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The Adult Day Care Center and Donald Trump: The Frightening Reality

Senator Bob Corker articulated what is on everyone's mind these days, and his response to Trump's attack is classic. I am not going to disparage adult day cares by inferring that they are a negative, but I think we understand the comparison. Trump's Twitter attacks are juvenile and spontaneous, and they amount to cyber-bullying. It's hard to reconcile Melania Trump's empty announcement that she wanted to take on cyber-bullying as a cause with the constant echo of her husband's attacks resonating around the country. I don't intend to veer off into what Melania does these days; but I will say that other than decorating her husband's arm she is the most unproductive first lady to date. Her husband is the most destructive force our country has ever witnessed. Everything he does and says is negative and does nothing to help us become a better America. It's almost incomprehensible to me that anyone in our country would consider building a wall to keep our southern neighbors out after we collectively witnessed the reverential conservative icon President Reagan utter the famous words, "Tear down that wall Mr. Gorbachev!" After all of the hero worship concerning Reagan, the outlandish pandering to a basic Hollywood washout, the constant praise, and even the coinage of "Reaganism" our fundamentalist, capitalistic neighbors and friends can't see beyond their account balance into their own wretched hypocritical mindset. 

Trump's team of conservative thieves are trying ever harder to plunge the country into chaos so they can wipe the slate clean and rebuild using Milton Friedman's cruel and criminal theory of economics, the shock doctrine, a system that endeavors to privatize everything and redistribute state wealth to the one-percent. Friedman economics is the failed "trickle down effect" on steroids, and it's responsible for most of the suffering and war that is taking place around the world. Betsy DeVos, (Trump's Secretary of Education) the ugliest rich woman in America, is a prime example of the shock doctrine in full swing. She works tirelessly to privatize public schools (imagine a world of private and charter schools) because education is "flush with cash." 

Meanwhile, back at the ranch, we have another spoilt and phony television icon that is obviously teetering on the edge of dementia blathering non sequiturs on Twitter while we all scratch our heads and ponder this unimaginable mess of a future, a future without any public services or safety nets. We look at pictures of this fool tossing paper towels to Puerto Rican residents that are suffering without basic necessities, and we listen to him prattle on about how their reconstruction will have to be a "discussion" like Puerto Rico is of no worth to anyone. 

I can't believe that after all my family has been through fighting wars for this thankless mess of a country that any self-respecting American would follow along with this disgusting agenda of greed and cruelty. All of my peers and colleagues, or at least most of them, have a relative that fought in Vietnam and prior wars. They fought before the military became a system of contractual agreements, before privatization had a chance to take over. This labyrinth of private contracts and agreements were long predicted and rightfully feared, and now we are looking at the result. This is a self defeating system that requires death and violence to profit and grow. Trump, and war pigs like him, want to make sure they have plenty of cannon fodder. If they can finish destroying the middle class by underfunding the workers and denying their children an education and healthcare, then they will have a fascist victory. With the new proposed budget, all of our safety nets are under attack. If this mess passes, many of your children's dreams will be destroyed. 

Some of us have carried an unusually heavy load, and some of us have sailed by just enjoying the benefit of somebody else's suffering. It is to those people that have benefitted the most, those many Trump voters and supporters, that I fail to connect with. I can't understand why you have no gratitude for the benefits you receive (think of basic public services and social security or medicare, college loans and grants for your children). I can't understand why you can't envision the suffering that happened while you enjoyed football and movies, opportunities and growth. Other people had to pay for your success with their blood and their minds, but you just wallowed in conservative nonsense, only thinking of yourself. Trump, a reality television star, conned you. The irony is that he is just a demented puppet. He is tearing our country completely down under the assumption that it can be rebuilt, and that his wealthy special interest groups can reap the profits. This does not has failed in every single country. And the people that starve and die from illnesses, accidents, and wars, are just forgotten. By continuing to support this system, the Trump Conservative greed machine, you are marching your neighbors and friends, and their children, to a certain, miserable death. Soon, Trump will be gone, but the machine will remain. You need to think about what you are supporting because it doesn't care about are not the one-percent.

For two great books that support this argument, please see:

Klein, Naomi. The Shock Doctrine: The Rise of Disaster Capitalism ISBN-13: 978-0312427993

Mayer, Jane. Dark Money: The Hidden History of the Billionaires Behind the Rise of the Radical Right ISBN-13: 978-0307947901

A Few Reasons Why NFL and NBA Players Need to Take the Knee

If you've noticed the irony of Donald Trump's discourse concerning the recent NFL players form of silent protest against racism and inequity, then you are probably getting chills. We are on the brink of a possible conflict with North Korea, an authoritarian regime that requires citizens to literally worship public symbols. Is it not ironic that Donald Trump is demanding the same kind of subservience? Does his propensity for illogical and hypocritical thinking not raise a red flag? (no charge for the pun) NFL player Colin Kapernick's protest is a way for him to express his dissatisfaction with a country that he believes has failed to protect the Civil Rights of many of its citizens of color.

Symbols are an important way for people to express unity and peace, but when symbols oppress rather than free citizens, the feelings of nostalgia and unity are reversed. Forcing anyone to say a pledge or stand during a ceremony is useless if the person being forced has become disenchanted with what the symbol represents. It is best to observe who is feeling disenchanted and why, and then try to make corrections that will bring this segment of the society back into a state of political harmony.

