Oh, yes, in my youth I was very much that kid all of you teachers have found so frustrating in your classes. It wasn’t that I was at all obstreperous (a little chatty at times, but then who isn’t), and I certainly wasn’t intentionally disruptive or uncooperative. But since I mostly hated being noticed, thanks to my shyness and social anxiety, and naturally I didn’t want to get in the way of the kids that weren’t perhaps getting enough of the attention anyway, I often found myself wandering the byzantine byways of my brain with the undoubtedly frequent appearance of not caring about the highly significant stuff being generously shared from the pulpit of the teachers’ desks.
Did it really matter that while the doyenne of the desk was teaching the spelling lesson I was counting the holes in the ceiling tiles to see if one tile matched another or perhaps each was hand-punctured by specially trained elfin craftsmen with sterling silver toothpicks instead of fingers? Actually, as a sometime teacher myself, I can answer that query with a resounding Yessirree, but truthfully only because no matter how stealthy the “inattentive” student thinks she’s being, and no matter if she gets a Hundred on the spelling test every time, the other students are bound to take their cue from the least participatory and cooperative seeming student in the room. It doesn’t matter that she did in fact hear the spelling practice being held in the background of her own mental meanderings (or already knew how to spell whatever exceedingly counterintuitive new words were being practiced), what mattered was that she wasn’t supporting the standard of classroom decorum. I get that. Now. But as a kid, I found it rather trying that I had to do whatever everybody else was doing even when I was certain in my heart that I would get the required job done in my own way. I was the poster child for the triumph of Mind over What Matters.
Did I have Attention Deficit Disorder? (Do I?) Would that make any difference? Not really. Despite my demurrals and admissions of inner sloth and self-indulgence, I have always had the ability to be fairly disciplined when it mattered, I just know I have to make a very serious commitment to exercising that particular skill, because it’s simply not my automatic bent. So along the years I’ve tried to train myself up into a slightly more presentable appearance of compliance and conformity when it seems important or expedient to do so.
Yet my mind still flits hither and yon with equally purposeful purposelessness, all the same. I’m simply learning how to be better at a sort of out-of-body transcendence that allows me to look like I’m fully involved in the present action (and I almost am, really, Boss) while a hunk of my inward self can continue its peregrinations in whatever flights of fancy it requires in the moment.
See, there’s just too much loveliness in this universe (and potential in all of the other imaginable ones) not to be exploring it when-and-however I can. The found castoff wing of a dragonfly simply begs to be examined in person and in memory and at great length for its extravagant glassine iridescence. Every minute or magnificent object that comes into my view or my thoughts deserves some serious attention. Shells, shoes, barking madmen and barking dogs, whales and whiskers and whistling trains–if I don’t give them their due, and hopefully in the process also unveil their previously undiscovered secret histories, why then who will? That boy in row six thoughtfully picking his nose with his pencil eraser while staring out the window? Probably, because clearly he (a) has a similarly vagrant brain, the sort from which fabulous inventions and discoveries do spring, and (b) his nose ought to be clear enough by now that his brain will get more oxygen than all of the rest of Row Six put together, so his thoughts will have the added lustre of brilliance that fresh air brings.
In the meantime, I feel it incumbent upon me to keep up my part of cross-pollinating the scientific and romantic approaches toward whatever imaginative ends might finally appear. So please don’t be offended if my attention seems to have drifted just a little off to port or starboard when you’re regaling me with the wit and charm and incomparable genius that I should undoubtedly be diving into with the fullest focus possible. Because I probably only look like I’m off in la-la land when in fact it’s located in me and at one and the same time I’m perfectly awash with what you have shared, O my teachers. I promise I will absorb it, too, subliminally, cutaneously, osmotically and, if necessary, orthotically–right along with all of the goodness I’m already absorbing in my far-off inner world.



Well, you have no idea how timely this little rant is! I just noticed it as I posted a link on Facebook by Ken Robinson about how misguided our education system is (I feel I have the right to do so since I am part of said system). Moments before I posted that, I e-mailed the following quote to my school e-mail “If you’re not prepared to be wrong you will never come up with anything original” also by Ken Robinson. I plan to talk about that and another quote “The only people who don’t make mistakes aren’t doing anything” by E.F. Omli with my students tomorrow as I am witness to masses of students who have had their curiosity squashed, in the name of, getting the “right answer”. My students will probably think I am being sappy, but that is a risk I am willing to take! I highly recommend that you go to TED.com and look up a lecture called Ken Robinson says schools kill creativity. I happened to watch it right before I read your blog…can you say serendipity? (I know I couldn’t spell it without spell check)
I sent you an email in response to this (hope I have your correct e-address!), because we’ve been on this same path around here for a while now too. I forwarded an article R had sent me from the NY Times (14th Sept) by Paul Tough (gotta love that name for an education advocate!). Really impressive things being worked on in the whole realm of rethinking tutorial and pedagogical approaches and goals. I think you’ll enjoy the read as much as I did.
I love the word obstreporous ( my fingers are cold and i can’t spell this morning.. nothing to do with my brain i WAS paying attention) and I know exactly what you mean about those ceiling tiles! I love reading your work.. c
You are such an inspiration to me, C, and you must know by now that I love reading your work as well. Every time, something inventive, thoughtful, funny and beautiful, all rolled into one amazing packet.
Ceiling tiles, floor tiles, cinder blocks, does that window line up with the building corner across the street, are all the flags blowing in the same direction (you’d be surprised),in my case, is it ADHD or Autism?
There’s a name, a category and a support group for pretty much anything we are these days–but since you and I managed to beat the rush to judgement, we figured out how to just Be What We Is without worrying about titles and entitlement. Weird, huh. Sort of like that whole rant about how we Old People have survived to actually BE old people despite growing up with lead paint and steel playground equipment on paved playgrounds and all of the other horrific dangers from which today’s toddlers are being saved. No wonder they’re all so danged delicate! Makes me pleased I’m something of a tough old broad!
I counted ceiling tiles. I doodled- still do in meetings. I used to be amazed at those that could sit in rapt attention for an entire day. Now I know they were just like the rest of us but that’s the way they seek attention.
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Personally it amazes me that with our system of sit down, shut up, memorize this! that kids learn anything at all.
It does seem amazing that in an era when we know a fair amount about different learning styles and strategies we’re still glued to the old modes of teaching. I guess it just proves how brilliant we ‘alternative’ learners really are that we survive and thrive in spite of it all. š