Distance Learning Resource Round-Up for the 2020-2021 School Year

Hi! I teach English Language Arts to middle schoolers.

The idea of beginning the year 100% virtually makes me shit my pants from anxiety. In order to ease some of this distress, I spent the last few days compiling a list of everything I thought might be useful as we begin the 2020-2021 school year. While doing so didn’t help my nerves, I’m hoping it might be helpful to you!

If you want, you can also access the original Google Doc here or simply scroll down below.

See a link that looks good? RIGHT CLICK ON IT AND OPEN IT IN A NEW TAB. Otherwise it might not open in WordPress.

I’m sure I’ll keep tinkering with it over the next few weeks. ENJOY!


Time to Move On

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Well, friends, it’s time to move on.

After being called into the principal’s office for my last post (now deleted), the time has come to change up my blog. There’s only so many times I can write something that gets me in trouble before I finally submit to that voice in my head that’s been saying, “Hey, you know, maybe you oughta keep some of this to yourself? Or at least maybe write privately?”

I’ve tamped down this voice for as long as possible because I’ve always valued the process of writing so much more than the product. The posts I’ve written have been instrumental in nudging me towards many of the power revelations of my professional career. As the cliche goes, I rarely know what I think about something until I write it. Ideally this is what I will continue doing: using writing to help me navigate the shifty intersections of the interiority of my consciousness and education. But it won’t happen here on this blog.

Each of my posts has always averaged around thirty views. If you take my family out of the metrics, then my average readership is a pretty consistent twenty or so people. This is great! The fact that anyone outside of my immediate-and-therefore-obligated circle of kin would take time to read my words is pretty mindblowing.

I thought my tiny readership would keep me below the radar. Who cares what an average middle school teacher thinks? Especially when that teacher’s thoughts clearly represent someone who cares deeply about their profession and their students. Yet the response to my last post (again, now deleted) puts in stark relief another of writing’s undeniable truths: once you publish something, it’s out of your hands. It’s out in the wild and anyone is free to read and interpret it however they want. (This is a good thing, btw.)

So I have decided to do three things: stop writing on this blog, create a new blog dedicated to writing about my daughter, and continue my educational and personal writing somewhere else that’s private.

Some folks might think I’m overreacting. And I probably am! But if I want to continue writing the way I want to write, then my gut tells me it’s time for something else. For me to keep doing the same thing and expect different results would be foolish. While I might return to this blog (it has such a great name!), it probably won’t be anytime soon. I need the eyes that are currently on it to move onto new things.

Thank you to everyone who has read, liked, and shared my writing. I am excited for the writing that’s to come. It’s never the end.

Photo by Gemma Evans on Unsplash

Speaking Your Truth Through Slam Poetry: A Unit Overview

“We’re doing poetry? I haaaaaaate poetry! It’s SO boring, Mr. Anderson!”

One of the easiest ways to make a room full of middle schoolers groan is to say the word “poetry.”  I don’t blame them. The thought of analyzing the theme of “Hope is the Thing with Feathers” or any of the other nature themed poems that regularly pop up on standardized tests makes my eyes slide back inside my head.

A few years ago I began teaching a unit on slam poetry. Students responded immediately to slam poetry’s relevance, topics, and overall style. Slam poetry feels vibrant and current. And thanks to the internet, teachers now have access to cutting edge slam poetry written by people that look and sound like their adolescent students. I’ve taught this unit three years in a row, and it never fails to produce some of my students’ strongest writing of the year.

What follows is my basic blueprint for my annual slam poetry unit. This unit combines “just right” mentor texts with rock solid instructional activities. Because it requires students to be vulnerable, I typically save the unit for the back half of the school year. That way I’ve had time to build and sustain a sense of classroom community with students. Without vulnerability, slam poetry is nothing.

Unit Title: Speaking Your Truth through Slam Poetry

Time Length: Five weeks of 42 minute class periods

Final Product: Students will write, revise, and submit an original slam poem. While students do not have to present, they are encouraged.

Standards: These are from Virginia. I’m sure most states/Common Core have something similar.

