You Should Do The Victory Dance With Me
Without getting myself into too much trouble with my current job I must relate a story that made me angry, then do a happy dance in my car (completely independent of this new kick ass song that Libby sent me in a KickAss Teacher Mix CD called “Mi Tumbao” by Tres Coronas) then made me do a victory lap around the teacher’s lounge because I feel a small triumph was won that I so rarely win with this group of people.
If I had theme music following me around, it would be that song. No joke. Either that or Manamana from Sesame Street. I’m not joking about that, either.
In this group of people I am the youngest Literacy Coach and the youngest department chair. This doesn’t always come with much respect, though it doesn’t deter me from speaking my mind. It just doesn’t ever let me get my way. With Kennimus I argue probably more often than I should publicly admit, but that’s just minute detail stuff like whose turn it is to clean out the bong water so really, who cares?
At this meeting we were coming up with the next interim measure (we’re big this year on calling all periodic tests interim measures or assessments, but we don’t, under any circumstances, call it a test) which is a piece of text (we don’t say reading passage either. Gosh. We’re awfully snotty, aren’t we?) followed by some questions and a writing prompt that asks the students to respond in such a way as to prove that they comprehended the passage.
It’s a tedious process that leaves me frustrated nearly every time.
This morning as we met we read several things and decided which to use for second quarter and the very first one I read was by Lucille Clifton, an African American poet. (In case you were wondering, I’m friends with my parenthetical statements again. All day it’s been like this. Every e-mail I sent included some parentheses. Anyway, you should click on that link of Clifton because I SWEAR ON ALL THAT IS GOOD AND HOLY THAT SHE WROTE A POEM ENTITLED “Homage To My Hips” and “Poem To My Uterus”. And you thought I toed the line.) The short piece was written in African American vernacular and as soon as I read it I could smell a fight coming.
Patiently, I read it and waited to hear.
I’m a fast reader so I scanned the other two women there (we were expecting a third to arrive) and watched their faces to gauge their reactions, but they didn’t respond. Finally, I spoke up:
“Here’s what I think: I like it. It’s really good and the kids will enjoy it. But I know that some teachers will have trouble with it because it’s not written in Standard (I did the whole use-two-fingers-and-make-bunny-ears thing and put parentheses around that word even though I truly hate it when people do that, but I was overemphasizing my distaste for that word) English, but I have an argument for that. Mark Twain did it and do we not believe him to be a Literary Giant? Why would it be okay for him to do it and not this author? Also, by the time students get to high school they are asked to read Elizabethan poetry and come on, but that’s like learning a new language, you know? Who, in their right mind, goes into a Shakespeare course and doesn’t need help in learning to read that new language? But honestly, we all think that’s fine and dandy. So, here’s what I think: If anyone has trouble in using this piece then just send them to me.”
The soliloquy wasn’t meant to go on and on like that, but it just poured out of me. There was no hiding my passion about this and I wanted to get in all my good ones before anyone interrupted me or before I ran out of breath.
When the third woman got there after my verbose rendition of Angry Mulatto Woman she read for just under a minute before stopping to say, “Well, I can tell you from a grammar teacher perspective that I have a problem with this. I mean, I had a hard time reading this!”
Soliloquy, Act II. This time, the other two women there just sort of sat back as if to say, “Oh, sweet Lord, here she goes again.” even though one of them had a smirk on her face like she was amused to see me get fired up all over again.
Act III. I exit stage left having trounced the room since we decided not only to use that passage but also use the prompt I wanted to use with it.
Act IV. I shake my booty all the way back to my school fully realizing this may be the last time they ever invite me to a meeting again.


