Weintraub Invokes Compelling Discussion

The book club I am involved in at Seymour Community High School had its inaugural meeting.  Our book of the month for January 2012 was When I Stop Talking, You’ll Know I’m Dead by Jerry Weintraub.  An engaging autobiography of a man who was Brooklyn born and Bronx raised and never took “no” for an answer.  A self-made millionaire who continued to climb the ladder of behind-the-scenes show biz success as an agent for rising star after rising star and to finally becoming a movie producer, Weintraub’s stories made me laugh and, at times, sent pain through my heart for a man who had given way too much of his life to his unquenchable thirst for money, success, and fame and neglected his children and his wife.  The narration delved into Weintraub’s intimate relationship with several famous (and infamous) Hollywood artists, musicians, and actors including Frank Sinatra, Elvis Presley, and John Denver.

While the lifestyle Weintraub created for himself and for those in his inner circle did not completely resonate with us, our book club found an appreciation for someone who was willing to persistently follow his dream despite the setbacks.  A couple members of our group couldn’t help but think of how lucky this man was that things continued to work out even when it seemed he was doomed to fail.  A few of us agreed the book was pleasurable to read because it didn’t  require too much deep thought or consideration; we could go to bed after reading a chapter or two and not be compelled to ponder the depths of existentialism.  A few of us found Weintraub to be arrogant, quite superficial, and self-serving.  Still, however, there were anecdotes which intrigued all of us.

Our first meeting EVER went well.  I was happy to be among a group of colleagues sharing in a discussion about a common topic beyond the scope and sequence of our profession as educators.  I look forward to many more of these opportunities with this rich resource of people I work side-by-side with each and every day.  With the collaboration of wonderful people, my cup has been (re)filled.

Elementary School Recess and Healthy Competition

It’s a beautiful Fall day.  The air is cool, the wind is warm, the sun shines brightly from the southern sky melting into the crystal blue backdrop of the infinity of daylight space.  The only sound heard on the elementary school playground are the crispy leaves pushed gently across the blacktop.

Suddenly, the doors are pushed open and a flood of school children rush to various parts of the playground to claim their favorite swing, best ball, longest jump rope, or most comforting spot to bask in the aroma and song of autumn.  The dancing leaves are now trod upon and the once lonely sound of the trickling, clickety-clacking leaves across the blacktop is now drowned out with shouts of delight, satisfying laughter, and enthusiastic howling as children search for their friends crying out a variety of names among the throngs of elementary school boys and girls.

A group of second grade boys convenes on the nearly worn-out patch of grass where they do three times a day, each and every recess.  The leader of the group arrives with the football under his arm they are going to use for their game of two-hand-touch.  Today, however, the leader of this group of eager boys ready to pose as their favorite football players decides they should play the throw-and-catch game of 500.

The leader finds his followers agreeable, even somewhat indifferent.  Most of these boys understand the rules to this game of survival of the fittest.  Those who don’t will quickly learn as they get pushed, pulled, and possibly knocked over in an attempt to get to the ball.  Some who don’t think they possess the physical prowess or self-confidence will most likely fade out of this group and disappear into the circus that has new become the school’s playground.

The leader of this group of young boys decides who should be the ‘thrower’ in their game of 500.  The leader may choose himself as ‘thrower’, but most likely the leader will want to exert his strength and fortitude among his peers by participating with the group of ‘receivers’.

For the most part, this group of boys has associated with each other because they have common interests.  All of them like to play.  All of them like to compete.  All of them, somewhere in the depths of their heart, like an adventure that tests their strength.  Some, however are stronger, faster, and more competitive than others.  Being stronger and faster than your peers at eight years old is mostly dependent upon your genetics.  I am certain there aren’t any eight year old boys in the gym lifting weights with their older brothers or fathers becoming muscle-bound, superior human beings.  The competitiveness, however , comes from a different source.

While it is true all boys are programmed to respond to a challenge by the desire to win and gaining the satisfaction of overcoming adversity, the win at all costs ideology comes from nurture rather than nature.  It is natural for boys to seek adventure, win the affection of friends (male and female), and ultimately stand on top the snow hill when playing ‘king of the mountain.’  Fathers, older brothers, uncles, youth coaches, and any other older male in a position of influence encourage competition and winning to a degree that can be unhealthy for young boys.

When the leader of the group of second grade boys is among the ‘receivers’ in the game of 500 on the school playground begins tackling and forcibly ripping the ball out of the hands of his peer who caught or recovered the ball something is amiss.  Sure, some might argue this is natural selection, nature.  But when those children who want to gain points so badly in a game of 500 become physically and emotionally threatening to his peers, competition has gone too far.

