Showing posts with label emotions. Show all posts
Showing posts with label emotions. Show all posts

Tuesday, July 24, 2018

What would you do with your grief?




I am participating in the
Tuesday Slice of Life with Two Writing Teachers.
All participants are writing about one moment, one part of their day.
A big thank you to Two Writing Teachers for providing this unique opportunity
for teacher-writers to share and reflect.



My husband's brother died in a tragic accident 50 years ago this summer. Just recently, we heard a new (and, I think, very beautiful) story related to this sad time - how a young child helped with the healing. I have found that I can't stop thinking about it - so, I'm sharing it here. 


Imagine -
a mother,
a mother who has many children,
whose oldest child has made her a grandmother,
whose youngest children are in their teens.
Imagine -
this mother receiving the news that her 18 year old son has been killed in a construction accident.
Imagine -
her eviscerating pain, her crying, grief, and anguish.

How hard it must have been to breathe.

This was 50 years ago...the death of my husband's next oldest brother, in a small town in Georgia. My husband, Tony, was 16 at the time.
Tony remembers
he was pumping gas at his summer job,
mid-way through washing a customer's windshield,
when his typically tough, demanding boss broke in and said
"Tony, time to go to lunch."
(Tony always went home to lunch.)
Then, his boss stepped into the slow-moving traffic on the road by the gas station
to stop oncoming cars and make it easy for Tony
to slip out of the gas station and drive home.

Tony says he knew then that something awful must have happened,
but he didn't know what.

When he walked into the house,
his mother was sitting, wailing, in hysterics.
Family and friends were gathering,
his Dad,
brothers,
sisters,
everyone in acute pain and shock.

Wrong place, wrong time, turn back the clock, let's have a do over, this cannot be real. 

Imagine -
The next few days were a blur of pain and sadness.
A house of mourning.
Relatives, neighbors, and friends dropping by at all times, 
bringing casseroles and sympathy. 
Everyone moving on autopilot, needing a task - 
wiping up spills and tidying up,
perhaps one standing guard over a coffee maker, producing cup after cup for visitors, 
another fixing a plate of food for the grieving mother - which, I'm sure, remained untouched.
Hushed, muted voices repeating the details of his death over and over, 
in various corners of the house, 
a horrific vibration that mother and family could not shake, could not unhear.
A house filled with people and, yet, incredibly empty. 

Imagine,
in this mix, the youngest grandson (nephew of Tony) appears,
this six year old, in the midst of all these mourners.
Oh, I know that house was filled with people!

The grandson knew a good thing when he saw it ... 
all these people, this MUST be a family reunion, 
oh, yes, it must be.
He began to entreat, to beg, "Let's play whiffle ball!" 
Because, this is what everyone did at Mimi's when family gathered.
In-between and around all that delicious food and conversation, 
family would flow out into the backyard and play a pickup game of ball.
This was the tradition.

The little guy wouldn't be silenced,
as many a young child is not,
making the suggestion over and over
to his parents, his aunts and uncles, his Mimi and Papaw,
"Let's play whiffle ball!" 

Imagine
this request,
this playful need,
in the midst of all that mourning.

Well, his own mother grabbed him by one arm and marched him to the back door to discipline him- "This stops! You do not ask to do this again! Can't you see, people are hurting?!" 
Mimi jumped out of her chair,
and rushed up to her daughter-in-law,
and interrupted - 
"Never you mind, girl - that boy doesn't know what he's asking, he doesn't know what's going on. Give him to me." 
With that, she took him out back, and, 
together,
just the two of them,
they played whiffle ball. 

Back and forth they played, 
she squatting down and throwing the ball, 
he swinging hard.

 I can hear his little happy voice, when he hit the ball
"Yes! I got it, Mimi!" 

Imagine,
perhaps,
every time she threw the ball to him, she was a little less numb,
perhaps,
every time he took a big swing at that ball, her heart began to heal just a little tiny bit,
perhaps,
every time she chased a ball, she absorbed the love and laughter in his eyes,
perhaps,
it was the first soft feeling she had had in days.

