Still Amazed
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The title of the book is How Writers Grow: A Guide for Teachers by Cynthia Carbone Ward (with a foreword by Sheridan Blau). It's a useful handbook for teachers of all grades and a wise companion for home schoolers or parents who want to play a more active role in inspiring the art and  skill of authentic writing to their children. A lovingly written testament to the importance of writing in anyone's life, it may even replenish some wellspring within you that you hadn't fully realized was depleted.

And now, for a little more than the price of a latté,  you can download a copy of this book for Kindle or iPad from Amazon's Kindle shop right HERE.

A few words about the book from Sheridan Blau, award-winning educator and researcher, former Director of the South Coast Writing Project, and currently a distinguished senior lecturer at Columbia University, excerpted from his eloquent foreword:

"Readers will find an inspirational teacher they will want to emulate in her passion for teaching, her compassion for her students, and in her insistence that her students accomplish more as artists and intellectuals than they ever imagined they were capable of. Readers will also find here a writer worthy of their emulation...[Cynthia's] is a voice that is conversational yet precise, straightforward yet melodic, as if in song. And the song it sings is one that will lift all teachers to celebrate the opportunity they share to help students grow into writers who will be ready for miracles."

Thanks to Xander Cansell for seeing the book's value to teachers and providing the technical support necessary to present it in this readily accessible format. Thanks also to Andrea Parrish for the use of her photograph, "Beginnings" on our redesigned cover.

Want more information about what you will find inside? Here's a helpful link to a book review by Lynn Jacobs on the National Writing Project website, which provides an excellent overview.

"It is not a textbook or a recipe book," writes Jacobs, "but a collection of ideas for developing the writers latent in all children."

I also recently shared some thoughts about the book and why I wrote it, on my blog, right here.  

I am on a mission. I truly believe in the fundamental importance of writing and the teaching of writing, and I offer up this manual from my classroom and my heart.

Finally, for those who crave the old-fashioned print version of the book, we have a few (very few) copies of those left too. Contact me through this website, and while supplies last, you can still purchase the first edition, paperback copy of How Writers Grow for $8.99. Shipping is FREE within the continental U.S.

Good-bye to All That

I was a middle school teacher. My life was populated by kids aged ten to fourteen, humans who could not traverse a field without running, skipping, or inventing games that involved wrestling, dance steps, or some innovative form of tag and pursuit. I inhabited a world in which shoes appeared on rooftops, rain-slicked wooden decks were meant for sliding, and girls tap-danced side by side on a chessboard. Children smiled at me with multi-colored braces on their teeth and left drawings on my whiteboard. They told me secrets sometimes that I never revealed and by eighth grade they forgot that I existed. They read books in a window seat, crawled under a table to write tales of runaway horses and fantasy battles, and asked questions that I could not always answer.

How many people get to try walking on coffee can stilts in the course of their workday or have their hair elaborately braided by a seventh grade girl? I did. I saw snow angels in the mountains and sand angels at the beach. I supervised the mummification of chili peppers, helped bury and excavate bogus ancient artifacts, and assisted in the placement of the planets. I was drawn into a spontaneous conga line once after a sparkling etiquette dinner in a make-believe restaurant, and I walked in silence with sixty-six kids on September 11.

We pored over atlases with their pastel colored maps and discussed the reasons given for a war. We looked at the faces of faraway children and tried to make life better for one. We wrote thank you letters, shared stories, and interviewed our elders. We surfed the Metro of Washington, D.C. and hopped a cable car in San Francisco. We found poems in odd places and shining epiphanies. Once we had a sleepover on campus, ran through the sprinklers in the dark, and fell asleep watching Anne of Green Gables.

Not every day was an adventure, of course, and whether adult or student, each of us endures our share of tedium and routine. But it helps to have colleagues who discuss the red-plumed grass growing by the railroad tracks, seldom heard songs of Nina Simone, fourth power polynomials, the life of poetry, whether ideas can exist without language, and the moral components of religious belief. It helps to have people who tolerate your many eccentricities and simply laugh when you remind them for the third time to turn off the coffee maker and lock the door when they leave, who listen to your troubles during a quick stop in the office and help you put them all into perspective, who understand carpe diem right down to their bones.