Creating an environment where winning and ‘being competitive’ is the ultimate goal, the ultimate sign of success, the ultimate representation of ‘manning-up’ can lead to unhealthy, uncooperative behavior.  Sure, when adults who care for children are present and leading them in a positive way, the competition just MIGHT stay at a healthy level.  What happens when the adults aren’t present but the drive for competition lingers?  The answer lies in the interactions of these young boys on the playground at school.

I hesitate to buy into the notion that my child’s future depends on his involvement in youth sports.  Athletics provides a great opportunity to learn and have fun.  We must also use athletics to help guide our children in finding the talents God has so blessed them to share with the world.

Being competitive and striving for success are great characteristics.  But when kids are driven only by winning at all costs, we miss their true gift, their true spirit, and their freedom to be who God wanted them to be.  We must keep competition in balance.  We must teach kids to compete the right way, the healthy way.  We must model the grace in winning and losing and, most importantly, we must respect others as God’s children, building each other up and not tearing each other down.

As a coach, I have been accused of being too soft and too sensitive.  I take that as a compliment actually.  Maybe I am just a romantic who is hopeful that unconditional love and reason will govern the relations between human beings.  I have always believed that athletics, particularly youth sports, are tremendous arenas to teach kids life lessons beyond winning, one of which is healthy competition.

A bell sounds.  The balls are put away, the jump ropes are back in a box, and the swings are empty yet moving as if holding onto the spirit that enjoyed a few minutes of freedom.  Once again the leaves are picked up by the warm wind and the circular dances resume as the last few children disappear into the school and the doors close.  The sun is a little bit warmer now, the day is glorious.  The school day continues and all the children are once again on a level playing field in the classroom, that is, until the next recess begins and the solitude of the playground ends.

Hunting, Fishing, and Faith: Increasing Reading Rate by Independent Reading

For the first time in my 16 year tenure of teaching high school English, our department is trying something new to encourage students to read more.  We are requiring our ‘advanced’ classes at every grade level to read, independently, a book of their choice as long as it is at or above their reading level.  As a department, our goal is for students to increase their rate of reading, learn to enjoy reading, and share their experiences with their peers.

On a data retreat in August, we discovered that our students struggle with ACT test sections that involve extensive reading with follow up comprehension and inference questions.  In talking to some of our finest students who struggled on these sections of the ACT, we found, almost categorically, that our students complained about not having the capacity to read fast enough, lacking retention, and, ultimately, being rushed.  One of our brainstorms was to encourage students to read something of their choice and making this a low-value requirement.  Near the end of the quarter we hold semi-formal book talks in class where students can share what they have read, give a brief analysis, and make a recommendation.   So far, as the first quarter of our school year is nearing its end, the reviews of these book talks by teachers and students alike have been interesting and positive.  Personally, I have been impressed with the keen interest the students have taken in this endeavor and the enthusiasm with which they present what they have read.

Recently, a male senior who is in my class gave his book talk.  He talked about the book he chose and read, Hunting for God, Fishing for the Lord by Rev. Joseph F. Classen.  This young man is an avid hunter and fisherman and, obviously, well grounded in his faith.  He showed comfort and eagerness when sharing his faith with his peers.  I was impressed by his courage and his witness to make himself vulnerable in a public environment where God is not a part of many conversations, especially among teenagers.

This young man found a book that combined three of his deep seeded interests: hunting, fishing, and faith.  I am proud of young men and women who have the courage to share what they know is right and do it with unwavering confidence in front of a tough crowd, their peers.  I must say, I wasn’t expecting this type of presentation or choice when I introduced this activity to the students, but I am optimistic that there are students who have a foundation of faith to build their lives upon and are willing to share this with their peers.

Overall, I must admit that this experiment of having students read independently outside of class has been a huge success.  Only time will tell if this trend continues, but for now I am happy to have had the opportunity to learn more about my students, their lives, and their interests through this activity.

Allowing Teenagers to Grow Spiritually

As a high school English teacher I have the opportunity each and every day to interact with an interesting yet complex group of people.  Teenagers are battling identity issues, emotional swings, physical development, and hormonal rushes that often lead to, among other things, self-awareness questions.  Young adults have a tendency to approach these sensitive, defining moments alone for fear of the perceived judgments of their peers.  Often times questions maybe asked in the form of an internal dialogue, What’s wrong with me?, or Why doesn’t she like me?, or Why can’t I look like the muscular, ripped NFL football player in the magazine ad?, or Why am I not ready for a physical, intimate relationship like some of my friends are?  Parents are working hard at raising their children to love who they are and accentuate their talents praying their children will be okay in a sometimes cruel world.  Teachers are pushing their students to achieve higher success rates each time they walk into the classroom hoping for a successful future.  Mounting pressure both from external sources and internal forces are pushing and pulling our teenagers to the brink of exhaustion, anxiety, and succumbing to peer pressure.