It is typical of Trump to turn to capitalist notions of who owes what to whom in order to argue his point. But what he is forgetting is that citizens are free to protest in a peaceful way. By calling players "son of a bitches" and demanding they be fired, he is alienating his office (the most prominent symbol of American freedom) from even more politically active citizens. Instead of shouting down threats from his public platform, he should instead be asking what he can do to restore unity and harmony to the political and cultural landscape.

Because Trump, and people that share his bigoted beliefs, will never consider making adjustments to the decisive and unjust speech and actions that they support, every free-thinking person should take a knee. Free expression and the right to peacefully demonstrate a dislike for egregious public policies must continue to be a mainstay of American civil service. When people like Trump speak out against this kind of protest by referencing the military and first responders, they are trying to guilt the populace into submission. This is a tactic that the military and all public servants should reject as illogical and immoral. The American military is not in place to subject its citizens to tyranny, but instead to protect the freedom to dissent.

Rejecting a symbol is a tangible way to express dissatisfaction with the entity that it represents. 

The Fight Over Capitalist Interests in Public Education: Betsy Devos and Donald Trump are not Educators


If one were to argue that our most sacred public institution was up for sale after decades of suffering under a merciless political and social attack, most citizens would look around and wonder what sacred public institution was being pillaged. If one were to argue that masses of people had fallen for a false narrative, and had unwittingly aided the enemy, they might look to Russia or Iran to point a finger of blame. These same citizens might innocently be part of the attack because they fail to question the motives of politicians and civic leaders, hedge funds and think tanks. But all around them, in communities of every description, purges and attacks are taking place. Lives are ruined, and community history is drained along with the institution’s funding and brightest minds. And in some urban areas, weeds grow up around abandoned buildings that were once the heart of the neighborhood. What, might you ask, is the cause of this devastating and destructive force? How, you might ask, is it that I have never noticed the purges, the draining off of human capital, and the depletion of monetary funds?

Since the publication of A Nation at Risk, and the filming of Waiting for Superman, other media-related scare tactics have been employed, such as the Rotten Apple article in Times Magazine. The result is that the citizenry has turned against its public schools, the most sacred of institutions. Tenured teachers are described as lazy and shiftless, and a draconian system of deficit learning has replaced critical pedagogy. Standardized test scores have been weaved into funding, making it possible to divide and conquer the neediest of schools. Since No Child Left Behind (NCLB), every child is left behind in a maze of numerical comparisons, factored, ranked and sorted, and then compared to children from foreign countries where different values exist and equitable school funding is a reality, places where teachers are still highly regarded and professionalized. Because of profit margins and investment interests, the edreform community pursues harmful privatization policies that interfere with student literacy while passing down punitive mandates that cater to the citizenry’s contempt of public education, deceptively hindering critical pedagogies.

New catch phrases now pattern the educational landscape. Pointing out in his essay, Schooling in Disaster Capitalism, Kenneth Saltman writes, “[n]ebulous terms borrowed from the business world, such as “achievement,” “excellence,” and “best practices” conceal ongoing struggles over competing values, visions, and ideological perspectives” (43). He then activates his own critical perspective by asking, “Achieve what? Excel at what? Best practices for whom? And says who?” And we all can recount other education-based slogans: rigor, no excuses, whatever it takes, 100% college acceptance, school choice, charter and magnet, STEM, STEaM, and the list goes on. As Saltman insists, everything is based on individual achievement, and everyone is competing. And rather than treat them as school children preparing to live ethical lives in a democracy, they are now data, retention rates, and a dollar sign. He goes on to emphasize that prominent writers such as Thomas Friedman of the New York Times, support a “curriculum conducive to individual upward mobility within the economy and national economic interest as it contributes to a corporately managed model of globalization as perceived from the perspective of business” (43). In such a climate as this, who really has time for a critical pedagogy? If no one has time to teach the importance of questioning society and democratic practices, if nothing is more important than monetary power, then how will future citizens know whether or not they are enslaved to a consumer-based, profit-driven dictatorship?

After Hurricane Katrina, disaster capitalists, organized with the state government, began a systematic takeover of New Orleans Public Schools. Saltman eloquently describes the situation, “the destroyed New Orleans public schools sit slime-coated in mold, debris, and human feces, partially flooded and littered with such detritus as a two-ton air conditioner that had been on the roof and carcasses of dead dogs”, yet, reformers referred to this disaster as a “silver lining” and a “once in the lifetime opportunity”, even though thousands of teachers and students had been displaced, even killed, by the flood (35). The voucher legislation that made the privatization of public schools possible in a disaster (disaster capitalism) became a reality when, “[t]his voucher scheme was surreptitiously inserted into federal legislation by being rolled into a budget bill and it was aggressively supported by one of the richest people on the planet, Wal-mart inheritor John Walton of the Walton Family Foundation” (38). Even more shocking, the Katrina federal vouchers expand beyond the city limits of New Orleans. The entire Gulf-Coast region is included in this disaster-voucher legislation, including the entire state of Texas (40).

Knowledge that “disaster capitalists” are working to privatize the public trust for profits hasn’t slowed down the endless barrage of other ridiculous reforms and snake-oil type remedies concocted by businesses hell-bent on cashing in on the testing gold mine. Everyone in the education world knows about MAP testing, a week-long interruption of instructional time that allegedly measures student growth. Generally, charter schools use MAP so that they can support the profit driven scam supported by tax dollars. But teachers that proctor MAP will tell you that it is a blatant waste of funds and student time because the data is not reliable. Students know that if they miss the first few questions, then the computer-based program makes the remaining questions easier by shuffling the questions into a lower range. They also know the MAP is not used for a grade. Getting students to take the MAP seriously is like getting pre-schoolers to stand at attention during recess, futile. Not only that, the student data is stored—somewhere. Parents, whether they understand it or not, are actually providing student information to a private company.