Even my commute to work was wondrous. I loved the way the fog danced with the early sun as I crested the hill and descended into the valley. One morning, just south of the Pork Palace, I saw a rainbow in the fog; it was more silvery than a regular rainbow, its colors hushed and frosted. I didn't have a camera but I had to tell someone. Marc was standing outside during recess that day cocking his head and watching a biplane dipping and playing in the sky toward the mountains, so I told him about the rainbow.

"Fogbow," he said, more verbose than usual.

That night I found an entire website on fogbows, complete with photographs. They looked like haloes of light, white rainbows. "At the center," the text said, "one will find a glory."

I liked working in a place where fogbows were understood. Where kids said, "Let's get high" and meant they wanted to swing really hard on the swings. Where someone on the staff, when asked, "What's the policy on tree climbing?" responded, in all seriousness, "I think it's a good idea."

I liked getting emails from kids, and wearing costumes, and discussing books while speaking in fake accents. I liked riding my bike with the eighth grade boys, time traveling through our journals, taping cool words on the wall, making paper cranes and embroidering jeans, seeing guitars in the bathtub and kites in the sky, watching our prayer flags dissolving in threads as our beautiful hopes diffused into the universe.

I was a middle school teacher. Now summer approaches with a rumble of wheels and dust, and it is time to get used to saying that in the past tense. I was a middle school teacher. I have learned well the rhythms of the academic year and the ebb and flow of its cycle; I recognize the incongruous tugging of June remorse, the familiar sense of loss as I wave from the shore to people I have grown to love. It is so much more poignant when you know you're not returning.It's a little scary, too. I am afraid of a blank fall, afraid of the quiet, afraid of becoming irrelevant. I am afraid that I'll miss the laughter and the melodrama, the sweetness and the chaos, the precious access I have had to the boisterous tender borderland world of middle school.

But it's time to graduate, I suppose. People ask me if I'll write, which is like asking if I'll sip water. Definitely. Sometimes. I'll also sit at the seawall and look at the sky. I have had lots of practice finding wonder now, and being ten feels less remote than my middle-aged exterior suggests. The road in the canyon parts the yellow mustard flowers, and I am walking straight in with a heart filled with gratitude and love. At the center I will find a glory.

Cynthia Carbone Ward

I Will Wave From the Shore Blowing Kisses

I just finished my three-month substitute teaching job, a brief foray back into Middle School World. It had been two years since I retired, and I had gotten very spoiled in my life as a free wheeling free-lancer. Monte helped me with my decision. “When someone offers you a paying gig in this economy,” he said instructively, “the correct response is yes. Yes, thank you. Okay? Now repeat after me: Yes, thank you.”

I could see his point.

Besides, this job pretty much had my name on it. It was a chance to teach language arts at my old school, reconnect with kids, and be with colleagues and friends I already loved. I also found its short-term nature very reassuring. I like having my exit in sight. (I guess I’m still a temp at heart.)

So I said Yes and Thank You, and I dove in and did my best.

And if you’d asked me day by day how it was going, there are times when I would have sounded very discouraged. But right now all I can remember is the good stuff, moments of connection and creativity, shared silliness, new understanding.

On our last day in the 6th grade, we made a campfire out of orange and yellow paper and sat around it on the floor, roasting real marshmallows to imagined perfection, sharing stories, and eating sweet, messy cinnamon rolls. I even brought in some Peeps in pretty colors like lime green and lilac, because they are among my favorite forms of seasonal decadence. We laughed a lot.

Afterwards they gave me flowers and hugs and a “Sense of Cynthia” poem, no doubt orchestrated by Linda, but executed with affection and sincerity. I promised the girls in the cooking class that I would come to their 8th grade graduation next year, and the kids in the 1960s class surprised me with a mobile made of paper cranes. I will never forget the sight of four girls trying to keep those strings of paper cranes untangled as they carried the mobile to my car in the crazy wind of a bright spring afternoon.