  • describe the impact of word choice, imagery, and literary devices on different poems (7.5d)
  • analyze the themes of various poems (7.5a)
  • write, revise, and edit original poetry that that incorporates word choice, imagery, and literary devices  (7.7d, g, j)

Mentor Texts: Ten years of teaching English Language Arts has taught me that providing students with engaging, developmentally appropriate, and culturally responsive mentor texts from the “real world” is the most essential component of a successful unit. To that end, I’ve collected every slam poem I’ve ever used into a mentor text packet for you to make a copy of. Every poem in this mentor text packet has a corresponding YouTube video of the poet delivering (or ‘slamming’) their poem.

Content Warning: If you plan on using these poems, make sure you read through them first. For some of the poems I give a content warning and provide students with a chance to sneak out first. The poems here deal with topics such as: anxiety, depression, grief, ADHD, race, gender, substance abuse, technology, and religion.

Basic Instructional Sequence: The basic instructional sequence for this unit is adapted from the mentor text model described by Katie Wood Ray in Study Driven. Students begin by “immersing” themselves in slam poems. They listen, discuss, read, and write. The next step asks students to “write under the influence” of the mentor texts. Finally, students use specific texts and techniques to revise and deliver their poems.

Immersion Phase: Expose to students to the mentor texts. Get them reading, writing, and talking about them.

  1. Introduce the genre with a high interest slam poem (You can never go wrong with Touchscreen). Help students identify the difference between first and second draft reading. The former helps students access the content (the WHAT of the poem) while the latter gives students a way to analyze the craft moves made by the poet (the HOW of the poem).
  2. Introduce one poem a day to students. Watch them multiple times. Read them multiple times. Give students room to respond to the poems in a way that suits them. This is where I introduce “punctuation annotations.” Students read through the poems and mark up the lines with hearts, exclamation marks, question marks, etc. What surprises them? What lines can they identify with? Etc.
  3. Then, have students use the basic framework of the day’s poem to generate their own version. The goal here is to give students their own bank of writing to draw from when it comes time to commit to a draft. I always give students two options. They can just “go for it” and write something with the mentor poem on top of their brain. Or they can use a “poem frame,” a more sophisticated fill-in-the-blanks. This requires the teacher to use a poem with an easily identifiable and copyable format. Below is one of the slides I used from the excellent Honest Poem by Rudy Francisco. The bullet points on the slide come from lines in the poem that I adapted. Poem Scaffold
  4. Students end this phase filling out a simple “What is slam poetry?” handout. It has four basic questions about what slam poetry is, how it’s different from more traditional forms of poetry, and what they can write about for their own poems. Students have immersed themselves in slam poetry for about a week at this point, so there isn’t much scaffolding or direct instruction that happens here.

Writing under the influence: Students use the mentor texts as guides to help them write their own poems.

  1. The goal of this short phase is for students to complete their “down draft.” To just get something “down” on the paper. We’ll fix it “up” in the next phase.
  2. Students are encouraged to “talk back” to any ideas or stereotypes others might have about them. I typically introduce this idea by asking students to tell me what they assume about teachers. That we have no lives. That we live at school. That we hate kids. You can spend as much/little time with this as you want.
  3. Students can use any of their poem quick writes from the previous classes.
  4. Students can practice “lifting a line,” a simple technique where students pick a favorite line from a poem and use that to either begin or end their own original poem.
  5. I try to help them focus on quantity instead of quality at this stage. I shout “JUST WRITE!” a lot during this time.

Using Mentor Texts to Revise and Polish: This is where the real work comes in! Now that most students have a workable draft, it’s time to begin the labor intensive process of revision.

  1. To make sure we’re all on the same page with language, we begin this step by tabling our drafts and diving into language with an “information gap” activity. Students partner up, sit back to back, and try to fill in the blank spaces on their handouts. While each student has the same information on their sheets, the blank spaces are different. Since they can’t look at each other’s sheets, they have to do a lot of talking and thinking to complete their sheet. The student’s partner would have the B sheet, the mirror opposite of A. The order is different. That way students can’t just go “what’s the 2nd box on the first line.” Here are a few lines from the two different sheets so you can better visualize what I’m talking about.Information GapInformation GapB
  2. Now that students have a resource they can turn to for figurative language, it’s time to dive into the language of the poems. I ask students to complete a “phrase palette,” a simple organizer where students copy down lines they love from our mentor texts, figure out what (if any) figurative language is going on in the line, and then try to copy it for their own slam poem. This is always harder than I think it will be, so plan accordingly. Here’s what it looks like blank. Phrase Palette
  3. Once this is done, students fix up their drafts by revising their language. They use the information gap and phrase palette to help them. This is also when I do most of my individual conferring.
  4. The final step in this phase involves adding some killer rhymes to our poems. We begin by checking out/annotating/choral reading the best rhymes in the mentor texts we’ve been using. I do a short mini-lesson on inner and outer rhymes. I show them rhymezone.com. And then I give the class the first line of a poem about going to school. I tell them to write the next three lines of the poem, paying special attention to adding inner and outer rhymes. The key here is using a first line that has a lot of simple words to it. For instance, students had a lot of fun coming up with rhymes based on this first line: “I woke up, put some clothes on, and walked out the door.”