But none of this would be possible without school principals that are willing to browbeat their teaching staff into submission. Privateers have found a way, through the charter school system, to train future principals into their own way of thinking. Sadly, many of these principals, at least in Texas, attend online classes through accredited universities that prepares them for the rather easy principal certification test. Many charter schools do not even require principals to have minimum credentials. The difference between the regular public school route to certification and the charter school route is quite different. Public school principals, at least in good suburban areas, generally spend years in preparation. First, they teach under a successful principal a minimum of five years. Then they become an assistant principal after completing graduate level course work in school leadership. Many principals work for years as assistants before they are considered for the top job. Some assistants never rise to the top. But at the charter school, and even at low-budget urban public schools, the quality of the principal is often overlooked. For example, some charter schools in Texas do not have a certified principal at the helm. Some struggling urban schools have brand new principals. Many of these principals are very young with no life experience, and very little teaching experience.[1]

A teacher recounts the story of her ambitious principal that had only taught 6th grade math for 3 years before quickly climbing into an assistant principalship. She worked in that position for only a year before being promoted to full principal of an older building. The principal seemed to exhibit the qualities of a decent leader, somewhat fair, not too duplicitous, and energetic. But a new building was built, and the very next year they put her in charge without oversight. Now she finds fault in everyone, rarely listens to her well-educated staff, and uses an authoritarian approach that has built barriers rather than foster collaboration. She constantly darts around looking for reasons to attack various staff members, but if anyone in her administration has a complaint about a teacher, the teacher is immediately investigated or otherwise harassed. Even instructional time is not respected because front office staff has the upper hand and can call students out of classes just on a whim.

Two researchers from Seton University did a study that involved 365 teachers that had received the National Teacher of the Year Award “from their respective state or territory between the years 2006-2012” ( Goodwin, Babo 68 ). The teachers were asked to rate the importance of 21 behavioral traits that one would identify with an effective school leader. One of the most important attributes of a good school leader had to do with setting in place systems that contribute to an orderly, structured atmosphere. But most edreform principals have no training in organizational strategies, so the schools they operate are chaotic. Most of the time last minute policies and disciplinary codes are inconsistent or nonexistent. Student safety is not a priority, and an atmosphere of unfairness and favoritism is typical. It’s not unusual for charter schools and struggling urban schools to have principals that serve more as marketers and financiers rather than adults in charge of children. Because of this, they rarely keep up with valid research and methodologies, therefore they are unable to assist their fledgling, underpaid, and inexperienced teaching staff. The “intellectual stimulation” of teachers and staff scored high on the list of effective leadership behaviors (70). According to the teachers studied, a highly visible principal is important to the campus culture. But many edreform principals are busy attending marketing meetings and conferencing on the latest snake oil-money-making-product available from testing and software retailers.

If the emphasis is on education as a means to simply acquire wealth, then the benefits of a critical pedagogy are intentionally ignored. The harmony of a well-educated, literate society adept at decoding bias and naming itself is unwanted by the power hegemony. Teachers trained in rhetoric and composition are teachers trained to spread logic and reason. Teachers trained ethically with deep subject area knowledge would have the tools to resist market-based approaches to education. These are the teachers the struggling school needs to raise awareness about their plight and assist the fight out of poverty, rejecting the traps of social isolation and marginalization. But the edreform-charter-school-principal is only concerned with the balance sheet and the data. Even if the data is invalid and the variables are beyond measure, the charade continues supported by the engines of profit-based educational resource companies (snake oil remedies designed for passing standardized tests).

James Berlin (Purdue University) accentuates this premise when he asserts, “A literacy that is without this commitment to active participation in decision making in the public sphere, however, cannot possibly serve the interests of egalitarian political arrangements. For democracy to function (as we are now reminded in eastern Europe), citizens must actively engage in public debate, applying reading and writing practices in the service of articulating their positions and their critiques of the positions of others” (Berlin 101). Even though these lines were published by the National Council of Teachers of English (NCTE) in Berlin’s book, Rhetorics, Poetics, and Cultures, over thirty-years ago, they are still undoubtedly true. The poor underclass has not achieved higher status nor has it gained civic power. Eastern Europe is still in a chaotic state, so we can still refer to it as an example of what happens when societies are divided. In fact, more recently, the middle class is shrinking and fewer people hold the majority of wealth and power worldwide. Our consumer based society has created unintended consequences for the world at large, and in countries like China more people are working factory jobs and living in urban areas. Overcrowding and pollution is widespread, but just as in education, the power elite largely controls the world’s dialogue and stream of information. The purpose of literacy is different than student objectives found in edreform classroom landscapes. As Berlin states, “rhetoric was invented not because people wanted to express themselves more accurately and clearly, but because they wanted to make their positions prevail in the conflicts of politics” (83). The charter school or poor urban English teacher of today is simply teaching to a test so that meaningless achievement scores can be recorded for the state’s approval. None of the emphasis is on the balance of power, the dialogue of a community, or the participation in politics. Students are mere spectators in the game of life, simply watching the power elite advertise its purported successes and revel in its materialistic rewards.

