Teacher as Poet. Poet as Teacher.
Flickr photograph by Steve Johnson
I began with poetry. My entry into writing started with rhymed couplets, with Shel Silverstein and Dr. Seuss. And I wrote reams of poems, spiral notebooks filled with lines and later disks filled with hundreds of word processing documents that stored my free verse, oddly spaced stanzas. I was fortunate enough to have teachers that supported and encouraged my love of verse. Mrs. Zeinstra, my middle school English teacher, who turned us loose on her library of poetry books to find the lines that inspired us. We copied them into our daily writer’s notebooks, selecting one or two to memorize and share. And Mr. Dik, who pulled me aside after senior English class one day to ask if he could help me revise a poem I wanted to submit to a local writing competition. He encouraged me to reflect on my word choices but left authorial decisions in my hands.
But somewhere during my undergraduate studies, poetry became something I studied rather than wrote. Notebooks were filed away into storage boxes, and my focus was drawn to how others crafted lines. Poetry became something to analyze rather than write. It wasn’t until I entered the classroom again years later as a high school teacher that I rediscovered my love of poetry.
Shortly after starting my first high school teaching position, I sought out my local Writing Project. One of my undergraduate professors spoke so highly of his involvement with NWP, about how much his connection with fellow writing teachers helped him grow as a teacher of writing and as a writer. I enrolled in my first Pennsylvania Writing and Literature Project (PAWLP) course in the summer of 2003: Teacher as Writer. It was in this course that I first read Anne Lamott, Georgia Heard, and Susan Goldsmith Wooldridge. We used these memoirs as mentor texts, not for how to teach writing but as guides for our own writing. As many of us rediscovered ourselves as writers, we also came to reflect on how we brought writing into our classrooms. We became writing teachers that wrote alongside our students. It was this first class that inspired me to once again put pen to page in a writer’s notebook. And class after class, lead me to reflect on my role not just as a poetry teacher but as a poet teacher.
I have been fortunate to have a couple of my poems published, but even had I not sought opportunities to publish, my connections with the National Writing Project and what I have learned from so many wonderful mentors through PAWLP have helped me grow more confident in declaring myself a writer. I am a poet. This is what I do. Poetry is my means of making sense of my world, my tool of reflection. I listen to the rhythm of language, become entranced by well-crafted metaphors. Poetry is how I distill emotions, capture a memory, mark a moment.
As a teacher, I know that not every student who walks through my classroom door loves poetry. But many do. Whether or not they decide to pursue writing as a career, one of my jobs as a teacher of writing is to support students in finding avenues for engaging critically and creatively with their world. Writing is a tool for inquiry and a tool for reflection. Poetry, specifically, takes what often we find most difficult to understand and gives language to our confusion. As a teacher of poetry, my hope is that I do not dampen that love of the well-crafted line. Poetry is not simply something I want my students to analyze. Poetry is a tool for making sense of who we are in our world. Verse helps us come to terms with life’s overwhelming complications and joys. Poetry is who we are.
Cross posted at I Am A Teacher Et Cetera