Presentation: Practice, practice, practice!

  1. To get ready, students read to the wall (your ears and eyes catch mistakes your brain misses), read to each other, record and listen to themselves reading, etc.
  2. I don’t do a lot of peer feedback because it’s an incredibly challenging skill that requires months and months of intentional practice. In my experience, students usually just pick at surface errors in each other’s writing. Afterall, this is what their teachers usually do to their work. The problem is that this doesn’t improve writing at all. It just makes folks not want to share.
  3. On the final day, I’ll throw anything and everything at kids to get them to present. Candy, extra points, names on the wall, whatever. We clap, hoot, holler, and snap every time we hear a great line.

Phew! That’s it. Like I said earlier, this unit produces amazing writing from my students. Many of them reference it as their favorite unit during the end of quarter/year reflections.

I put together a sparse Google folder with all of the handouts I referenced above. Feel free to take, copy, modify, whatever!



A Million Different Directions


One by one, tiny pixelated faces began populating the grid on my monitor.

“HEY! LET’S SEE WHO’S HERE! WOWOW! I MISS Y’ALL SO MUCH!” I shove my face towards the camera, checking out my pores and zooming in on my flared nostrils for comic relief. A few students giggle, but most of them seem pretty nervous. Maybe I’m just projecting my own anxiety on them. Probably a combination of both.

For the next thirty minutes we engage in our first ever virtual check-in. The kids who try to dominate class discussion try to dominate the virtual space as well, gabbing effortlessly about the latest news they’ve heard. Some of the less extroverted kids appear only as half moons at the bottom of their video window, the top of their heads stuck like hesitant suns unsure whether or not to rise in the morning. Dogs and babies make appearances. Every now and then a parent walks in and waves. There’s no agenda or clear instructional purpose.

I held this virtual check-in because some parents and kids asked me to. And because I know other teachers are doing it. I know other teachers are doing it because social media is awash in stories, slices of life, and think pieces about the intersections of the Coronavirus and public education.




Some posts make me roll my eyes, and others make me jealous inspire me to do things like hold the virtual check-in described above. Then there are the posts that hollow me out. The statistics about the percentages of children who rely on school lunch for food. About inequity in instructional practices. About the connections between quarantines and domestic abuse.

I know I’m not alone in my panic. Every morning my inbox is full with frantic questions from students and their families. When will you begin virtual teaching? Can you be virtual during the same hours as the school day? When will you be sending out a detailed list of instructional activities and due dates? Why aren’t you grading anything? Why are you grading anything? How can I make sure my child is ready for 8th grade/high school/college/life?

I have no idea; I’ve never been here before. None of us have. I don’t fault any families for trying to do what they think is best for their child. In the face of so many needs, I just don’t know what to do.

There is a paralyzing amount of information to take in, much less sift through critically and responsibly. What is my charge? How can I best help students right now? And what if what’s best for students isn’t necessarily what’s best for me and my family?

My family, like many, has been fractured by this. My wife must remain tethered to her work computer because her company expects their employees to be online at all times. (So much so that they actually track when someone is online and when they’re not. This is apparently somewhat common among white collar jobs. As a teacher, this combination of surveillance and technocratic accountability gives me the heebie jeebies.)

This means I’m entertaining my 21 month old daughter. The notion that I could hold some sort of virtual class, concoct meaningful lessons that are developmentally appropriate and accomplishable without teacher intervention during this time is ridiculous. Toddlers are anti-routine. The Coronavirus is anti-routine.

I’m incredibly fortunate to have my mom and her partner close by. They have generously agreed to watch Joelle for a few hours during the day. During those precious hours I rush through my daily teacher upkeep (so many emails!), complete my chores, maybe try to fit in some exercise, and do whatever other random things pop up. My ADHD adds another layer of chaos to the situation. I depend on those hours to maintain some sort of status quo.