Because market based education reforms rely on standardized tests, we are beginning to see a rising up against the maltreatment and chaos perpetuated against students and teachers. Terry Eagleton, Marxist scholar, discusses the demise of rhetoric, and how top down education reforms have hampered student literacy. Eagleton argues that students are simply tools of the capitalist machine, not writers or orators seeking power, education, or personal expression via art (Eagleton 549). Eagleton deplores the manner in which capitalism has overtaken aesthetician and depth of meaning. And now we continue to elect or promote those who exhibit very little intellectual or rhetorical skill as demonstrated in our recent election.

If ever an argument could be made for education, our latest election underscores our deficit. After twenty-years of teacher witch hunts, standardized testing, and experimentation, absolutely nothing has changed. Student scores are flat, or in some states declining, and according to the numbers the most undereducated are responsible for electing the most orally gifted presidential candidate in history. While teachers are trudging back and forth to work trying to meet ridiculous mandates passed down by well-meaning, but ignorant, legislators, a new, positive movement engineered the strangest election in history. Well spoken, and intelligent, reality television star, Donald J. Trump the billionaire, graciously debated his way to the White House. His kind comments about blacks, women, Latinos, and disabled people endeared him to the well-educated and the intellectually deprived alike. He even managed to increase his sex appeal when a secret video was released that featured him bragging about grabbing women by the pussy. Nothing that he has said is in anyway rhetorically incorrect, or even illogical. He is the quintessential statesman, a true partner with Russian KGB goon, Vladimir Putin. We can only ponder what profit-based surprises President Trump’s new secretary of education will treat our students to in the near future. Surely, we can just build tunnels straight from our struggling for-profit urban schools into our high-tech for-profit prisons so that not a dollar can be wasted on teaching the humanities or literacy. Torn from the dungeons of a fantasy world from Hell, we can now witness how the lack of a critical pedagogy and the sell-out to profit-driven business has impacted the everyday thinker, a nightmare in real time.

Students and teachers are always at the whim of political winds, and now they have even more to worry about. But even though the focus of this dialogue has been on high school, post-secondary schools are not immune to the commercialization and privatization of education. Big companies are buying or renting property on public campuses, sometimes only signage, and sometimes entire buildings. They are donating huge amounts of money in an effort to influence college student spending habits and subject interests. Only the most ethical of universities is able to place a barrier between the politics of profit and the sanctity of critical pedagogy and the advancement of democratic decency. Henry Giroux, published author and professor, writes about the impact on higher education and the conflict of interest that is taking place between the motivations of profit, and the motivations of a critical pedagogy in his essay, The Attack on Higher Education and the Necessity of a Critical Pedagogy. Giroux insists that the takeover by profiteers of public education is a “backlash against civil rights era programs such as affirmative action and busing” (14). Schooling is now a battleground and conservative right wing groups are determined to “shift away from public considerations to private concerns” (14). He admonishes faculty that “allow themselves to become adjuncts of the corporation, or align themselves with dominant interests that serve largely to consolidate authority rather than to critique its abuses” a manifestation at all levels of education, especially now that positions are threatened with a removal of tenure and teacher unions are collapsing (12). He also points out that many teachers have “lost the language for linking schooling to democracy, convinced that education is now about job training and competitive market advantage,” a manifestation of market-based education reforms. He goes on to say, “Social criticism has to be coupled with a vibrant self-criticism and the willingness to take up critical positions without becoming dogmatic or intractable” (22). Currently our country is dealing with a faction of politicians and citizens that refuse to self-criticize or question their own dogma, and we are now on the slippery slope into a dark abyss which could end the progress we have made in the fight for human rights, climate change, and equitable healthcare. We may have lost our chance to teach our critical pedagogy.

Is it possible that a return to beautiful writing and speaking could perpetuate a return to a more empathetic and democratic time? Before the advent of the crass, poorly spoken electorate, the education reform slogans, testing snake oil, and Donald Trump, Scottish philosopher Alexander Bain labored to write his manual, English Composition and Rhetoric. In his section on persuasion he discusses how poetry can help persuade someone to behave in a moral fashion (174). Considering the state of our society, and the suffering that our students have endured since NCLB and the profit-driven testing frenzy, it seems a return to poetry is long overdue. As English teachers, we all know that the loudest voice is that of the poet. The speech is well enough, if it is done well enough, to sway the politics of a nation, but the poem, if it is done well enough, can sway the heart. I watch my students bent over their exams, and I teach to the test, but at night I go home to my bookshelves, my poems, my pets, and my comfortable life. I once taught in the charter school, and I proctored the MAP, the STAAR, the DA, the CA, and now and then I had time to assign a poem. And when I assigned the poem, my students were mystified by the voice so loud, yet so soft, speaking of something deeper than the test. Sometimes I had time to assign a short story, or I would assign a real essay to my students. And they were mystified by the intelligent voices, so different from the world they are accustomed.


Works Cited

Bain, Alexander. English Composition and Rhetoric: A Manual. Elibron Classics replica ed.,           Boston, Elibron Classics. 2005. p. 174

Berlin, James A. Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Urbana,      National Council of Teachers of English. 1996. Pp. 83, 101

Eagleton, Terry. “The Death of Rhetoric.” Academic Questions 25.4 (2012): 546-551. ERIC. Web. 15 Feb 2016

Giroux, Henry A. The Attack on Higher Education and the Necessity of a Critical Pedagogy. Sheila L. Macrine Editor: Critical Pedagogy in Uncertain Times: Hope and Possibilities. New York. Palgrave Macmillan, 2012. Pp. 12, 14, 22

Goodwin, Janet, and Gerard Babo. "What Expert Teachers Think: A Look at Principal Leadership Behaviors That Facilitate Exemplary Classroom Instructional Practice." Education Leadership Review of Doctoral Research 1.2 (2014): 65-84. ERIC. Web. 16 Dec. 2016.

