Week 7 Term 4 - THE BRIDGE - An Unfamiliar Text

The peak of every academic year for students and teachers is the end of year exams. Preparation for examinations is a priority and the pressure to complete all internal assessments is at the forefront of every conversation in the classroom. In amongst all the chaos and stress one exam paper that I have found real joy in teaching is Unfamiliar Text. 

One thing that I absolutely enjoy about this external paper is that the students are exposed to different types of text (prose, poetry and non-fiction readings). We are able to read through them and explore the different types of language techniques, author's purpose, tone and messages that lay in the fabric of each text. The students enjoy this as it is a far cry from the structured boundaries of essay writing. I enjoy it because the fundamental skill in close reading a text, any text, is a core component in English literature. It is a skill that we should know well beyond the classroom. 

A text that I have used and will continue to use is Joy Cowley's 'The Bridge'. A beautiful poem that describes the blessings of doing good for others, for being available to others in support and care. The message of this poem is one that all people can relate to or understand. I like to share different texts with my students, texts that are somewhat unfamiliar to them but also relevant and current in content and theme. 

There are times in life 

when we are called to be bridges

not a great monument spanning a distance

and carrying great loads of traffic, 

but a simple bridge to help one person from here to there

The first thing that springs to mind when I read through verse one is the use of 'imagery' and 'contrast'. Both language techniques are commonly used in poetry, to highlight differences and to also help reader visualize and interpret the author's message. The use 'imagery' used in line 3 and 4 "not a great monument spanning a distance and carrying great loads of traffic" alluding to the idea of what type of 'bridge' we can be for others. The personification given to the bridge in 'carrying great loads' and the imagery in describing the 'spanning a distance' - give me as a reader the impression that Joy Cowley is not encouraging me to be something that I am not when it comes to supporting or doing good for others. She is not telling me to save the world and solve everyone's problems. The use of contrast in comparing the bridge from 'a great monument' to 'a simple bridge to help one person from here to there' simply and beautifully describes the message of the poem. To be there for others. The contrast continues with 'carrying great loads of traffic but a simple bridge to help one person'. Both techniques help to execute the idea that being a bridge is a metaphor for being present for others (family, friends - anyone and everyone). This is not about carrying the weight of the world on your shoulders but it is about presence. 

over some difficulty

such as pain, fear, grief, loneliness, 

a bridge which opens the way

for on-going journey

The use of listing again is a commonly used language technique in creative writing particularly poetry. Listing is often used to offer the reader different ideas in the hope that they will connect with one or the other. It is also used to emphasize a point. The use of listing in line 7 'such as pain, fear, grief, loneliness' highlights the suffering the people experience. This is an effective use of listing as it reinforces that experiences such as fear and loneliness are experiences that belong to all, not just a specific group or type of person. 

When I become a bridge of another, 

I bring upon myself a blessing, 

for I escape from the small prison of self

and exist for a wider world, 

breaking out to be a larger being

who can enter another's pain

and rejoice in another's triumph

The use of pronouns and the continuation of contrast supports the concept of 'bridge' that Cowley is illustrating in her poem. Pronouns such as 'I' add a layer of intimacy and personality to any writing. The use of pronoun in line 10 and 11 'When I become a bridge of another, I bring upon myself a blessing' allows the audience to connect with Cowley. We see how this act of service to others has impacted her, how it has influenced her. It then encourages us to reflect on how this can influence us, how does her perspective influence how we are there for other people. The use of continual contrast through line 15 and 16 'who can enter another's pain and rejoice in another's triumph' show the different states of being - pain and triumph. That through walking with others and helping others, in their pain we can also experience joy and triumph. 

I know of only one greater blessing

in this life, and that is, 

to allow someone else

to be a bridge for me

A key element in answering a question for unfamiliar text is to connect the text and question to your own experience. For me this last verse reminds me of my late grandmother, Viola Taulealeausumai. The last verse says "I know of only one greater blessing in this life, and that is, to allow someone else to be a bridge for me". My grandmother's role in my life was influential. She passed away on November 13 and since then, I have reflected on how much she has made an impact on my life. The concept of the 'bridge' is a metaphor, in that we can be a support system that helps people to get through life. This can be through conversation, pastoral care - the list is endless. My grandmother was my 'bridge' - her support and high expectation of me helped me to bridge through the different stages and challenges that I have experienced in my life. I would seek her approval for almost everything, in a way, her approval acted like a bridge. If I got her approval for anything I put my name to, I felt like I had achieved something and that gave me motivation to move forward. 

A beautiful text with a beautiful message. These are the type of texts that I want to continue to use with my students. 

I dedicate this post in the memory of my late grandmother, Viola Taulealeausumai. 

Week 5 Term 4 - HIDDEN FIGURES

Released in 2017, the film 'Hidden Figures' tells the untold story of Katherine Jonson, Dorothy Vaughan and Mary Jackson. Three African American woman who were the master minds behind at NASA and were given the task to help the launch into orbit of astronaut John Glenn. This untold story was and is groundbreaking in that three woman crossed gender, racial and social barriers with their achievement at NASA. 

Janelle Monae, Taraji P Henson + Octavia Spencer in Hidden Figures

The term 'Hidden Figures' is unique in that it carries multiple meanings that correlate to each other. iHeart Radio writes "The title “Hidden Figures” has a double meaning, On one hand it refers to the mathematical calculations that went in to making John Glenn the first American man into space in 1962. On the other hand it describes Katherine G. Johnson, Dorothy Vaughan, and Mary Jackson, three African-American NASA mathematicians who did many of those calculations." For me, the film title encompasses a meaning beyond the preface of the storyline. The people behind the numbers, the people behind the success acknowledging that behind every achievement there is someone who has helped to contribute towards it. 