It brought to mind a poem I wrote about the middle school several years ago. I know it's not a very good poem, technically speaking, but the initial inspiration came flooding back to me, and it still feels current now:

This is a place where prayer flags are sorted and stitched to a string.

Donna lovingly tends to each fraying remnant.It is small good work, sewing and sorting in the sunlight.

Children have written: Life is a flower.

Anything is possible. Peace.

Hope can start here, raised by patient hands,

strung in bright banners, fragile and brave.

Here we might find what we almost lost.

Anything is possible. Peace.

This is a place where scarves are knitted, where awkward fingers learn to dance,

where wood is carved, where gardens are planted, where poems are crafted,

where giggling girls sew flannel pajamas, where music erupts.

Anything is possible.Peace.

We build things here using tools and materials

and sails are secured for the voyage ahead.(I will wave from the shore, blowing kisses.)

Anything is possible.Peace.

A confession: I tried not to get too attached, but I feel as though my heart tipped open when I wasn’t paying attention and a bunch of kids snuck in and poured new love into it.

Visiting Our Elders

Visiting Our Elders

The Missing Mythology: Letting Heroes Back Into Our Lives

It all started with a writing assignment I gave to my sixth grade class. Students were to plan an imaginary dinner party for 12 people, including at least one political leader, an artist, an entertainer, three historical figures no longer living, and, if they wished, a couple of actual friends or relatives. The idea was for the kids to celebrate the people they look up to, people who had made an important contribution to the world - heroes, if you will.

I don't know what I was expecting, but there were certainly a lot of places set for Abraham Lincoln, Martin Luther King, and Princess Diana. Folks like Bill Cosby and Kirsti Alley rubbed shoulders with Picasso and Alexander the Great. At one gathering, Harriet Tubman and Jewel provided before-dinner entertainment. Another student seated her horse between Federico Fellini and Nelson Mandela.

What fascinated me was not only the choices the kids made, but the effort it took for them to come up with their lists. By far the most difficult category to fill was that of political leader. Nobody invited then-President Clinton, though Hilary was seated at one table, and even John F. Kennedy made the scene here and there. A surprising number of kids simply couldn't think of anyone in politics at all, let alone someone they admired.

The section of historical figures also proved challenging. "Don't you have any heroes from the past?" I asked. "Aren't there any people you've learned about whose contributions you think were really great?"

Because we had been studying ancient Greece, there was a flurry of Socrates and Alexanders, but seldom did I sense the child had made a real connection to them. Their reasons seemed bloodless and contrived.

Needless to say, sports and media celebrities were easiest to come by. I know now that Kristi Yamaguci is more admired than Winston Churchill, and I wonder if this has any real significance. Certainly the creation of celebrity by television is a relatively new phenomenon. Was public life a more honored calling when our leaders were not held under the constant scrutiny of the media? And did children always have so little connection to the past?I began to think about the heroes of my own childhood, and the guests I might have summoned. The Second World War had ended so recently that one could turn around and touch it - - it was in the faces of our fathers, and its heroes were still real.

My father had been in a coffee shop when the friendly clatter of plates and conversation was interrupted by a news bulletin about Pearl Harbor, and his world abruptly changed. I heard respect in his voice when he spoke of FDR, and the nation's grief upon his death, and so I felt this also. I saw the tattooed numbers on the weary arms of a Brooklyn tailor and his wife, and I knew, though they silently worked in their sunlit shop, that terrible things had happened to them. Eleanor Roosevelt still walked in the world, and in her I saw a certain sadness and kindness, but also strength. I visited the United Nations on a field trip with my class. I felt somehow connected to foreign lands and distant deeds.

But we had a family mythology as well. I was told that my ancestors had grown up shouting to be heard above the roar of Mt. Vesuvius. They were artists who painted roses and angels on the ceilings of ancient stucco houses in faraway villages. My father himself had never achieved the education he had yearned for, but survived by dint of his artistry with paint and words. When he told me that he had once refused an offer of a full-paid college education from a mobster, it was his way of saying we must never allow ourselves to be owned, no matter how much we might want the prize. When he was a boy, he had accidentally set a fire in his family's apartment and destroyed an entire shipment of goods that my grandfather had planned to sell. My grandfather returned home and, seeing his son's terror, gave him a dollar bill and a hug of forgiveness. "You matter more than these things," said my grandfather, and so he taught us how to love.