Saltman, Kenneth. Schooling in Disaster Capitalism: How the Political Right is Using Disaster to Privatize Public Schooling. Sheila L. Macrine Editor: Critical Pedagogy in Uncertain Times: Hope and Possibilities. New York. Palgrave Macmillan, 2012. Pp. 27-48


[1] I worked at such a school in Houston, Texas. My principal was 28-years old, and she was hired to run the school after my hiring in 2012. She had taught at a charter school in downtown Houston that was later closed for falsifying student records. Some of these records even included student schedules and semester grades.

Academic freedom? O, that's so "yesterday!"

My Brother and Vietnam

The Blade


My brother’s life had a very tragic ending. He was fifty-three when he died in the veteran’s hospital. I watched him suffer in a life that offered him no relief from the paranoia. He came home from Vietnam with glassy, angry eyes, and a hard bitter mouth. He was too quiet, too observant, and even though we didn’t know at the time, he was suffering from shock. The military sent him back for a second tour. He walked point again with his pistol and a knife. He hid in canals with leeches sucking the blood out of his veins; he cut throats and shot the enemy. When he got home after that tour he rarely put his knife down. He snapped the blade in and out constantly; he threw it long distances hitting targets with amazing accuracy. He could move around the house like a ghost, and hinted he could slip in and out of any building he wanted. I was just a little girl trying to start school and he terrified me. My heart would pound, and I could barely breathe when he came into the room. He never hurt me, but I was afraid he would accidently do something terrible. I loved him desperately, and my heart was broken. The brother I knew was completely gone, and I would have given my life to see him get well. Gradually, we adjusted to the problems he caused us. Slowly, we became a little bit like him so we could comprehend what he was putting us through. Several years later we were forced to remove him from our lives. We drove him out to highway 81, and my mother opened the door for him. An empty feeling crept into my heart that night; it was almost as if she had abandoned me on the side of the road. It was many years before we ever saw him again. The lessons my brother taught me: his view of the government, and the American cover up of the Vietnam catastrophe are components that predetermined my outlook and explain my unwillingness to trust authority, or accept the surface motives of any individual, or organization.


He is another dimension of me; the side of me that weeps hysterically. He lived in complete dependence on drugs, alcohol, and street wise wisdom. The tragedy we were learning to accept was that we were losing a man who should have become a great writer or teacher. His IQ was extremely high and he used to love to show off his knowledge and skill. But when he came back from Vietnam his vanity and personal style had disappeared. He taught me to be wary of people who were concerned about the way they looked in the mirror. He hated materialism, advertising, capitalism, and superficiality. He preached his ideas to me, his small captive audience. Too afraid to run from him, I started to listen. He was passionate in his beliefs. He could tell you the names of the arms makers and who the corrupt politicians were. He believed The United States of America was becoming a mutant fascist state. Our president was nothing but a puppet, and the authentic power rested in the hands of an elite secret group. He hated the middle class most of all. Not what we now label as middle class; he meant the nouveau-riche, the greedy, the white trash. I find myself influenced by his ideas even now when I occasionally read about a business person, or politician, that has risen to power barely competent enough to string two words together. I see the person as he does: snot-faced, dirty, greedy, ignorant and toothless with grimy fingers clutching a buck.


He also warned me about drugs, forgetting that small children learn by example. I knew all about substance abuse by the time I was ten. It was the early 70’s and we listened to “The Doors,” and “Deep Purple.” His friends carried guns, syringes, and wads of cash rolled up neat in their front pockets. The hopelessness of needle addiction broke my heart. I knew who the junkie was; what they were; and why they were. I witnessed the terrible lie the needle told my brother and his friends. My soul ached with terror and pity; I just knew I would come home from school and find my brother dead in the house. We took a trip to Houston to the methadone clinic. We picked one junkie up, hoping to drop off another. My brother would not get out of the car.



And now I walk quietly past the corporate world and watch it from the corners of my eyes. Unlike my brother, I really have no aversion to money or material wealth; I just don’t want to acquire anything the way that they do. They are so cold, heartless, and numerical. Their tall buildings jut into the sky like shafts of ice, filled with people involved in mechanical paper sorting activity, looking for ways to compete, profit, and cheat. If he was wrong about anything, it was not about them. I dipped my toe into their glassy, incandescent pool just to see for myself; but the water was too toxic, too chilled, and I walked softly on hoping they never really noticed me. But for a long time after that experience I could hear my brother’s blade snapping, click click, behind me. I ran harder, and harder, until it stopped.



There were many reasons to respect my brother and his blade was only one of them. People he chose to share his views with had a sense he was possibly correct. His vision was not blurred; he was very intellectual and literate. It seemed as if he was really in on some terrible truth and we all needed to know what it was. My innocence about my country, certain individuals, and authority suffered a shattering blow; but it wasn’t an altering of reality that I regretted. Instead, I felt fortunate, as if I had eaten from the tree of knowledge and hence was safe. I became determined to never sell myself out, or support anyone or anything I perceived to be false. I had my guard up early, and I am thankful to this very day.