I realize that we all survive those teenage years and many of us go on to live happy, successful, and fruitful lives.  We have found ways to properly process the baggage we packed when we were faced with the many internal challenges of our impressionable years.  As part of the wide range of emotions and living up to the expectations of teachers and parents lies an even deeper, more important element of the lives of teenagers.  In the confusion of physical, emotional, and intellectual maturation teenagers are often battling the perpetual internal questions of faith and spirituality.

Last spring I was involved with a group of high school students at our Catholic church, coordinating a performance of the Passion of Jesus of Nazareth.  I encouraged students from our public high school who I knew enjoyed the art of acting to participate in this small, somewhat informal performance.  Word spread fast among this tight knit group of students that I was looking for potential actors.  The students, of course, eagerly, and quite effectively, participated in another opportunity to share their passion and interest.  It was NOT mandatory the students who participated were members of our Catholic church.  In fact, my vision was to make this experience ecumenical in our community by involving as many people from all of our local churches I could.  There were adults and young adults alike from the various Christian churches in our community participating in this project.

As I spent time with these students away from the public classroom I found them to have inquiring minds well above academics.  As we sat around before or after our informal rehearsals, I fielded many questions about my faith and spirituality which led to in-depth discussions about religion in general.  One of the student actors actually hung around long after the actual performance on Good Friday to talk to me about his questions and his wavering faith.  In fact, I could sense his reluctance to leave due to his need for spiritual clarity.  I was humbled to be there for his experience as I knew God had opened that door.

This young man provided an eye-opening experience for me.  Surprisingly, living in a small community does not always present the opportunities for faith-sharing, especially for young adults.  I sense there is a ‘dead-zone’ between the efforts parents are making in helping their children in terms of spirituality and faith prior to middle school and the point that teenagers leave the safety of their home to begin their independent lives.

Do we have adults in our communities who are passionate about their religion, about their faith?  Are those passionate adults willing to show their vulnerability in faith and open up dialogue with young adults?  Recently, Desiree was talking with a young man in his late 20′s who claimed, during the impressionable years of his youth, he never  witnessed an adult passionate about the Catholic faith with which he was being raised.

Certainly I understand that faith must be taught and modeled at home first, however I would argue that young adults are not always going to be willing to make themselves spiritually vulnerable with their parents.  Teenagers perceive their parents as having high standards and expectations.  Why would they want to question their parents regarding the faith they are practicing?  Yes, they should question and wonder out loud, but often they don’t.  Teenagers, ultimately, don’t want to let their parents down.

What are we doing for the young adults in our communities to help them in their faith exploration?  I am devoutly Catholic and passionate about my experiences in practicing Catholicism.  I am willing to have those tough conversations with teens because, through my reading of the Bible and the Catechism of the Catholic Church, and my heart being open to God’s calling and His miraculous influence in my life, I believe I can provide insight and experience.

The most important element in our lives is our relationship with God.  So much of the world pulls us apart from this divine, intimate relationship.  Beyond teaching our students reading, writing, and arithmetic isn’t it the responsibility of our church ‘elders’ to provide opportunities for our youth to explore spirituality?  Sure, we offer religious ed classes, but are the students who have questions welcomed to examine their faith with people they perceive as safe, passionate, and non-judgmental?

The spiritual growth of our children can not be neglected.  I would argue it is as important as anything else we teach.  I will share my passion for my faith and my deep seeded beliefs with those who are interested.   The interested just need to know there is an outlet for their growth.

Publishing Fatigue

I remember when I was in the process of publishing and producing my first book, Beyond the Scoreboard, I reached a point where I thought my writing was complete garble, gibberish, and not worth reading. I thought, why would anyone even want to read my thoughts?

Recently, I had the same thought as I was re-reading A Sacred Promise for the 9th time and reviewing the interior layout proofs from my publisher. I suppose this is part of the process in producing the best possible product. In the meantime, my patience wears thin and my creativity slowly drips further away from its vast reservoir within me and begins to evaporate and becomes nauseating.

I also remember shortly after this feeling, Beyond the Scoreboard was published and released and was more successful than I could ever imagine. I must continue to pray for God’s strength within me and for the open and gracious hearts of people about to consume A Sacred Promise.