Right now, my status quo is NOT healthy. It is heavy. It is tempered by the fact that my students and I are all stuck at home. It is bloodshot from the trauma. The statistics. The daily news of a world on fire. Elected officials bartering human life for stock profits. Communities reeling from waves of loss. Everyone being pulled in a million different directions at once.

Against and within this backdrop I wrack my brain for some direction that feels ethical, moral, and just. Right now it’s the best I can do to think small. Reduce the size of my world to something manageable. I can be gentle with myself as I steal away from the country’s obsessions with standards, scores, and scales. Hold myself and those I love close, pick a direction, and move. One foot in front of the other.

Photo by Evan Dennis on Unsplash

What Am I Doing? Coronavirus and the Teaching Unknown

We are in a global pandemic and everything has changed. Cortisol has flood my synapses. My neck, shoulders, and back feel like they’ve been fused together in a painful patchwork of rigor mortis. Some of this anxiety isn’t new; I’m always on edge. It’s in my guts.

That’s one of the many things I love about teaching. It harnesses and channels my anxiety. It shapes my nervous energy into a recognizable form that I’m intimately familiar with. It powers my lesson planning, classroom management, and entire teacher persona. It pushes me past the torpor that begins setting in anytime I’m directionless.

I’ve had a lot of time to feel directionless this week. The traditional boundaries that I’ve hewn to over the last decade have dissolved. My anxiety has nowhere to go. And in the closed network that is my neurological system, anxiety has to go SOMEWHERE. Otherwise it’s just a corrosive lake eating away at my insides.

Like many others, I hate being trapped in the gray, in those indeterminate spaces where options and vectors spin out. This is why I get extra antsy on snow days. As soon as it starts snowing, I become consumed with figuring out whether or not I’ll have to go into work the next day. It’s not the job that I hate (I LOVE TEACHING!), it’s the unknowing. Snow day anxiety is nothing compared to this.

Because I know what to do with a snow day. I play with my daughter. Watch movies. Bounce around the house stuffing my face with the heavenly cookies my wife bakes whenever inclimate weather strikes.

But this isn’t a snow day.  It’s an unprecedented global pandemic that has upended the social and professional fabric of my life and the lives of my students.

Last Friday we were instructed to pack up our stuff and not come back until the middle of April. Four weeks. The guidelines for teachers in my district are anemic at best. We can post work, but it has to be review. Nothing new. And nothing can be graded. That’s it. These guidelines make sense, and I take no umbrage with them. I mean, what else am I supposed to be doing?

Well, based on the posts clogging my various teacher social media feeds, I should be downloading Zoom, holding video conferences with students, designing passion projects, etc. These things all sound great, but I’m not trained to do any of them. Distance learning is a legitimate subcategory of pedagogy with its own thought leaders, philosophical debates, and learning curve.

You don’t just start “doing” distance learning the same way you don’t just start teaching. Any teaching is serious, and anything serious requires intentional study and practice.

I’ve dipped my toes in and put some stuff online for my students. They have an online Coronavirus Notebook to help them keep track of their experiences throughout this historical moment. I give them daily focus questions and prompts. Insert a video time capsule where you record yourself talking about everything you’re eating, drinking, watching, feeling, and doing. Use a Creative Commons website to find an image that symbolizes your week and write about it. Etc.

So is this all I’m supposed to be doing for the next three weeks? Let’s say that it is. That plugs up one stream of anxiety while opening up another. What am I supposed to do when I get back from these four weeks? Should it be new? Should it pick up where we left off with some minor modifications? What role should the Coronavirus play? How does my moral and professional duty as a teacher intersect with an unprecedented public health crisis?

I created a flowchart to capture the manic sequence that’s hamster-wheeling in my brain. Here it is.


It’s an endless loop. A recursive cycle that folds into itself the the more I try to pin it down. The second I stumble upon a fruitful avenue (maybe I could do a unit on X!), my anxiety barges in like a toddler, picking everything up and depositing it somewhere else. While screaming.

I can’t really think of a conclusion for this post, just like I can’t come to a conclusion about what’s going to happen in the coming days and weeks. The key for me is to avoid the analysis/paralysis that often results from trying to think about too many things from too many angles at once. So I’m going to stand up right now and make a sandwich.