While he served in Vietnam, my brother received a Purple Heart, and it earned him a small article in the local paper. Private Jessica Lynch, of the Iraqi conflict, got captured riding on the lost lunch truck. Special Forces made a rescue at great risk. Yet, Jessica and her comrades were labeled heroes by the national press. She got a movie deal; my brother and his fellow soldiers were villified by the 1960’s public, or they were completely ignored. These attitudes, and injustices, convince me his vision was both accurate and prophetic.



I deal with the tragedy of my brother in the only ways I can. I remember and honor his military service, and I take pride in his wisdom. He was a daring foot soldier in the Vietnam War. He deserves a movie, a parade, and a chance to relive his life with his family; a chance he will never get. I emulate him when times are harsh, and I persevere as courageously as possible. But most importantly, I keep one precious fact tucked tightly in my heart: we were brother and sister at a terrible time in our nation’s history. It was not that he lacked love for me, or intended to take away my childhood. These problems connected to his experiences in Vietnam made it impossible for my brother to buy me ice cream and walk me to school. Instead he made me tough enough to walk by myself, and made it unlikely I will ever believe their story.

Warming Up for Twain while Laughing with Friends and Analyzing Tattle Tales

I've been working on Mark Twain papers for five months, and I am getting low on ideas for writing. First of all, I do appreciate all he has done for letters and literature, and not only is he the greatest satirist of all time, but he is one of the first to signal that all people are equally human, a philosophy that is again losing ground.

But I have a stack of papers and books a yard high, and I have no idea where to start. I have to write another literary paper about his work, but I'm confined to working with only one text, and I'm just not in love with it, so I am totally blocked. I vocalized my dread about the course and the text in a general way to my librarian, who felt compelled to share my feelings with my professor. My professor was unhappy with me, but I feel like she should be looking at the librarian who should have held my confidence while I pushed through my doubts and frustrations.

In the good old days your librarian was much like your bartender, willing to listen to your cry for help and offer solutions and research advice without judgement. I've been around a ton of professional librarians, (I had lunch with a retired librarian today) and not one of them has tattled on me for whining about a text or questioning the pedagogy behind a worksheet (yeah, in my grad studies I have been doing some worksheets). 

Except now I am in a quandary because everywhere I turn some tattling piece of fluff seems to be perched around the corner. Asking questions is no longer considered a critical thinking skill, and you are to remain silent in the face of your doubt because freedom is only an illusion. But I am not really blaming the tattle tales because in the age of surveillance I believe some people have normalized pettiness and dishonesty. I am beginning to see that we are in the midst of a social ill that is yet to be diagnosed or given a name. 

The typical tattle tale lives in fear and insecurity, is jealous and dramatic, and believes every little speed bump is a life or death situation. Most tattle tales are not only extraordinarily dishonest, but also malicious and thin-skinned, itchy about trivial stuff and constantly coughing up mucus because they make themselves sick. So maybe we could call this new social ill something like gastrotattletalencephalitis, and abbreviate it to chicken-poop. At this time, I am sitting on a treasure trove of interesting emails shared with me based on the ignorance and fear of such types of people. I'm thinking about finding a way to incorporate these documents into a poem, short story, or other creative enterprise. One such email was authored by a thin-skinned gentleman that sits on a rubber ball during the day and discusses karate--his composition would make a great piece of blackout poetry, and it raises an important question, "Don't they teach character at the dojo anymore?"

Another such funny email hails from a woman that believes that your teaching credentials should be held secret and considers the online- state-certificate-lookup the education department version of Wikileaks. The fact that this ridiculous email exists says a lot about the institution it comes from, and if I was working for their public relations firm, I would have said emphatically, "Don't touch that!" But the irony is completely lost on that particular institution because they failed to do their homework on the issue, or examine an outside perspective. The email reads like an admission of guilt...yes, we are, those people are not certified...yes, no one needs to know what we are, we are not proud of our staff. I am thinking of making a novelette with that document and use the student journalism story that initiated the whole discussion for a framework.

See story here:

Mark Twain would have plenty to say about the way modern society has churned out, and I wish he could help me write these exciting things up. He would be devastated to see that Americans are rowing backwards rather than forward, and I know he would find my email treasure trove an interesting piece of anthropology (the dilemma of Huck and Jim just hasn't reached enough readers).

But not all of the news is bad. Today, I met with my friends for our annual luncheon at Brookwood, and we enjoyed sharing our teacher/administrator stories. We laughed, we prayed, and we shopped for flowers with new gardening gloves. I won a gift card, and we are providing fifteen-hundred dollars to three new teachers; one member may earn a fascinating position. Another educator shared how she examined Hawthorne and the theme of isolation while working on her Masters. The retired librarian, one of the best in the world, just returned from a 16-day European vacation, so she had stories and happiness to share. I was able to personally thank another teacher for the materials she had given me and explain how they worked in my classroom. We had chicken sandwiches, but no chicken-poop, a garden salad, and tomato soup; and we had an open and free discussion...imagine.


I Plan On Taking Up Knitting...Rather than Teach or Write

Now that Trump is POTUS, I guess it's time for me to fold as a liberal activist. After all, we are now in the era of fascism and corporate elitism, so I am nothing against all of that. All of this phony, shrieking, frenzied and hypocritical Christianity makes me want to vomit. The most that women like me can hope for is a peaceful ending to a long and exhausting life being left out on the margins, constantly underestimated, and undervalued. You know the situation is truly bad when you look around at the ramblings of your sister women and you see remarks like, "I just don't understand what the marches were for," or even more bizarre, "I am just hoping that Trump will find Jesus." That kind of helpless sounding crap is exactly why we are in this mess looking at a freaked out Barbie standing in front of the White House so messed up she looks like a meth addict that slept in a dumpster. We have a man in the White House that speaks freely and unapologetically about grabbing women by the pussy, and many of my classmates and one-time rebels are not even offended. They act like they accept this nonsense. I ask myself, "What the Hell happened to the fiery and independent girls I grew up with? How in the Hell did they get so brain-washed and comfortable in their phony, stupid, and meaningless lives? Why don't they throw down and refuse to accept this bullshit? What happened to their self-esteem?" 

