Reflecting on all I continue to learn in Kindergarten

This week has been a LONG week in the world of Kindergarten. Tuesday was parent/teacher conference day, which meant I had nine 45-minute conferences scheduled nearly back to back, and over the course of the week, I have had or will have ten more conferences. I’m tired. But I am reminded how much I love spending time with these amazing little people.

During my lunch break on Tuesday, I was chatting with one of our middle school music teachers – Kingsley – who came to my classroom a few weeks ago just to see what hanging out with little people is all about. He’s used to working with middle school and high school students, so suddenly being in a room with the school’s youngest members is a big change. (I teach Junior Kindergarten which is for four and five year olds.) At lunch, Kings was saying, “Yeah, I went in there and the kids wanted to show me all around their room. And, you know, they’re short, so when they wanted to get my attention, they’d touch me or pull on my pant leg or tap my leg. And there were hands all over me, even on my butt. And I’m like, ‘Hey, whoa! Wait a minute! Don’t you even want to get dinner first?’ … And then I realized I just needed to get down on their level so we could really talk.”

I think that’s a common reaction when figuring out what it means to really connect with young children. Their context for understanding the world is different than yours and you have to get out of your own head and your learned ‘grown up’ way of seeing the world so that when they invite you in, you can readily and openly accept that invitation. And I have the opportunity to do that every day! I’m one lucky kid!

Kings has a blog where he makes note of all sorts of things of interest, including his thoughts on education. After visiting my classroom and several other Kindergarten classes, here are a few excerpts from his reflections:

“I can’t imagine teaching students at this age,” is one the first comments teachers say when they observe grade levels they do not normally teach. Last week I spent time visiting three kindergarten classroom and seriously, I would have NO idea what to do with those kids. …

I observed students learning how to draw the letter “D.” There was snack time in which the students struggled to open their snack packs of vegetables and of course needed my help to open. Free playtime was great as students tugged at my pants to show me around the room. The most fascinating part was watching these students have conversations with each other, which made no sense to me at all but seemed [to] work for them.

Then there were the teachers. I have a limited amount of “elementary school affect” that I use with my third graders. It’s when the pitch of my voice gets a little higher, I talk softer and slower, and express a calmness and comfort completely devoid of the sarcastic edge which is characteristic of my voice. These teachers had this affect to spare laced with patience and understanding that was remarkable and awe-inspiring. …

What connected these teachers to the way I teach my eighth graders was the way they talked to the students. When you think about talking to young kids sometimes you think about dumbing things down but the teachers did the exact opposite. They challenged the kids, consistently asked follow up questions and forced the students to talk up to the teachers expressing respect, dignity and belief in the students.

It doesn’t [matter] what age a student is, you can always challenge them and push them to be better. … That's what my time in kindergarten reminded me. We don’t teach subjects, we teach people. The time we spend with students is about helping them be the best people they can be. That is something that is so in the forefront of the kindergarten classrooms and sometimes get lost in the bustle of older grades.

I really am so lucky! And this week in particular, amidst the weariness that comes from many an intense conversation with interested and invested parents, I am grateful for the voices of other adults – be they my students’ parents or my colleagues – who help me see afresh the wonderful things happening in the life of my classroom.

Note: The photos in this post are images I have taken of students in my class over the past few years.

Queering pop culture

I like Glee.  It’s my guilty pleasure and the only TV show I watch faithfully. 

And this week’s episode struck a chord with me.  To catch you up, in case you aren’t a regular watcher, Kurt Hummel is the only openly out gay student at McKinley High.  And he faces relentless bullying, overt and subtle – gay jokes and taunts, getting thrown in the dumpster, being slammed into lockers, the whole gamut.  This week’s episode in particular really highlighted the overwhelmingly oppressive darkness that results from being treated with less than your full humanity, and how sometimes even the most well-meaning friends, teachers, and family-members can’t quite get past the “Sorry you’re having a hard time, but if you’re gay, things are gonna be rough” into a place where they reject the norm of intolerance, declare it unacceptable, and live that resistance in word and deed.

This week, in the midst of feeling utterly alone, Kurt met a new ally in Blaine, an openly out student at another high school, who offers Kurt courage, hope, and assurance that change is possible and life gets better.  Plus, Blaine can SING.  (And DANG, can he sing!  We know how I have a ridiculously intense sweet spot for men’s a cappella, and the Dalton Academy Warblers bring it, singing a cover of Katy Perry’s “Teenage Dream.”  I’m fairly certain this pushes my previous Glee favorite song – Lea Michele and Idina Menzel’s rendition of Lady Gaga’s "Poker Face" to number two!) 


As you may have noticed, I titled this post “Queering pop culture.”  In the realm of feminist theory and resistance, to ‘queer’ something means to change the way it’s seen, to shake the assumptions that hold social constructions in place, to deviate from what is socially understood as normal, and sometimes to even try to redefine what normal is.  For me, to queer something can be a very positive thing – it can jolt folks out of their ‘normal’ experience long enough to (sometimes, we hope) be critical about why we do what we do, who it benefits, and who it limits.  When we queer our understanding of the world, it can free up space for all people to freely be more wholly who they are.

What I like about this episode of Glee (and several others – several with Kurt’s dad come to mind), is that it (intentionally or unintentionally) has the potential to queer viewers’ ways of understanding the world (which, I believe, is a good thing).  Merely because of its willingness to place marginalized experiences, like Kurt’s battle with bullying, at the center of the public’s view, those stories can be told through the eyes of those living them rather than through the eyes of those who fit into the social norm.  (For feminist theory folks, we’re talking margin-to-center stuff here, and pushing into the power of standpoint theory.)  Listening to marginalized voices tell their own stories tends to show the deep complexities of oppression, power struggles, and lived experiences in ways that are often erased when dominant voices frame the story.  (This is the same concept often talked about in the context of history.  “The victor writes the history books.”  How is Columbus’s arrival in the Americas told differently through the eyes of native peoples?  How would understanding change if racism were talked about as not merely individual, but also historical, structural, and institutional? You get the idea.)