A Sacred Promise: The Joy of Faith and Hope – Update

The final edits and the full interior layout will be submitted to my publisher, Mill City Press, on Friday September 30, 2011.  The production of the book has not gone as smoothly as I thought it would, but, nevertheless, we have made it through despite a few delays in the process.

I am anticipating the paperback copies of A Sacred Promise will be available near the end of October 2011 or the beginning of November 2011.  By clicking this link, you can pre-order your copy today.  A Sacred Promise will be available as an eBook for Kindle, Nook, IPad, and most other eReaders.

The cover of A Sacred Promise was created with the generous help of Joe Bergner, a partner with Imaginasium in Green Bay, Wisconsin.  Joe showed the unique ability to capture my vivid idea for the cover and make it a reality.

 

A Sacred Promise: The Joy of Faith and Hope

My second non-fiction memoir, A Sacred Promise: The Joy of Faith and Hope, is currently in the production stage of the publishing process.  I am so excited about this manuscript!  I am eager for the final product to become a reality because it is truly beautiful.  I couldn’t be happier with how the manuscript has come together.  It is the story of a spiritual journey and the miraculous work of God’s Hand in all of our lives.   The book details the events leading up to the conception of our twins, Faith and Hope, the long, stressful pregnancy, and finally the magnificent birth of new life.  The Foreword for the book is provided by Dr. Nicky Plementosh, Desiree’s OBGYN, the doctor who so intently helped bring these twins into the world against all odds.

There will be weekly updates on the production phase of the publishing process as well as a publication date on my Facebook Page, John P. Steltz-Author.   Click the link and ‘Like’ my page on Facebook or subscribe to this blog to stay updated as to the current status of my latest manuscript.

Enjoy the beautiful summer months!!

California and Wisconsin High School Students Collaborate

First, thank you to Mrs. Geri Coats for agreeing to collaborate with me on this project.  Thank you, also, to all of the students who participated in this authentic learning experience.  I am proud of all of you, Seymour and Santa Maria!!!

In an effort to carry on our collaboration between ninth grade students in Seymour, Wisconsin and Santa Maria, California I have created this blog post for more comments and observations.  A skype session was held on Thursday, February 24th between students at Seymour High School in Seymour, Wisconsin and Righetti High School in Santa Maria, California.  Seymour High School ninth graders created Public Service Announcements (PSA) as part of a unit on Persuasion.  They created their PSA promoting Wisconsin using ninth grade students at Righetti High School in California as their target audience.  My intent with this blog post is to showcase the use of technology in our classrooms as well as to highlight the connectivity of students and teachers across the country utilizing 21st Century communication and collaboration skills.

I welcome all comments from students, teachers, and anyone else who may have something valuable to contribute.  Please remember our students worked hard on their projects and cooperated genuinely in the collaboration, therefore comments must remain positive and encouraging.  Students please comment about your experiencing skyping and sharing information with other students across the country.

The PSA’s are included here:

PSA #1

PSA #2

PSA #3

PSA #4

PSA #5

PSA #6

PSA #7

PSA #8

PSA #9

PSA #10

PSA #11

PSA #12

PSA #13

Travesty NOT History in the Making: Wisconsin Budget Repair Bill

I am disappointed in our state’s politicians.  Yes, the Fab14, those 14 Senate Democrats who have decided to leave the state of Wisconsin to give Wisconsin’s populace time to process the Budget Repair Bill Governor Walker has proposed are skipping out on their elected public responsibility.  What choice do they have?  By deciding not to be present to begin the session on the Senate floor to debate this Bill, the Senate Democrats have exercised THE only leverage they have.  Governor Walker has public said there is no room for debate, so what is the point of the Fab14 coming home?  I do not consider them heroes.  I do not consider them cowards.  I believe they are acting within precedented governing rules and simply personifying Democracy.

The more I hear Governor Walker speak, the more I see his face in the media, the more disappointed I become in the position he holds.  The state of Wisconsin voted him to be our Governor; his responsibility is to maintain compassion for all the great citizens of our state and to uphold human decency in representing his constituents, every citizen of the state of Wisconsin.

I was disgusted as I listened to the tone of his prank phone call with “Dave Koch”.  Listening to his words, tone, and plans for our great state solidified my belief that politicians do not always act in the best interest of the people.  In fact, it was clear to me as he conveyed his message loud and clear to “Dave Koch” that Governor Walker’s best interest is himself and those in his closest circle.