I knew, too, that my mother, at 9, had flung her glasses into the gutter when the kids at school called her "four-eyes." Her horrified parents walked the chilly streets with her in the moonlight until the glasses were found. As a young woman, she worked in the office of Colman Marcus in Manhattan and earned enough money to put a telephone in her mother's house, but they had to hide it whenever the inspector from the home relief office came by. My parents met on Valentine's Day a week after my father came out of the army. They danced to a song called Bessa Me Mucho and rode the subway back and forth between Brooklyn and Corona, Queens, until my father managed to buy a car. I know these long subway rides. The seats of the train are of woven straw, and the cars smell of late nights and faint perfumes, sleepy, but not dangerous.

When my father began painting houses, he hired a man named Vito Plantamura who worked hard, and was known for his loyalty and honesty. Vito had white hair, blue eyes, and spoke in scratchy Brooklyn tones, a lot like Jimmy Durante. He called my father "Buss." My brothers and I used to laugh at the vast quantities of food Vito would consume after claiming he was not hungry. "You know me, Buss," he would say, "I don't eat." But then my father told us a story. When Vito was a boy, his mother had put a pot of water on the stove to boil while she waited for his father to come home with a package of spaghetti. The water boiled away, and his father did not come, so she filled it up again, and yet again. At last, the father came to the door, but he had not been paid, and his hands were empty. Vito's mother simply stood up, silently emptied the pot of water into the sink, and everyone went to bed hungry. That night, Vito tried to convince himself that he didn't need to eat, and his denial became a lifelong habit. I understood Vito better then, and respected him, and would have counted him among my heroes.

I lived in a world of gypsies and ghosts, where truth, as my father once said, did handsprings with illusion, where stories were served up freely like fruit, and time was not confined by the walls of chronology. I absorbed all of the stories and grew fat with memories from other lives, which somehow became my own. I learned that even yesterday's hunger and passion, tragedy and love, could spill over into my heart, and I might recognize them as mine. I felt myself to be a part of history, danced freely through the cosmos, and sensed that each life that touched me was part of a story greater than either of us knew. I learned many lessons, met many heroes, and amassed a body of myth that I draw upon still.

I asked the sixth grade students to reflect recently on the interviews they had done with local old-timers for an oral history project. "It made history come alive," said one boy. "I think we'll remember what they said for a very long time," said another.

Once child expressed it this way: "They have marvelous pictures they can let you imagine."

"It was almost like sitting at a campfire," reflected another, "and hearing beautiful tales."

Such poetry nourishes the soul and the psyche. Where stories are not shared, the culture dies. I fear for a world whose children name most readily as heroes the hollow images of television or the lifeless figureheads of a social studies book. I am sad that so few shining leaders come to mind, that 12 seats seem so hard to fill from all of time, including now.And I think the remedy begins with the telling of tales.

Does it sound trite? Then why is it so absent? We must revive the art of storytelling, make time to share our memories, teach our children to communicate with the elders of our disoriented tribe, and gather what wisdom we can. We must look up in order to transcend. Heroes walk among us, real as dirt, dazzling as gods.

Cynthia Carbone Ward, 1995

Teaching and Learning

But happiness floats.It doesn't need you to hold it down.It doesn't need anything. Naomi Shihab Nye

I would rather be known for the things that I am good at, but the truth is, I'm becoming famous for my inability to swim. How I got to be this age without having acquired that skill is a story in itself, but it's a limitation that is impossible to deny or conceal at a school where the curriculum includes a week at Catalina and P.E. classes in the pool. One afternoon it became clear to me that it was my duty to at least get wet. I had been telling kids repeatedly to push themselves, accept new challenges, and do what seemed most difficult. Being fearful and fifty didn't feel like a good enough excuse for not trying.