So, I am grateful that this piece of Kurt’s story, as told through his eyes and his experiences, (alongside and in conjunction with other stories in other places) has the potential to complicate general understanding of the human experience.  While Kurt’s story is not necessarily unique, nor the first time that such material has been on television, its presence on a popular, prime time, network television show is noteworthy and worthy of recognition.

Plus, they sing and dance! 

Even so, I would be remiss if I didn’t point out a few of the frustrations I felt in watching how Kurt’s story played out on Tuesday’s episode and how those things relate to larger concerns in society.  In the show, after Kurt sees the Warblers sing, he has a short conversation with Blaine and two other Warblers over coffee. 

First, one of the students explains that at Dalton everyone is treated the same because they have a zero tolerance harassment policy.  While I understand the impulse to suggest ‘easy’ fixes to issues of bullying, harassment, and abuse, adopting a zero tolerance policy is not enough.  To create a safe environment for all students requires the changing of minds, the disruption of prejudices and biases, and a communal commitment to holding one another accountable to treating all people with their full humanity.  And those efforts require continual work to learn how to think and act differently (because it does NOT come naturally in a society like ours built upon prejudice and inequality).  So, adopting a zero tolerance policy is not a cure-all.  It is surely a beginning step, but does not and will not create safe spaces for all students without intense, committed, and continuous work.

Second, when explaining how the school’s zero tolerance policy works, one of the students said, “Everybody gets treated the same, no matter what they are.  It's pretty simple.”  In the ideal world, it would be simple.  In the real world, it’s not.  Even in his statement, the student uses language that can feel dehumanizing.  My hope would have been that he said, “Everybody gets treated the same, no matter WHO they are.”  While this could be chalked up to a simple grammatical slip-up, it is important to be thoughtful about language use.  We want to always aim to use language that honors individuals’ full humanity, rather than reduce people to objects (WHO you are vs. WHAT you are).

Third, Blaine offers Kurt some advice.  He says, “You can refuse to be the victim. Prejudice is just ignorance, Kurt.  And you have a chance right now to teach him.”  I agree; prejudice is ignorance.  But, prejudice is often backed by power.  In our society, individuals, groups, institutions, etc. get away with homophobia, racism, sexism, and so many others, because our social systems support them.  Society is not inherently neutral.  Lines were drawn long before we showed up on the scene, and while we didn’t pick the setup, it’s been laid out for us.  Battling ignorance IS about education and about sharing information that changes the ways the world is understood, but we’re already starting on biased ground.  The battle truly is an uphill climb.  Plus, the battle is bigger than changing individuals.  It involves changing individuals and seeking to change the larger culture that places limits and restrictions on those who don’t conform to a socially built idea of ‘normal.’  So, while perhaps Blaine’s advice is accurate and appropriate for Kurt, for Glee, and for the audience, I feel the need to acknowledge some of the complexities in accomplishing what Blaine suggests.

Okay, enough of my being down on the details. 

As Emma Pillsbury would say, “Yay, Glee!”  Plus, I must offer a shout out to actors Chris Colfer (who plays Kurt Hummel) and Max Adler (who plays Dave Karofsky).  You gentlemen are amazing in your attention to detail.  You knock my socks off!

Also, if you’re interested in other pretty mainstream examples of queering pop culture, a good example is the video below.  The men of the University of Rochester's YellowJackets filmed a parody of the video to Taylor Swift’s “You Belong with Me.”  Much like Glee’s version of “Teenage Dream” could be interpreted as a musical conversation between two same-sex participants (Blaine and Kurt), the YellowJackets reimagine a song originally written about a hetero- couple in a queer context.  (The video below has Swift’s voice as audio.  If you want to hear the YellowJackets sing it, go here.)


From my perspective, the more we queer pop culture, the more space exists for everyone to feel safe and comfortable being exactly who they are.  There has been a lot of news coverage in the past few months about young people who have taken their own lives as a result of bullying focused on the victim’s sexual orientation or perceived sexual orientation.  Information from The Trevor Project tells us that suicide rates have not gone up, only the level of media attention they are receiving.  Young people all over the country, and all over the world, are feeling hopeless, voiceless, and alone.  Queering pop culture is one (of many) ways to help people feel less alone.  Seeing media representations of characters and experiences to whom and with which they can relate matters.

If you’re unfamiliar with The Trevor Project, check them out here.  Also, the It Gets Better Project, founded by writer and media pundit Dan Savage, is a space designed to give voice to experiences often pushed to the margins.  Their tag says, “Many LGBT youth can't picture what their lives might be like as openly gay adults. They can't imagine a future for themselves. So let's show them what our lives are like, let's show them what the future may hold in store for them.”  There are many great videos in their archives.  If you haven’t seen the video by Fort Worth, Texas City Councilman Joel Burns, it is especially worth watching.

And, on a final, final note, if you feel the need to hear more delicious a cappella, give this a try.  It’s the Leading Tones from The Ohio University (Ohio represent!) singing Ben Folds' "Brick."  (Did you know Ben Folds pulled together a WHOLE album of collegiate groups singing vocal arrangements of his songs?!  It's called Ben Folds Presents: University a Cappella!  Hell to the yeah!)

Peace.