I have moved beyond arguing with people about the politics in my home state.  Generally, I believe in people.  I have always wanted to believe in the compassion, empathy, and pride of politicians who have often campaigned with such rhetoric and persuasive technique.  I now have serious doubts about the public statements Governor Walker has made in seemingly good faith in contrast with his private mission.  Maybe he does want to be the Republican nominee for the President of the United States.  Maybe he wants his 15 minutes of fame.

But please, Governor Walker, don’t risk the well-being of men, women, and children across the great state of Wisconsin for your political gain.  There are families being impacted emotionally, intellectually, and financially, their are neighborhoods being divided.  If this is your goal Governor Walker you certainly have succeeded.

What happened to leaders bringing people together?  Sure, the protests in Madison have brought people together, but this isn’t a picture of serenity and peace.

In light of the colossal public disaster of the “Dave Koch” phone call, a disgusting display of arrogance and abandonment, it would be an absolute travesty if the Budget Repair Bill is passed without amendment.

My Love for School

As I was struggling my way through the 5 and a 1/2 foot snow drift at the end of my driveway this morning, I could not help but be thankful to the county union workers who were out doing their jobs to keep our roads clear and safe.  I wasn’t bitter that I had to work up a sweat, I wasn’t angry the snow was packed and heavy to move, and I wasn’t feeling sorry for myself that I had more snow at the end of my driveway than my neighbor did across the street.  I simply smiled and was thankful.

It took me nearly two hours to clear the cave, and, during that time, I took the opportunity to reflect more upon the political climate of our fine state of Wisconsin.  It upsets me when I hear people argue against unions simply  because the non-union people are tax payers.  As a public school teacher in Wisconsin, interestingly enough, I pay the same taxes as my neighbors who are non-union workers.  My thoughts then led me to many of the former students I have crossed paths with who are now out in the post-high school working world.  A good number of those students have chosen to work in the private sector and have made good lives for themselves.  As a public school teacher in Wisconsin, interestingly enough, I have helped many of those students and will be helping students tomorrow in my classroom, educating them for private sector jobs.

I chose to become a public school teacher in Wisconsin.  My DNA is made up of blue-collar, non-union blood, so I can intellectually appreciate the argument posed by those who support Governor Walker’s Budget Repair Bill. I am the only member of my family involved in a union job.  The argument amongst public school educators and unions alike is not about money, it’s about the right to collectively bargain for a healthy, productive working environment.  When I chose to become a teacher it wasn’t because of pension or benefits.  To be perfectly honest, I didn’t even know or clearly understand the pension plan or benefits package when I took the job.  When I chose to become a teacher, it wasn’t because I saw my dad work so hard, with callouses on his hands and little money in his pocket and no nest egg for his golden years.  What my dad chose to do for his life’s work was all I knew.  My brother has followed in my father’s footsteps and has done well for himself.  He struggles with finding enough work and paying his suppliers like my father did, but has learned from the missteps laid before him and has a good vision of the future.  I am proud of my father and brother and, I believe, they respect what I have chosen as my life’s passion.

I became an educator because I love school.  I did not miss a day of school from kindergarten through my senior year of high school.  Up until I had children, I had never called in sick as an educator.  Sure, I took my one personal day a year and welcomed snow days as they would occur.  Nevertheless, now at nearly 40 years of age I can honestly say I still love school.  I enjoy interacting with my students.  I enjoy getting to know them.  As challenging as education can be at times, I am passionate about helping young adults find their gift and creativity.  Most of all, I encourage my students each and every day to push themselves to share their gifts.  My enthusiasm for school is the only reason I decided to invest in a teaching degree and master’s degree.

I am surrounded by colleagues who are in this profession for the same reason I am, the love of school and the desire to help young adults.  While there are many teachers in our state fighting for our collective bargaining rights by protesting peacefully at our capital in Madison, there are more who are in the classroom each and every day for the love of school and the love of children.  Yes, I did go to Madison with a few of my colleagues in an effort to do my part.  Thanks to worker’s rights laid out many years ago, I had the opportunity to take my Saturday and do with it what I pleased.  I chose to go to Madison.  I am thankful for the teachers who have spent time with my own children helping them to grow and instill that love for school.

I am thankful that, when it comes time for travel to school tomorrow, the county union workers have cleared our roads for all travelers to arrive safely for another day of opportunities.  With enthusiasm I look forward to another week of school.  Later this week my students will have the opportunity to have a skype session with students in Santa Maria, California discussing persuasive technique.  No matter what direction my students decide to take, public sector or private sector, I will educate all of them equally and with the same amount of enthusiasm.