All of them, and this is no lie, are better people than me. They have to have some dignity, anger, fire, or even outrage left somewhere....but where?

Honestly, and this is no exaggeration, I long for the days when I could count on a bona fide White House reporter telling me we were about to "liberate" Iraq, rather than look at this mess that signifies nothing but total ignorance stretching farther than the Texan yard line. I didn't believe any of the George Bush crap, but at least it was somewhat logical (well, not really). I thought it was a mistake we could maybe someday understand (I still think it was just the murder of 100's of thousands of innocent Iraqi citizens). It was a lie that we could maybe someday forgive (uh, no). But now things are getting even more bizarre, and all of my students are upset; I do not know how to comfort them. They are Muslim, Christian, brown, white, black, Jewish, and innocent. But even though they are completely unable to control this decision, I see people making fun of our millennials like they have something to do with the greed and global warming, war and murder. Some of the millennials are in college "cry-ins" because they now have a president that has doomed their world to the dark abyss of corporate profits, slaughtered on the alter of global climate change, and he and his cabinet figuratively and concretely represent the mistakes of our generation, mistakes that will now never be rectified because of corporate, fascist control.

I am sickened by the display of ignorance, especially the ignorance I see from the once forward thinkers I grew up with. We all suffered an uncertain, even rough upbringing, even if our parents had some money. We all learned to cope with an uncertain fossil fuel economy, and we all have our dark and frightening stories about home violence, hunger, or even death. But now, many of my former people, after years of faking it in local churches, want to act self-righteous. They want to forget where they came from. They want to overlook Vietnam and Iraq. They make up red-herrings (Obama is taking our guns; the Mexicans are coming) to distract them from their real problems: the environment, religious fanaticism, corporate greed, cruelty to women and children, genocide, and government surveillance.

I think rather than write, I might just take up knitting those cute, little, pink, kitty, hats. At least then I could be doing something that people understand.

The Ruins of 2016

    Most everyone is in agreement: 2016 will be remembered as one of the most hideous of all years. We lost a long list of talented entertainers; we elected another not-so-talented entertainer to our highest public office; we experienced notable climate change incidents, including a frightening rise of Arctic temperatures; and, on a more personal note, I lost a dear relative.

    As we look back on 2016, we should imagine it as an accumulation of past bad choices. I, for one, decided to throw up my hands in disgust after years of constantly defending myself against the ongoing onslaught of hateful family gossip. When my cousin opined, "What she said meant I never felt the desire to meet you," the motive was clear. Nothing is more devastating than isolation and rejection. But later, after having to hear and see a bit more, I decided that certain ties weren't worth the pain. The constant doubt and the innocent questions had taken a toll. I had already endured a lifetime of negativity and hate, and I was just sick of any reference to this person's comments, opinions, or fanciful stories. In a moment of panic and indecision, I suddenly cut off communications with my well meaning and kind relative. I never meant to keep my severance eternal, but now, because of a December death, I have suffered this crushing loss. The irony of this is beyond description.

    My 2016 derailment was decades in the making, and I think that's true for most of us. But let's just look at the political machine of Hillary Clinton as a strong supporting example. Her rise and fall was due to a combination of bad choices (a server for God's sake) and the false narratives of others (FBI idiot, James Comey). This "witches" brew enabled the largest, self-entitled windbag in the history of America to seize public office, a debacle that is snowballing completely out of control now that he has made several really poor cabinet choices. But let me emphasize the import of all of this; witches brew, windbags, and politics may seem innocuous enough, maybe even a bit benign; however, scholars have proven that slogans, catch-phrases, and nuanced negativity sway public and personal opinions. These cheap tactics are popular because they work. 

    I am still teasing out my own lessons and realizations from the ruins of 2016. I am in a state of reflection. But I am confident that I will no longer allow the chorus from below to dictate the abakwa from above. With this in mind, if you would allow it, I would like to share one piece of soulful advice from this devastating year. I insist that you look to ducks for inspiration. Yes, ducks. 

Me the Teacher/Writer

No doubt, I have been an audacious teacher/writer. Not only have I burned numerous flimsy bridges with my writing, but I have also managed to make the nebulous appear obvious. Maybe this is why districts, an outdated and secretive, protective and nondemocratic, typically top heavy structure, do nothing to support the teacher/writer. But recently the value of the teacher/writer is recognizable, districts are starting to loosen up, and the right to self-express is beginning to get some support. 

Obviously, the silencing of teachers, as they perform their duties and recognize ethical failures, has been a feature of the education reform movement. The promotion of highly unqualified people into leadership positions has been a frequent topic of the teacher/writer as reformers use excuses and business models to circumvent regulations and place nonprofessional educators into school environments. I wrote extensively about my 28-year old high school principal, my elementary educator instructional coach, and other nonprofessionals that had been placed in positions that should take a minimum of 7 years of teaching experience, and an advanced degree, to even begin training for. 

