Some background: My sister was reading this book last May 2011 when we were in DC for a wedding. I read the back cover and thought it sounded really interesting, as I imagined the author moving through each month experimenting with little happiness ideas like singing in the car or shower, keeping a gratitude journal, and other items of that ilk. So when the time came this fall for my book club up here in Alaska to choose a book, I suggested The Happiness Project for our first read. How perfect, I thought to myself, to read before winter sets in and life literally turns freezing cold and incredibly dark. But when I told my sister that everyone in the group had agreed to read it, I learned the truth: She never finished reading it because she thought the author was completely neurotic. Beware, she told me, of anyone in the group who actually liked the book, because she might be as cuckoo for cocoa nuts as the author.
Did I finish reading it? No. I really tried, out of some innate need to do my homework as assigned, but it didn’t happen. And I happen to agree with my sister: the unbelievably clinical, overly-researched ways she attempts to define happiness and then go out and experience it were a bit… intense? I didn’t actually disagree with everything she said, did, or tried, but the tone of her self-analysis raised my stress level a bit instead of inspiring happiness in me.
Nevertheless, one of my inspirations for blogging is because of the author of the book. In one month of her happiness goals, she decides to start a blog, and her goal is to post every single day without fail. I have tried to follow suit, for the practical reason of forming a good habit, and for the social-emotional reason of giving myself space in the day to air out my thoughts. So, Gretchen Rubin, I thank you for that.
As for my own “Happiness Project,” I will say this: Ever since I have tried to stop doing what I think I “should” do and doing what I want to do, I have been so much happier and calmer in my life. Perhaps that is a “duh” statement for most people, but I don’t actually think so. I have a Master’s in Teaching, so I “should” be a teacher, right? I have two degrees from Stanford, so I “should” be earning a solid salary and/or be on a career path that will lead there, right? Now that I’m 30, I “should” be having kids already, right? All my life I have had a plan: do well in school and go to college of my dreams. Graduate and get a job. Work hard, and then….???? Up until quitting my teaching job in 2010, I always — literally — knew what the next part of my life would be. In fact, during my exit interview, I remember telling our HR Director that I wanted to take better care of my self and that I had nothing lined up for the future, not even for summer. Since then, now almost two years ago, I have felt more and more like myself and that much more open to Life’s possibilities.
Since June 2010, I have: 1) mentored new teachers; 2) re-connected and worked as a colleague alongside my grad school mentors and my grad school professors; 3) worked at and for Stanford consistently, as a direct employee and now a consultant for various centers in the School of Ed; 4) started a new adventure in Alaska with Husband; 5) become a Level 1 certified Crossfit coach; 6) started working as a Student Success Coach in an elementary school here in AK; 7) learned a new sport — curling; 8) started collaboration on a potentially Crossfit project; 9) started participating in my first book club as an adult; 10) begun planning our college a cappella group’s 25th Reunion for this coming fall with an amazing group of fellow alums; and then some. I look at this list and I am grinning, because doing every single thing on this list has made or continues to make me happy. And why not? I know better now that no one should have to choose between “working hard” and enjoying life today, in order to allow us that much more time to take care of ourselves and let our hearts and minds wander into new spaces. Too often I think we equate keeping our noses to the proverbial grindstone to be the only viable definition of “hard work,” that we will rest and be happy (magically!) in retirement or after our years of “working hard” at our respective jobs or after raising kids or after (fill in the blank).
It is highly likely that I will never be on the list of alums who donates multiple thousands or millions of dollars to school. I probably won’t be world-famous or show up on a Forbes list of “The Top [#] under [age].” Perhaps it is not even in God’s plans that Husband and I will have kiddos. But in the meantime, I will be embracing the life that is mine right now. It requires too much energy to be unhappy, at least in my experience.
In college I used to have the poem Desiderata as a poster on my wall; it is not a coincidence that I can feel its sentiment throughout all of my writings these past two weeks.
All Good Readers Unite
Currently I am working with the 6th-grade students in a 5th/6th combo class. There are 11 of them, and we have been meeting for about 40 minutes per lesson — today was Day 4 of our mini-writing unit. I am asking them to write the time-honored five-paragraph essay. In today’s teaching universe it is more correct to say “multi-paragraph” essay because obviously not every idea can be argued in only three little body paragraphs, and on the flip side, students don’t need to be forced into saying more than is necessary to get the point across. I imagine five paragraphs has held for so long because of the magical wonder of things that come in threes, so intro+body+body+body+conclusion makes sense.
They are writing character analysis essays about a character of their own choosing from a novel they have read this year. Many of them (but not all) are writing about one of the characters from The Hunger Games trilogy. Overall I think they’re doing rather well so far, especially considering that I’m moving them along faster than if I had a full class. Today I explained to them that they are allowed and encouraged to make any argument about their character that they wish… as long as the text supports that idea. This is the moment when I call upon their CSI: (fill in city of one’s choice) knowledge — when the CSIs come up with a theory about a case but don’t have evidence, then they either have to find irrefutable evidence to back it up or revise their theory based on the evidence they do have. (Referencing pop culture is one of my favored teaching tools.) In other words, if they misunderstood the book, then it’s more than likely they would make unsupported inferences about their characters. The pre-writes I saw today need some revision but not much.
Now in the land of online news, people are not called upon to write multi-paragraph essays to demonstrate their understanding of articles. But people feel compelled to write comments on material they read and/or engage in dialogue around it, and I do enjoy this democratic freedom. What is painful to me — when I feel interested enough in an article to read some of the commentary — is the seemingly poor reading comprehension of the readers. So many comments (especially the hyper-critical or extremely favorable ones) don’t seem to reflect what is actually written.
Within any article’s comments, I am simply irritated when people are 1) snarky; 2) self-righteous; and/or 3) easily offended by any kind of disagreement or question of their opinion. But I am plain old concerned when folks seem to have completely missed the point/thesis/gist of the article, not to mention the author’s tone… then compound the problem by taking on the tone of #1-3 above. There are multiple contributing factors to this, one of which is the ease that one can just click “Comment” and start writing based on a gut reaction or respond to another comment in the same way. Another would be the anonymity that virtual commenting provides — it feels safe to make ridiculous remarks without necessarily having to put your live face behind them. Most of all, however, I am worried that people in general are weak readers. (insert my sad face here)
There’s a reason why people have to take standardized tests, at least in my opinion: they’re essentially massive reading comprehension tests. Going into college or graduate school would be awfully hard if you couldn’t read non-fiction and/or fiction… and write about it in a meaningful way. Sure, Twitter and texting are here to stay, but there is still a space in the world for writing that is beyond 140 characters. Maybe articles should have a quick 3-question multiple-choice quizlet to check comprehension before you’re allowed to comment….???
Now I know that my English-major self is clearly biased and possibly over-reacting. Regardless, I know that it is so important that our students — who will grow into adults faster than we can think — read and write competently for schooling purposes and for being good at life. It would be wonderful if the comments people share were more often examples of thoughtful, constructive criticism and praise grounded in the text. I don’t think that’s asking too much. It’s the least I am asking of my students.
3 Comments | tags: body paragraphs, character analysis, comments, CSI, English major, essay, quizlet | posted in My Reading, Reflection