And so I immersed myself tentatively, a large terrestrial mammal in an alien element. And the wonder wasn't in the cold refreshing slap of it, nor the shimmer of sun on aquamarine, but the circle of students that gathered around, instructing, encouraging, and supporting me. "Lean back and float," they urged, and they showed me how. "Put your face in the water! Hold onto the wall and keep kicking!"

Isn't it funny how something that is so easy and natural to one person can seem impossibly difficult to someone else? It's a good thing for a teacher to remember.But these were gracious instructors and benevolent graders. Even when I felt I had accomplished very little, they gave me credit for my effort and assured me that I had done well. I wanted so much to succeed and make them proud of me, but they were pleased just knowing that I had tried hard. They believe that I can accomplish this, and it gives me a feeling that I might.

And so, though I never actually learned to float, I left the pool feeling absolutely buoyant.Small miracles happen every day at Dunn -- it's a community of learners, and the lessons are not always the ones we expect.

I remember now why I chose to teach. And I understand that teaching and learning are not opposites at all, but two faces of the same fluid process, and depending on the play of light on the water, we glimpse one or the other in any given moment.

Cynthia

Respect: Guidance From Seventh Graders

Don't confuse respect with popularity. The latter is a shiny penny kind of thing -- it's nice, but by itself it isn't worth much. Respect is earned over time, seldom acknowledged, and not very flashy, but it's the essential underpinning of your relationship with students. Since I believe first and foremost that respect is a two-way street, I decided that I might get pretty good insights on the subject from some of the kids in my own sixth and seventh grade classes. Their advice was so sound I have not been able to improve upon it. Here, in their exact words -- with the spelling corrected -- is what they said makes them respect a teacher:

Have fun. Be a little strict.

Don't forget that the things you say mean a lot to a kid. Don't lie. Keep your word, and if you say something, don't change it.

I respect a teacher that gives us two chances at things.· I would look for a teacher who treats everyone the same and congratulates them on their work. They shouldn't lie about anything.

I respect a teacher who gives a lot of help to her students and always explains good if they don't understand about something. And treat everyone the same.

Treat everyone equally. Don't favor one student. Be fair. Be generous. Be sensitive. Be on schedule. And never say one thing and do another.

Teachers I respect should be knowledgeable about the topics they are teaching. They should not be hypocrites. The teacher should lay down the rules from the beginning and should not alter them for any reason.

A teacher should never show that he favors one student, even if he secretly does.

The thing that would make me give respect to the teacher is that if they gave me a little respect back. I don't want a lot of respect-- just a little.

I respect a teacher who listens to your ideas, who listens to you...a teacher who makes learning fun and interesting...a teacher who has time for you.

I respect a teacher who does not break promises, and someone who is very loving and cares a lot.

You should respect the student before they will respect you. If the student never receives compliments, only criticism, it is hard for the student to respect you.

Things that make me respect a teacher: not a hypocrite, pays attention to their students, tries very hard at their job, does not insult students, is firm but not mean!

I respect a teacher who really tries to help someone improve.

Never, ever go back on a promise.

Don't give homework on the first day. Be easy the first month. Don't respect one person more than another.

I respect a teacher who gives kids some slack.

I would respect a teacher if she were strict and meant what she meant but at the same time, be nice and joyful.

Be nice, but sometimes be strict. Not too strict.

Never lie to a kid.

A teacher should earn respect from children by saying what they mean. Teachers sometimes say things and they don't mean them. Also, don't try to act like a kid!

Be nice. When people are nice, nobody wants to get in trouble with them, and they want to be nice back to you.

Give kids some breaks after long writing periods. Do some hands-on stuff from time to time. Be funny and nice, but stay a little strict.

To get respect from a kid, you have to be credible. Also, be nice but stern. Know what you are talking about and be creative.

I respect a teacher who is not lazy, who works very hard.

Be consistent. Mean what you say, and follow through. And don't try to be one of the kids. Being "cool" is fun at first but it doesn't work. Kids need to have a grown-up in charge.