Four Weeks


The muscles holding my face together must have gone slack as my brain chomped its way through a variety of unprecedented scenarios. I swiped down on my phone for what must have been the five hundredth time that day to verify that this was indeed happening.


It was.

The energy inside the school had congealed this week, and now it was heading towards the surface like a fresh zit on one of my student’s foreheads. By Friday morning, the day of the announcement, we were frothing at the mouth for some sort of information. In the absence of official channels, everyone became an insider. Group chats lit up as teachers speculated about what would happen next. Kids swore up and down that their mom worked with someone who got their hair done at the same salon as the superintendent. Everything began with some form of “You didn’t hear it from me” or “It’s not official yet, but…” In truth, no one knew anything.

My first two periods that morning were easy. No one knew anything, so students were content (enough) to do their independent reading for our new unit. By the time lunch hit the day was beginning to feel almost normal. The weekend was unfolding before me like it always did, with its combination of chores, family time, and enjoyable but stressful lesson planning.

Five minutes before lunch ended the news landed. It was official: four weeks “off.” Now, students aren’t supposed to have their phones on them during the day, but they all do. I knew that if I had just gotten the Tweet, so had everyone else. Before my mind could begin processing what was about to happen, kids started pouring into the room.

I commanded them to sit down and start reading, but my heart wasn’t in it and they knew it. Some humored me and opened up their books. Some even started reading. I went back and forth about what to do. Part of me wanted to enforce the day’s silent reading lesson plan. But another part of me wanted to be realistic. If I was a 7th grader in this exact situation, what would I want? What would I need? Getting middle schoolers to sit still is a challenge in the best of times. What about during a global pandemic, facing an unprecedented school shutdown?

I made up my mind: we were going outside. I didn’t have a plan. I didn’t have any games or sports equipment. We didn’t even have a field for them to run around in, just a long stretch of manilla concrete dotted with uncomfortable benches at puzzlingly random intervals. But it didn’t matter. The kids needed to move and I needed to be still. What the hell had just happened?

I leaned against some metal fencing and squinted through the early spring sun. Groups of boys raced up and down the concrete, hooting and hollering about who was the fastest. Squads of girls gathered around cell phones, recording TikTok videos of themselves dancing and lip synching. It was surreal.

After touching base with the handful of kids who were hanging out by themselves, I let my thoughts spin. The instructional sequence I had spent the last two weeks drafting, iterating, and refining was now moot. The seating charts and group activities and anchor charts I had dutifully created were now useless. I wasn’t upset, just lost.

At 2:24 students raced out of the building and into the waiting mouths of school busses. Some students hung around after the final bell, their eyes communicating what their mouths wouldn’t: was everything going to be okay? What was about to happen? I offered what reassurances I could and packed up my own things. I floated out of the building. Nothing felt real. Students, cars, trees, everything around me looked two dimensional. I felt untethered.

The following days didn’t do much to ease my confusion. Every thumb swipe of my phone seems to yield new developments. New vectors for what the next month might possibly bring. For now, I’m clinging onto those four weeks. 28 days. 28 stepping stones guiding me through this miasma of unknowing. In time, the students and I will return to the classroom. We will again be sheltered by the predictable rhythms of assignments and lunch periods and hallway transitions. Until then, I float.

Sometimes Parent Teacher Conferences Hurt

I leave today’s parent teacher conferences feeling both rejuvenated and queasy. On one hand, there’s nothing like sitting down with families to discuss their children’s education. I love how these parent teacher conferences make me feel. They make me proud to be a teacher. My spirit is fed by the immense responsibility of guiding children through their formative middle years.

In these meetings talk of goals and life trajectories encircles us. We revel in the shared purpose of enriching our communities and our worlds. The best parent teacher conferences reveal and strengthen the profound connections we have with each other. The resulting sense of shared responsibility and accountability cannot be replicated by standardized test or top-down initiative.

When we’re all on the same side, it feels like we are the village.

But sometimes parent teacher conferences can hurt. In these moments I feel like a spectator, an unwilling voyeur forced to watch a parent spirit murder their young. Words can cut. They can accrete over time, slowly rotting away a child’s identity and confidence until there’s nothing left. I’ve watched parents bully their kids into submission. I’ve watched children shrink before my very eyes. Watched them tunnel into themselves until they become nothing more than a ventriloquist’s dummy mindlessly parroting back whatever they’re told.