Journeying with my Year 11 students this year has definitely been something else. NCEA Level 1 has always been part of our discussions especially when the Year 11's were in Year 9 and Year 10. Their journey, along with all Year 12 and Year 13 students, has been tossed and turned with the pandemic and the lockdowns have had an impact on their progress. For some the nature of 2020 has created barriers to their learning, for others this 'unprecedented time' has given them leverage to rise above and overcome any barriers to their learning. The later is something that I have found myself drawn to - perseverance. One thing that I really admire about the Katherine, Dorothy and Mary is their sheer perseverance to complete their duty but also their resilience and graciousness - their character - amidst the gender and racial lines that were against their favor. This is the type of character trait that I aspire to have in my own career, my own practice and something that I hope to encourage my learners with, especially my Year 11 students. 

'Hidden Figures' is more than just a recount of untold story. It is a nod to the unsung hero. It is an acknowledgement of the woman whose work captured the attention of the world, ironically the world were fixated on the astronaut John Glenn unbeknownst the team, the women behind the achievement . It was Katherine, Dorothy and Mary who were unpacking, calculating and sharing the 'hidden figures' that would help launch John Glenn into orbit. When I reflect on my Year 11 data and see the progress that they have made I understand, appreciate and acknowledge that behind every number is a story. For some it is a story of determination, for other's their story has been cut short due to having to leave school to work. For some it is a story of wanting to make their parent's proud or to tick off a goal. For others it is a story of wanting to achieve something as a response to the loss they have experienced. I appreciate the efforts behind the 'figures' and understand that, regardless of where they are positioned in their credit progress, that there is some sense of perseverance (like the women from Hidden Figures) in their journey. 

Year 11 NCEA Level 1 data analysis breakdown as of November 6

That is my goal as the academic year comes to a close. I am incredibly proud of what they have achieved in what I would consider a turbulent year. I respect the 'hidden figures' behind each number in their credit progress. I want my students to appreciate the story behind their credit (good or bad). I hope that they take ownership of it and continue to pursue their goal to achieve and achieve well. That they continue to move through regardless of whatever is going (the events of 2020 has proven that a pandemic is not an excuse to stop learning). That they know that in this life, we are all in a season of learning, creating, sharing, building and growing. 

Week 4 Term 4 - LEADERSHIP

Recently I was asked a question "How does my leadership empower others?"

The short answer is that I do not know. It is not something that I reflect on. However I do know how I have been influenced by other leaders and what type of leadership has made a lasting impact on me. It is through these examples where I have learnt about the type of leadership style that I aspire to have in my leadership journey. Here are some of the elements of leadership that I have experienced and have been empowered by. 

NEVER GIVE UP: 

The courage of a great leader to fulfill his vision comes from his passion, not his position [John Maxwell] 

Walt Disney is more than just an entrepreneur, animator, writer and film producer. He is a visionary. He is someone who never gave up on his dream regardless of the countless setbacks that he faced. He was persistent in his pursuit to create family-friendly content through animation films. He kept going. In a similar light I think of my mother who was so determined to make sure that I did well in school. In college I was not exactly the brightest or most confident student, especially when it came to Math's. My mother was relentless in ensuring that I worked with a tutor, that I kept going over assessments that I failed and ensured that I did them again to get it right. At the time I was reluctant and frustrated with her persistence. 

Now I get it. In my own journey with leadership I found myself doing exactly what my mother did with me 17 years ago. I am now the one who is wanting my students to not give up, to finish what they have started and to make the most out of the opportunity that they have in school. Why do I do this? Because I understand that the position that I am in is more than just my chosen vocation or a duty that I have been called to it. I believe that I am passionate about seeing other's do well, to do their best and I am more than happy to be an advocate for anyone who needs support. 

BE AN EXAMPLE: 

Example is leadership [Dr. Albert Schweitzer]

Alexander the Great was a leader who only faced oppression with the opposition but also within his own army. He was physically but also emotionally scarred by his experience and he shared this with his army. "Not a single part of my body is without injury; there is no weapon of any kind that I do not bear the scars from." He was showing his followers, his army the scars that he endured from war but even moreso he was showing his army that he was an example. He was not just driving his army but he was on the ground, with them. To work WITH and talk WITH your team, your students and your colleagues is vital in leadership. To be walk alongside your team, shows them that you understand and appreciate the work that they do. 

IT'S NOT ABOUT YOU: 

Life is not about you. It's about what you do for others. The faster you are able to get over yourself, the more you can do for the people who matter most [Tom Rath]

I often come across random texts in the most random places. My aunty graduated with her PHD last year and during her speech she quoted 'The Bridge' by Joy Cowley. In the most simple but effective way, Joy Cowley describes how acts of goodness and acts of service can be a gift in this life that we live. She writes: 

When I become a bridge for another,

I bring upon myself a blessing, for I escape

from the small prison of self

and exist for a wider world,

breaking out to be a larger being

who can enter another’s pain

and rejoice in another’s triumph.

This is exactly what I think leadership is all about. This is what I think empowers others. Celebrating other's success, being there to help and support others, understanding other's perspectives - this is the type of leadership that not only empowers but uplifts others. 

I think that I as continue to grow into the leadership roles that I have, I want to remain eager and hungry to learn. I want to continue to put the people I have with me at the forefront and remain focused on the goal, vision and outcome.