’d like to locate and read that post.)

Due to the number of books I read, though, I’m not merely a reader and reviewer; I’m also a major consumer of reviews. So I find myself constantly amazed (and irked! Decidedly irked!  Really, really, really irked!) by readers who can’t compose a helpful book review.

These are, obviously, people who enjoy reading. Since they are taking the time to write a review, one would suppose that they probably (as I do) rely heavily on these assessments before purchasing a book. Despite these obvious facts, though, instead of writing a review, they produce what is, in essence, a book report.  An elementary school book report!

Honestly, I’m not certain if today’s students are still required to write them, but composing monthly book reports was enforced throughout my school years as an additional study obligation to our classroom textbooks. These were descriptive plot summaries which proved we students had completely grasped the contents of a novel.

Each book report consisted of specific components: the names of the main characters, the location where the action took place, and a brief description of the plot. As we students grew older, our papers became more complex.  Character motives and the theme of the novel were added, and sometimes, even the reasons why we did or did not like the story.  And it is only those “grown up” categories—liked/disliked, motives, themes, and behaviors—that actually have any real place in today’s reader book review process.

The liked/disliked category, nothing more than a row of stars, should be basic enough for the most profound moron.  Nevertheless, some critics manage to botch even that, awarding only a single star to a book they genuinely liked.  From the stars, a review dives into a headline. Most reviewers seem to manage that with the requisite flair, providing quick, all encompassing phrases such as, “Loved This Book!”, or “Worst Book EVER”.  But their remarks often cascade downhill from that point.

Plot summaries and teasers were once the province of dust jackets or back covers, whereas now they generally reside in the online synopsis labeled “Product Description”. But all too often, what passes for a review is nothing more than another synopsis–unfortunately, often replete with spoilers. “After 20 years away, Emily returns home to open a bakery, and her first customer drops dead in front of the cash register!” So the reviews trumpet, one after another.  Great. Thanks. Now I don’t really need bother reading the first chapter of the book.

Skimming these reviews, I grit my teeth. I don’t want to know WHAT happens—I’ve already surmised that from reading the online synopsis. I want genuinely pertinent information that might help me decide if this is a book I want to read. Is the book riddled with typos, misspellings,  rotten sentence structure and poor grammar? Is the poor grammar limited to the characters’ slang speech, or is it part of the text itself? Are the characters three-dimensional, with clearly-defined motives? Are their actions, behavior and speech realistic? Does the book move forward briskly, or does it creep at a snail’s pace? Does it keep one’s attention, or are there long, boring digressions in the plot? Is it humorous, or witty, or even laugh-out-loud funny? Is it depressing, sad? Exciting, thrilling? Terrifying? Is the ending satisfactory, or does it leave the reader hanging, without real resolution? (Or, worse, is the reader intentionally left dangling on a hook intended to make her or him buy the next book in the series?) Can you, the reader, put your finger on just why you did/did not like the book, or are your feelings amorphous—i.e., you hated it, but you can’t quite say exactly why that should be. Do you recommend the book? Would you tell friends, “Don’t bother”?

These are the elements that need to be incorporated into a genuine book review, and rarely are.

Book critics still abound, but, more and more, most of us rely on the advice and opinions of  readers like ourselves. Bearing that in mind, teachers, here’s a recommendation: Perhaps you need no longer require your students to produce book reports.  Instead, maybe you should grade them on just how well they can write a book review.

If you enjoyed this post, you might also like to check the archives for
“The Savage Reviewer”, posted on 09/02/2020; or
“To Review or Not Review”, from 12/13/2017, or the upcoming “The Savage Reviewer, Part 2” , TBA.