What makes me respect a teacher is when they follow through! I like it when they like kids and have fun with the class while we are learning. I don't respect teachers who don't like kids -- why did they become teachers?

That's a lot of eloquence and wisdom to digest. I think it can be boiled down to the following points:

1. Be strict but not inflexible. Have a heart and don't be afraid to show it.

2. If you want kids to work hard, YOU must be willing to work hard.Model good work habits and demonstrate good values. Care a lot.

3. Establish a track record of honesty and consistency. Mean what you say. Follow through.

4. Don't take a cheap path to popularity. Maintain your adultness.

So there you have it -- don't expect enlightenment, gratitude, or quick results. Someday your students will realize how much you loved them, how hard you tried.Or maybe not. It doesn't matter. Just keep doing your best. Respect yourself.

How Not to Lose Heart

In my first year of teaching, I was lucky to have veteran teacher Larry O'Keefe as a friend and mentor. One afternoon, at the conclusion of a day that had been particularly discouraging for me, he told me one of the secrets of the profession: every abysmal day is soon followed by one that is exhilarating and wonderful. Guaranteed. And I have never known this to fail.

Larry reminded me that there would be kids with whom I'd make a real connection, and others I'd feel I'd never been able to reach. You do the best you can, he said, but you don't judge yourself only by the failures, and you must ultimately put the bulk of your energy into people who give energy back. He also suggested that I start a shoebox file of all the motivating little notes and cards that I was sure to accumulate as time went on. I call this my "feel good" file, and whenever I doubt myself, it provides tangible evidence to the contrary.

"And don't be so hard on yourself," he advised, which is a little like telling a mole not to burrow. "Sometimes you need to leave it behind. Go for a walk. Visit a friend. Refresh."

This refreshment concept was new to me then, but I now understand it is essential. After teaching for six years, I have learned the rhythms of the academic year. I know how its music rises by May to an emotional crescendo, then begins to dissolve, along with my stamina, as I turn my face toward the warm breath and broad blank days of summer. I recognize the incongruous tugging of remorse at year's end, the odd sense of loss as I wave from the shore to the kids I've grown to love.

When you put your heart into your work, as teachers do, there will be times of true hurt and disappointment. There is an intense emotional component to the job, and when I use the expression "losing heart" I'm talking about something other than weariness or fatigue. But the only remedy is courage. We must ride out the episodes of disillusionment and be stronger than our doubts.

The closest I came to losing heart was when an ugly and unfounded complaint was filed against me just as the academic term concluded. I was shocked, sickened, and deeply hurt. This time, the year had not dissolved -- it shattered. And then came dispassionate summer. Every day was foggy, and all I could do was brood.

"Try to avoid being bitter," one colleague suggested. "It doesn't hurt your enemies and only consumes you."

But there was a seed of cynicism in me now that seemed the antithesis of teaching, which I had always seen as the profession that most embodies hope and idealism.A teacher-friend who had been through a similar experience recalled that it was "sort of a combination of being accused of something you didn't do and a horrible secret fear that you'd been wrong about yourself and your work all along."

"My previously unwavering confidence and pride in my work." she wrote, "was crumpled amazingly. I still knew and believed that I was good at teaching, and loved the kids, but I felt compromised."

Maybe that was the crux of it. My confidence was crumpled. How would I manage to rally the self-assurance and motivation to face a new class in the fall? I felt tainted, disillusioned, depressed.On the first day back, I held my head high. My students were a rambunctious lot, boy-dominated -- very bright, spirited kids who looked at me with hopeful open faces, heartbreakingly ready for whatever adventure the new year might hold.

I decided to share a few stories, as I often do on the first day of school, so I described the adventures of my childhood with my beloved brother Eddie. It was when Eddie died of kidney disease that I had decided to become a teacher. I simply wanted to do something good in his memory to show the world how much he mattered. I told this story because I wanted my students to see that there are ways to turn sadness into hope, even if indirectly.The bell rang , the kids dispersed…and then I heard the sobbing. A small boy sat in the back of the classroom, head down, weeping. A sixth grade child had felt my old, worn sorrow, and empathized. A sixth grade child had reminded me that we are all inextricably connected, that love and loss are universal, that to buffer ourselves against the pain of others is to lead a stilted life, and to act upon the impulse to care is called compassion. I remembered again why I teach.