When this happens, I have to change tactics. I try to highlight the child’s strengths, relate an amusing anecdote, crack jokes, do anything to short circuit or at least redirect the crumpling gaze of a parent who has lost themselves. Even when I’m able to successfully defuse a situation, I know the relief is temporary. I’m only bearing witness to a sliver of whatever is going on. And there is always something going on.

The possibilities are numerous and formidable: toxic masculinity, inequity, substance abuse, a disastrous lack of social services. Generational patterns of abuse and neglect that leave so many of us broken and gasping for air. During such conferences I become acutely aware of how small I am. How small we all are when the profound love of family and community festers and turns against us.

As I leave the building for the weekend, I struggle to process what I’ve just experienced.  The horrors I’ve witnessed leaking out of some children rests uneasily beside the protective aura of unconditional love emanating from other children. It is a juxtaposition without resolution.


The events detailed in this post draw from my multiple experiences at multiple schools across multiple years. 

There’s an Octopus Living Inside of Me


“Who is there? What does it feel like?” my therapist whispered.

I placed my hands over my sternum and breathed deeply. I tried to aim my breathe at the exact spot my hands were covering. I couldn’t quite decide what it felt like. Opening a massive, ancient tome that’s been collecting dust for hundreds of years? Using the jaws of life to pry open a particularly nasty car wreck? And then it came to me: an octopus.

An octopus was living inside my chest. More specifically, it had nestled itself into the space between my breast bone and skin. The octopus had spread its tentacles through muscle, bone, and sinew. It reached into every inch of my body. It’s worth noting that despite the picture at the top of this post, my octopus has a much more cartoonish design to it.

The image made perfect sense. The feelings of panic and tightness I frequently experience could be the result of the octopus flexing and pulling at my nerves and muscles. The waves of shame that regularly wash over my face and torso could be the result of the octopus squirting its ink into me. The octopus immediately joined The Critic, The Monster, The Gatekeeper, and the rest of the parts I had previously identified during my time using the Internal Family Systems method.

Internal family systems 101: Internal Family Systems is a therapeutic model that treats the patient’s inner world as a family gathering. The wounded and painful parts of our psyche are given names and identities. They all hang out together. These parts are in varying levels of conflict with the Self, our essence and core. Suffering happens when we “blend” with our parts and they take over, causing us to forget who we are. Healing occurs when the patient is able to heal the wounded parts and restore a sense of balance to the internal system. This happens by visualizing the parts, establishing relationships with them, and conversing with them. There’s lots of visualization, self-reflection, and breathing. IFS is obviously way more detailed and complex than this, but hopefully you get the gist.

A brief example from my own practice. Like many people, I have a rapacious inner monologue. I have personified it as The Critic, a figure who hangs out in my psyche and points out everything I’m doing wrong and what I should have done instead. Sometimes the inner critic is helpful, but mostly he’s a pain in the ass. Some of the work I’ve done in therapy has been to recognize when The Critic is talking in order to establish a boundary and help him understand that everything is okay; I got this.

Normally I’ve been able to interface with all of my parts. I talk to them and they talk back. Something was different about the octopus, however. It felt almost alien. Not only did it refuse to talk, it refused to wake up. In my visualizations, the octopus was in a deep sleep. Nothing I did could garner a reaction from it. So my therapist told me to keep breathing into the space and telling it that I was there with it.

For the remainder of the week that’s what I did. I imagined tickling the underside of the octopus with my breath. I visualized putting pressure on its tendrils by filling my lungs with air. But no matter what I did, the octopus remained silent and inert. And then something happened. I was sitting for my nightly meditation when I noticed an absence where the octopus normally sat. I breathed and breathed, using the air filling my lungs as a searchlight to scan the depths. But nothing was there. Then, a new feeling began to emerge like a submarine rising to the surface after years of dormancy.

It felt like what I imagined being stabbed with a knife might feel like. A sharp, one inch incision appeared right above my heart. It burned and smoldered. I pulled in The Analyzer, the part of me that loves to think things through from multiple perspectives, and tried to figure out what was going on. It dawned on me that I’d experienced this scenario before in video games. In some games, the player has to do a certain amount of damage to a boss before the weak spot appears. Shoot the armor off and you get access to the heart, for instance.

Is that what was happening? Was the octopus guarding a deep emotional wound? Was the octopus protecting me from the wound or the other way around?

