A Graphic Way to Text "Where R U?"

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Photograph: The Sheriff at Papa Johns

In this post, I post a photograph of the reigning sheriff of Papa Johns.

I think she ordered breadsticks and then hit the mean streets.

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Signposts: Mardi Gras Irony

A sign at the entrance to the French Quarter in New Orleans tells people do not walk around with glass bottles (but you can put your drink in a plastic cup).

I found it ironic that this municipal sign is attached to a pole on the entrance to Bourbon Street in New Orleans, Louisiana.

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Trivial Pursuit, Sipping a Bordeaux

Trivial Pursuit is fun if you are competitive. If you want to win. One-On-One combat can be brutal. D and I played last night. We drank her bottle of Bordeaux from France (can you say that fancy style?). We shared the bottle, but for some reason, I have a bad headache this morning, slightly quelled by generous consumption of New Orleans style coffee. Question: Where did Tensing Norgay plant his national flag? Answer: On top of Mount Everest. Now you may think that was an easy question, but it is incorrect if you say "Mount Everest" because the correct, more specific answer is "on top of Mount Everest." Now, that is just pure-dee lame. Ugh. I missed an orange pie because of that, but don't worry, someone did not know who coined the phrase "between a rock and a hard place" but they did know Axel Rose was a member of Guns and Roses. M says I have way too much brain sludge. D has an incredible treasure chest of encyclopedic knowledge, but, both of us did not know the "Orphic Egg" was in Greek Mythology. Do you? It has to do with prophecy and an egg enveloped by a serpent (but nothing to do with Orpheus). Now, it is well known that you should use the spokes to move around the game board. Don't do the circle motion. You will lose. And it does pay off to PAY ATTENTION to the question. Question: What Yiddish word means mentally disabled or clumsy? Answer: Klutz. I heard the question and answered the first Yiddish word to come to my head, Shmuck. I was a shmuck in answering that question incorrectly. I did know, however, that shmuck is Alfred E. Neuman's favorite word. The trick at beating Trivial Pursuit is to get questions RIGHT. Who would have thought? I just thought it was the luck of the pie. Question: What country exports the most coffee? Answer: Brazil. By the way, I wonder how many new neuronal pathways are created in the human mind during one game of Trivial Pursuit. I have this odd hunch, that the game actually destroys pathways, but not as much as eating Ben and Jerry's and watching re-runs of Green Acres. Question: By the way, what Green Acres recurring gag features a passageway to the Douglass bedroom? Answer: "The Sliding Door" gag. Now, if you didn't know that question's answer, don't feel bad, there are loads of Trivial Pursuit questions just waiting for you to feel dumb. But, I don't think it matters. I wonder if the SAT or ACT tests are good for your brain. At least those questions are not based on instant recall of extraneous facts but rather force you to think through an issue. The game is called trivial for a reason. Wouldn't it be funny if you had to write an essay response to a Trivial Pursuit question? I always thought it would be funny if on Jeopardy! contestants had to write a 1,200-word essay on a pre-chosen prompt. Brutal!!! There is one thing to know instantly random factoids, but it is quite another thing to assemble all that brain sludge into a cohesive narrative that can sustain one's attention. Good luck America!

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Mardi Gras: Go to the Endymion Parade

The best way to know New Orleans is to traverse her streets during Carnival.

My friend's D's brother D.

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Repost: How to Survive a 35,000-Foot Fall - Plane Crash Survival Guide - Popular Mechanics

This article is a must-read for anyone who travels 35,000 feet in the air. I especially liked Dan Koeppel's sense of humor. If you don't have time to read the article, or if you need the abridged version, here are some brief factoids gleaned from the article:

• You are more liable to survive a 35,000 foot free-fall by landing in a haystack, snow, or a swamp!
• Landing in water, contrary to popular belief, is just as hard as landing on concrete (water does not compress): SPLAT!
• At six miles up, a free fall will take three minutes and twenty-five seconds. So, you have some time to contemplate your condition (at a terminal velocity of about 120 mph).
• For two minutes you'll be unconscious due to lack of oxygen. Hypoxia will settle in and you will lose your breath until you reach breathable air at about 10,000 feet.
• If you land on your face, you're more likely to survive (albeit in the need of a facelift) than landing on top of your head or the side of your head).
• Children, military personnel, and crew members are more likely to survive a plummet than anyone else.
• "Surviving a plunge surrounded by a semi-protective cocoon of debris is more common than surviving a pure free-fall"
• "118,934 people have died in 15,463 plane crashes between 1940 and 2008."
• 157 folks have reportedly survived a free fall, "with 42 occurring at heights over 10,000 feet"

Koeppel, David. "How to Fall 35,000 Feet—And Survive." Popular Mechanics Feb. 2010: n. pag. Web. 8 Feb 2010.

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Re:”What Makes a Great Teacher”

An article in the latest issue of Atlantic Monthly on what makes great teachers revived my spirit a bit.     After reading the article, I realized that growing up I thought of my best teachers as magical beings, as if they had possessed something we didn’t and they were willing to pass that magic on to us. I know. I had a heavy infatuation with teachers as a kid. So I am biased. And now, I am a high school English teacher. So there is that.
Obviously, good teachers are not superheroes.
     They have foibles just like the rest of us. But, we have to stop thinking that “good teaching” is some mystery that lies in the realm of the unknown. As if the skill of teaching is an intangible thing that cannot be taught. There are qualities that one can detect in a teacher. When you meet a good teacher you realize they are never satisfied. Good teachers say stuff like this to visitors to their classroom: "' You’re welcome to come, but I have to warn you — I am in the middle of just blowing up my classroom structure and changing my reading workshop because I think it’s not working as well as it could.'" Good teachers are constantly re-evaluating their methods and constantly looking for ways to make the learning environment better.

• Good teachers “avidly recruit students and other teachers into the process.” I know this to be true. Good teachers create a vibe that sends the message: “let’s be a part of this.”
• Good teachers maintain focus and ensure that everything they do in the classroom contributes to the learning process. I chuckle at this sign of a good teacher because it reminds me of a teacher I had who would always use every opportunity as a learning moment, to such an extent that we as students were not always aware of it. We might be collecting cool quotes to put into our notebooks, not realizing he was teaching us how to be better researchers.
• Good teachers plan exhaustively and purposefully, planning backward from the desired goal. Yes, I agree this is a good sign of a great teacher. They have broad goals they want their students to reach and make sure every lesson somehow inches toward that goal. The work is in the details. It takes a mammoth amount of creative energy to accomplish this feat.
• Good teachers seem not to complain about the system, but work relentlessly despite the combined efforts of budget, poverty, and budgetary shortcomings. The converse of this is those good teachers often are ground down by bureaucracy and quit due to burnout.

In a nutshell: Good teachers have grit.
      Here is a different video than what I originally had seen on the Atlantic's web site on the "Manager Teacher" (a model I would like to emulate). The original video was taken down and I cannot find it, but this video is sufficient for what I want to showcase. Notice two things: how the teacher has the students' full attention (that did not come out of thin air) and how from the beginning she demands from students to illustrate their understanding of what they need to do. But she is concise and she uses "economy of language" — and then the students get to work!

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