And then, not because of this insight, but only because vacation had ended and God loves irony, the sun returned. And when the sun returned, I saw anew the beautiful place in which I live. I saw dolphins turning like wheels in the water, and one day there was an eagle perched on a post at the west end of the ranch. I saw that I had loyal friends whose trust in me had only grown stronger, saw that I live in a true community where lives do touch, knew that simply being clumsily present is better than hiding, that feeling is better than numbness, that the art of teaching and living is in the shaping and the using of the feeling. I understood that those who act from the heart are forever vulnerable, and I know I cannot live any other way.

And I silently thanked Larry O'Keefe, whose guaranteed principle had once again proven true. For every wretched day, there is one of wonder.

Cynthia Carbone Ward

Art by Emma Munger (when in sixth grade)

Art by Emma Munger (when in sixth grade)

On Foolish Dreams and Teaching Kids

I began my teaching career at the age of forty-three. I was still grieving over the recent death of a brother, and I wanted to do something constructive and hopeful in his memory. I viewed teaching as a noble calling -- perhaps because I was lucky enough to have had one or two teachers in my own life who had filled me with a sense of possibility.

I thought of my eleventh grade history teacher, Mr. Sexton, a man as often the object of furtive derision as grudging respect. Like all school teachers, he possessed eccentricities of behavior and appearance which generated cruel nicknames and set him apart from normal human beings -- but this was standard. One rainy day in June of 1967, he brought out a record player and had us listen to "The Impossible Dream" from Man of La Mancha, which at the time was a Broadway hit. As the music played, we silently read the lyrics from the purple-inked mimeographed sheets he had distributed.At one point I looked up and saw that Mr. Sexton had tears in his eyes. It was embarrassing -- it cut too close. I knew that he saw this song as an inspiring creed by which to live our lives; its lyrics were his gift to us, a parting message. But I did not wish to contemplate Mr. Sexton's personal dreams and vulnerability, nor could I ever admit that this schmaltz affected me, as well. I lowered my gaze and never said a word. But I never forgot it, either.

Today, as a middle school teacher, I know very well how Mr. Sexton must have felt alone in his classroom after the bell. There are many days when I simply don't think I am getting through, no matter how much I give. Just as it was in 1967, the facade of coolness is the ubiquitous mask of adolescence. And one of the things a teacher has to learn is that you don't always know who you are reaching, or even when the message will arrive. But you must keep trying -- for you are the knight of the impossible dream, and shining idealism must be your armor.Even when we do not feel brave or hopeful, those of us who are teachers, or parents, for that matter, are morally obligated to act in brave and hopeful ways. If our house is flooded, and all that we possess is a thimble, then thimble by thimble we must begin to empty the water. We must demonstrate our own conviction that in time the task will be accomplished, and we must prove our willingness to labor towards that end. What's more, we must show those within our reach how to cup their hands and help.I will be honest. Sometimes I have looked at students and asked myself who these aliens are. Maybe it comes of starting a career at middle-age. For my entire first year, I wondered what had become of discipline and respect. I yearned to foster constructive social action. I was troubled by self-centered rudeness and indifference to the pain of others.

"They're only kids," people said, "you have to meet them on their own terms."

For a time, I accepted this. But eventually I came to my senses. Their terms? Will the world meet them on their terms? Are there not values and rules of conduct that they must adopt? I realized it was up to me to model responsible adult behavior, hold kids accountable for their actions, and broaden their sphere of awareness and responsibility. Particularly among middle school students, who wander in that strange border country called adolescence, a sense of moral direction is essential. And it isn't implicitly learned through the basic curriculum.