The wound disappeared after a few minutes, and I haven’t been able to find it since. Not only that, but the octopus seems to have faded a little. Maybe my breathing was a threat and it sunk deeper into my tissue to hide. I literally have no idea. Hopefully it will reveal itself again. Until then, I’ll keep doing what I’ve been doing. Hold the space. Breathe into the space. Hold. Exhale. Repeat.


Photo by Isabel Galvez on Unsplash

Point Sheets Make Me Want to Barf

“HERE” Martin thrust a crumpled sheet of paper at me. Before my mind could figure out what I was supposed to do with this botched piece of origami, I noticed the telltale Google Docs table outline that could mean only one thing: a point sheet.

For the three folks reading this who aren’t teachers, a point sheet is a common method used by schools to try and shape a student’s behavior. Teachers and student decide on a couple of academic, behavioral, and social goals to focus on and track throughout the day. The goals are usually pretty standard: completes all classwork, comes to class prepared, etc. The kid carries around the point sheet with them from class to class. At the end of each class, the teacher is supposed to mark off on the sheet whether or not the student met the goals. Point sheets draw from crude behaviorist notions of behavior modification.

I smoothed out the paper on an empty desk, clicked my pen, grabbed my laser pointer, and read. The instructions were clear. Each of Martin’s teachers were to put a “1” or a “0” next to each goal. A 1 meant Martin needed fewer than two reminders, whereas a zero meant he needed more than two redirections.

Martin’s goals were as follows:

  1. Treat teachers and students with respect.
  2. Complete all classwork.

Regardless of the relative simplicity of the point sheet’s instructions, Martin’s sheet was covered with a variety of symbols. Some teachers went with a check/check minus/check plus system; some teachers used checks and X’s, and other teachers filed the margins with last minute explanations and commentary.

My brain poured through its videotape of the class period that had just ended. Doing this with the particular brand of objective fidelity required by the point sheet would be challenging under any circumstances. It was especially vexing in the unadulterated chaos that is the interstice between two class periods.

Martin hovered next to me, hopping from his left foot to his right as he waited and watched. “I did good today, right? Right, Mr. Anderson? I did good today. My mom really wants me to do good today. I’ll get my phone taken away by my dad if I get any bad marks. But I did good today, right? Better, for sure. Right?”

I mean, Martin DID do well today. But here’s the thing: it took an Herculean amount of effort to get him there. I parked myself next to him whenever I could. That way anytime he ran his mouth (which he was forever never not doing), I could steer his monologic flow back towards the assignment. He worked on his handout, but he didn’t complete it. So what does that mean for his point sheet? If I use a literal reading of the goal, then I would have no choice but to give him a zero. But what if I overplanned the lesson? What if the instructional sequence I designed for the day was confusing? Maybe Martin found neither value nor relevance in my lesson. In that case, am I just asking him to do what I tell him to just because? Do I want to be cultivating students who value compliance?

His second goal, being respectful, was equally challenging to capture in a yes/no binary. Throughout the class period Martin required multiple redirections and nonverbal cues to stay on task. He interrupted me, made fart sounds at a student, and shouted non-sequiturs during the warm-up. He was currently flashing the laser pointer he had deftly yoinked from my hand around the room, narrowly missing several students’ corneas.

I spend more energy on him than most of the other students in his class combined. If class were a pinball machine, I’d be the rubber bumpers and Martin would be the pinball. He keeps plummeting towards the bottom and I keep catching him and boosting him back up. The game is played at a feverish pace. There’s no end. I just try to avoid running out of quarters until the timer runs out.

But was he disrespectful? Were his actions throughout the 42 minute period indicative of someone who is unkind and malicious? Martin is a neurodiverse student who struggles to fit into the complex mazes of overly punitive policies that form the core of public schooling. I’m not familiar with his home life, but I’d bet my job on some form of trauma in his family history. I’m not making excuses, just trying to understand exactly what is going on with this intelligent, quick witted, and observant adolescent in front of me.

In many ways, the point sheet can be seen as a synecdoche for school. Despite whatever’s going on at home, despite the energy I’ve spent cultivating a relationship with Martin, regardless of the staggering amount of labor I’ve expended trying my best to create rigorous, engaging, and culturally relevant lessons, at the end of the day, it all comes down to a single mark. There is no room for nuance or complexity. When the needs are so great and the resources are so few, everything is flattened and reduced.