Many of my comments, my posts, and my opinions have been shared, and this ability to discuss and affect policy has helped me improve my writing and feel as if I am part of the movement to salvage relationships between administrations, teachers, and the public. But most importantly, the teacher/writer can help return the well-trained professional to the administrative role. Instead of trying to devalue the teacher currency and create an intellectual deficit, districts are beginning to recognize the importance of ethical and responsible leadership.

For example, I feel as if I am shortchanged as a teacher if my instructional coach has not earned his/her stripes in the classroom. Someone that has been teaching no longer than myself should not be placed in a leadership role. Teachers, in their writings, complain about unethical behavior stemming from unprofessional discussions--hallway discussions, gossip sessions, and misinformation that creates a hostile work environment. Having been a recipient of drama-queen-fabricated-nonsense myself, I can report about the devastating outcomes from a first-hand perspective. True professionals recognize the legal and ethical consequences of engaging in disparaging, negative behavior. 

I have witnessed a long parade of teachers come and go from the English classroom, many of them with degrees that have nothing to do with the teaching of literacy skills. I have been privileged to know the business communications major, the journalism major, the accountant, the foreign language guy, the business major, and a whole slew of other types of people that did not write themselves, and rarely cracked a book. Clearly, the teacher/writer is needed in public school. Clearly, the State of Texas at least, needs to find a way to better vet teachers and match them to appropriate positions. 

Just yesterday, I received a very disturbing email from my child's high school. He attends one of the state's most highly rated schools, and his principal is a true professional. But the district superintendent retired, and now a new one is in charge. The new superintendent appears as if he is trying to fix something that is not broken. He is asking students to spend valuable class time to fill out a survey about certain aspects of their school experience.

Some of the questions that have been revealed to parents concern school safety and other matters. But the full list of questions has not been released, and the email was posted after hours yesterday. You can opt your student out of the survey, and I am sure some parents will. Student surveys, even parent surveys, are often fraught with faulty data. The best way to enact change in a district is to attend the school board meeting, listen to concerns, and have your voice heard.

As a teacher, and a parent, I totally disagree with allowing students to answer these types of surveys. This is a useless waste of valuable instructional time. I can just imagine some of the answers...we are asking students (teenagers) to give adult like answers in an open forum. Think about that. Anyone that has a teenager, anyone that teaches teenagers, and anyone with any child development background can already speculate about the quality of this data.

And so, with that in mind, I am writing today about the teacher/writer experience. I am also trying to decide between two books: The Teacher-Writer by Christine M. Dawson, and Coaching Teacher-Writers by Troy Hicks et al. Until teacher/writers are nurtured and supported, institutions of higher education will continue to complain about the quality of student writers, the skills of literacy will continue to diminish, and English departments will continue to welcome nonprofessionals into their classrooms.



My Own Thoughts on Why Teachers Quit

Right now I am standing over my book cart in my classroom thinking about why so many teachers leave the profession before their fifth anniversary, and I think I can offer a few answers. Today I completed a survey asking questions about the leadership at my campus, and while I don't have much to complain about now, that has certainly not always been true. Last night, I looked at the lead story on my old blog, and I was astonished to find a recounting of the time my old principal had come into my room without understanding the content and wrote an observation that would have appeared ignorant to anyone in the English community. 

Finding out that the person you trusted with your livelihood (your administrator) is a charlatan is one major reason why teachers quit. When I realized that my district, my principal, and many of my coworkers had little or no experience, I almost went into a panic. I still suffer from long term mental side effects from my early adventures in teaching, especially vivid nightmares. I still can't believe that one of my coworkers (an experienced special education/English teacher) that moved all the way from Minnesota to Texas, selflessly rehoming her pets and sacrificing her family life, had to suffer an unbelievably traumatic blow to her reputation by an irresponsible school support officer and her truly ditzy retiring instructional coach, both of whom are classic adult bullies. 

Most teachers are saints, and they deserve respect and decent pay. But many of the people that work in administration were only teachers for a few short years. I remember discussions about principalships from the 80's, and the general consensus was that if you taught for 10 years, you would probably be ready to advance. That shrunk rapidly in the 90's to about 5 years, and now the average is 3, with lots of teachers intending to jump on the ladder before they even certify for a subject. If it's true that it takes at least 5 years to become a solid teacher, then why are we allowing these rapid climbs into administration?

When droves of still inexperienced teachers are taking certification courses to get into a principalship, then it only makes sense that we have a drain of expertise at the top. If someone makes a rapid climb out of teaching into administration, then we should all revisit what must be a broken system that rewards those of us who hate teaching, and only want to climb into an undeserved supervisory position.

Teachers that work at high turnover schools are vulnerable to inexperienced administrators. High turnover schools need solid, hardworking, experienced teachers and principals, not the 28 year-old newly certified principal from a business background. Teachers that work with at-risk students need behavioral supports, technology in the classroom, and principals that have studied childhood development, legal rights, and are expert at implementing procedures that support order without chaos.

That is why teachers quit, inept administrations.


Philosophy During PD Week

So, next week I have to face another judgment, another appraisal of my worth----Granted, it may be that I am worth a little, but my mind is not captivated by the electronic line squiggling across the screen, or the perverse notion that others are less. But, instead, I am captivated by their worthiness, and the extension of our combined humanity into that other world of tomorrow and beyond. The plagiarist, the tacky peddler loaded down with bags, and the broken, departed pig is meaningless to the lips of hegemony. 

I am tough enough to suffer.

Please, don't apply to read it, or write it, or construct it into any digital, childlike, playfulness; instead, leave it alone, and let it swing by the juggler's ears.