I found a like-minded colleague, Jennifer Levin, and together we launched a little revolution. Teaching is an act of supreme defiance against apathy and cynicism. And to strip it of its moral component is to render it without a soul. At the beginning of school, we took our class to the Museum of Tolerance in Los Angeles. Students were confronted with images and voices of the Holocaust, a time not so far removed from the present. "Evil persists when good people do nothing." We saw what evil looks like, what indifference sustains. It was quite a jolt.

But we cannot simply get depressed about it. Depression is self-indulgent. One must use the fuel of sadness and anger to build a fire that warms. We required our students to find tangible ways to make the world a better place. They visited homeless children, collected canned goods, raised money for Habitat for Humanity. They learned that they each have the power to mitigate the world's collective misery, rather than adding to it.

Because of the nature of our world, it was all too easy to find examples of intolerance and suffering throughout the social studies curriculum. We also looked for the people in history who stood up for what was right. Students wrote about times in their own lives when they had done the right thing. They created children's books with moral themes. I found that moral courage is a concept that students had not consciously explored, nor is it a principle that can simply be preached. Moral courage and decency must be modeled by the significant adults in a child's life. As a teacher I must be particularly aware of the behaviors I demonstrate, whether it means containing one's anger or giving it a righteous voice.

Jennifer and I also emphasized the small civilities that make life more pleasant. We taught manners, using sometimes comical role-playing, and culminating in an "etiquette dinner" in which our classroom was transformed into an elegant restaurant. Students learned that the purpose of manners is to make people more comfortable. "It hurts my feelings when you walk in and don't say good morning to me," I confessed. I am no longer invisible. They humor me, at least.

I stealthily monitored many interactions outside of the classroom, as well. "You have no right to butt in!" said one indignant student. But butting in is a teacher's duty, too. One cannot teach character if one is bent on being popular or cool. I have called kids on meanness, tactlessness, even just plain old foul language, which I simply feel loses its power from overuse, has a generally corrosive effect, and is a rather flaccid and uncreative way to express oneself.

We often took the pathway of poetry, for it leads directly to the heart. The students wrote poems about their adolescent pain, Jennifer and I dug up some awful poetry we ourselves had written, and we sat in a circle on the floor and shared these. We discovered that we were all more alike than different. We could empathize with one another, be a little gentler, perhaps.

I thought it was a good year, but Jennifer and I drew up student questionnaires to help us assess its impact. The first part consisted of a series of hypothetical situations in which students were asked to write down what they should do, and what they actually would do. Some of the responses were inadvertently funny:Your friend asks if he can copy your homework. What would you do?I would normely say I did not do it nether.Someone at school is always sitting alone at lunch. What would you do?I would probably ignore him too but I would feel sorry for him.

Many of the responses revealed that students would not necessarily do what they knew they should do. I was disappointed at first, but then felt gratitude for their honesty. In fact, their answers indicated that they were really thinking about each situation, that they were at least aware of values and moral principles upon which to base their reactions, and finally, that they were not going to simply snow their teachers with the answers they thought we wanted. I saw this as a good thing.Besides, these kids don't know what will and will not affect them, any more than I knew in 1967 that I would someday be influenced by Mr. Sexton's tears. I believe in the retroactive nature of learning. Today I am planting seeds that may lie dormant for years, then flower unexpectedly in the rain and sun of the future.

In the second part of the questionnaire, students were to write an open-ended essay about how the class had changed them, if at all. Almost everyone mentioned pride about having done community service, a greater awareness of prejudice and intolerance, and the fact that they now treated people with more politeness. No one waxed poetic, no one claimed that their lives had been significantly altered, no one was inspired to change the world ... or even become a teacher. A few admitted they did not really know what the effect of all this had been. And one student wrote, "I did not get anything out of this class because the teachers did not seem to realize that this is reality and we can't become color blind with the flick of a switch..."

He's the one who convinced me to keep going.

Notice how I have turned negatives into positives. I ignore all the reasons to stop and find only reasons to continue. I believe in the hope, even when it is a lie. I teach because although I know that "this is reality", I will never accept that it must be so, and I find it particularly unacceptable that a thirteen-year-old boy does. I go forth to battle windmills, injustice, or simply ennui. To teach is to head a revolution every day.