Exhausted, I sign off on his point sheet, grab the laser pointer, and tell him to go to his next class. He looks at my notations and shouts “LET’S GO!” before plunging head first into the throng of students milling around outside my room, knocking down a sixth grader and sending assorted books and pencils flying in the process.

Later that afternoon I pack up my stuff and head out of my room ready to go home when something catches my eye: Martin’s point sheet crumpled up and ground into the carpet. It must have fallen out when he careened into that sixth grader. I shove it into my pocket, telling myself I’ll check in with him first thing tomorrow morning. But I don’t. I forget. Thank goodness Martin doesn’t get to fill out a point sheet for me.


-For the sake of anonymity, this post draws inspiration from a variety of students. “Martin” is not a stand-in for any particular student but instead a composite of many of the wonderful kids I’ve been fortunate to work with.


I closed my eyes and tried not to succumb, doing everything in my power to stay awake. But there was just no way I was going to lift my head back up from of the desk until the 2:24 bell dismissed everyone. My day had been spent shuffling in and out of consciousness, passing out on the floor during planning periods and lunch. My brain couldn’t come up with another time when I felt this bad. 

My symptoms matched up with the flu almost perfectly: body aches, chills, a fever, dizziness, pain behind my eyes, and a decreased appetite. The only thing missing was the nausea. I just assumed my stomach was being merciful and waiting until I got home before shooting its contents out of my mouth. 

Later that evening I was playing with Joelle (because the second shift waits for no disease) when the fever sweats hit. It was like that scene in Airplane

I felt my stomach knot up and I braced myself. This was it! 

But almost as quickly as they came, the symptoms receded. And by the end of the night the day’s unimaginable terribleness seemed like a fever dream. In my mind, I imagined my superior immune system, hardened from a decade of being sneezed on by twelve year olds, routing the virus. I fell asleep that night confident in my quick return to work.

And then I saw them. I woke up to tiny craters in the palms of my hands. The red spots were almost imperceptible at first. But as the day bloomed, so did they. Then tiny cuts began to rise to the surface of my fingers and toes as if someone inside my body was drunkenly slashing away with the world’s smallest razor. I knew immediately what was going on. I had hand foot and mouth disease. 

Joelle had just gotten over it, and I guess my Howard Hughes level hand washing wasn’t enough to keep the disease away. By nightfall, my hands were covered with what looked like cigarette burns. My feet resembled the ‘before’ shot from a Proactive commercial. And my mouth seemed okay. 

I spent the next day staring at my hands as if sheer will and obsessive focus could stop this thing from taking over my body. At first I thought I had escaped the “mouth” portion of HFAM. Then I realized that this disease moves on multiple fronts on an asynchronous schedule. My mouth was the last thing to go. (I’ve only parted my beard once to check it out, and the gooey yellow mozarella I saw oozing through my skin was enough) Lesions now dot the connective tissue binding my cheeks to my gums. This means anytime that tissue moves, the sores crack. There seems to be some cruel Butterfly Effect phenomenon going on. An eyebrow twitch will set off a cruel chain of seemingly unrelated cuts and blisters on my hands and toes. 

In the last few days I haven’t really eaten much or had any coffee. This is mainly because hand, foot, and mouth disease causes sores to grow INSIDE OF YOUR THROAT. Anything that’s not water goes down like a mouthful of tacks. My lymph nodes are the size of monkey fists.

Since there isn’t much to do when, you know, you have searing pain in your HANDS, FEET, and MOUTH, I’ve been holed up like a leper, dividing my time between the living room couch and the bedroom. On the plus side, this disease has done what months of meditation and mindfulness have yet to figure out: get my hyperactive body to stop moving. I never knew I could sit so still and be so uncomfortable for so long. Now anytime I have an itch (which is pretty often if you really stop and focus on it), I imagine a multistage blister just waiting to erupt and barf its diseased goo onto the surrounding skin. Sometimes I have to flap my arms up and down really fast or blow on my hands or whip my head back and forth to try and shake out an itch. It works as well as you would think.

Typing this has been a good way to keep my mind off of the fact that anytime I touch something it feels like someone kicking a needle right underneath my nail. Now it’s time to go rinse my mouth with Anbesol and wonder if my toenails will slough off.


Postscript: This was an unexpectedly cathartic post to write. It helped me gain some distance and a feeling of control over this disgusting ailment that’s plagued me for days.