Playing whiffle ball with her grandson was exactly what she needed.





There's so many things you try to skip
But who'll be there in case you slip
At the end of the day
little children.

Well, you're not alone.
You're not on your own.

- George Cromarty





Tuesday, September 30, 2014

Tuesday SOL We have mixed emotions



This is a Tuesday "Slice of Life" for Two Writing Teachers. Check out their website for lots more reflections on teaching.

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I am exploring emotions with the children, developing our "emotions continuum." For this, I highlight the different expressions from characters in our read-alouds and have the children consider what that character is feeling. I photocopy each of these pages and add the named emotion as a label. Each of these pages is posted in our comfort corner (so that emotions are in full view, as children work through their various tough moments). I am trying to cultivate their emotional intelligence, to help children "read" their classmates' faces, to see that we often feel differently about things. Slowly but surely, we are learning how to deal with our many emotions - what is appropriate in the classroom, what might not be.  Truly, it feels right now that there is no end to this curriculum topic…that I could spend the year on it! Here are some of the emotions we have identified to date:
"WONDERFUL" -
from the book What A Wonderful World by George David Weiss and Bob Thiele,
illustrated by Ashley Bryan



"HAPPY"

"SCARED"
from the book Owl Babies by Martin Waddell



"SLEEPY"
"SAD"
from the book Dogger by Shirley Hughes




I know the children are working hard to understand these emotions (and feel quite proud to be naming them), because they are talking about emotions pretty much all the time. Our morning hello has become significantly longer, as each shares aloud what they are feeling! It feels to me that they are "ripe" for this learning, that it engages them and supports them, allowing them to see things in a new way.

The children loved the book Those Darn Squirrels by Adam Rubin, and I decided that the main character Mr. Fookwire should be part of our emotions continuum. I showed them the picture:


and we debated what he was feeling. One student said "angry," and I said that we already had the word "ANGRY," from the book Anh's Anger - a picture of Anh's face when his block tower crumbles. (This particular book is a lesson in how to work with one's anger, and we have been practicing breathing deeply to this strong emotion.)



However, I continued with the children,
our picture of Mr. Fookwire was something more than anger, 
perhaps "annoyed" or "furious."
The children seemed unfamiliar with the word "furious," though they made me chuckle with their understanding of "annoyed" - "My dad gets annoyed when he is driving," said one boy. So, we teachers acted out the two words, trying to dramatize the distinction and then the children had quite a debate - was Mr. Fookwire furious or annoyed? We decided to 'vote with our bodies' - have children move to one corner with Mr. Rude (our paraprofessional), if they thought the photo showed "Annoyed," and towards Ms. Kim (our Teaching Resident), in another corner, if they thought it was a better image of "Furious." In the end, we had 14 votes for "Furious" and a mere 8 for "Annoyed," so "Furious" became the picture's label.

The next day, in our physical education special - led by other teachers - the children were in whole group doing some floor exercises, when one little girl hit the little boy next to her - and, by luck, I happened to see it.

He cried out, more in indignation than pain, and I swooped over to see what was going on.

(I frequently wonder how much I miss. Certainly, I can't be expected to see or know what is going on during specials. This makes me wonder, how are other teachers responding to these challenging behaviors? Are we approaching these the same way? Does it matter?)

To her, I said - "Wow, I just saw you hit [Jack]; what is the matter? What happened that made you hit him?" [I tried to speak calmly, objectively, respectfully.]
She replied, "I am feeling furious!"
Uh, oh. There's our new vocabulary out for a drive.
I continued, as gently as I could muster, while embracing the little boy and rubbing his shoulder, and saying to the girl who hit, "Oh my! You look furious. Did [Jack] make you feel furious in some way?"
"Oh, no. I just feel it."
"Oh, well, hmmm, when we feel furious, we need to work out this strong feeling without hurting classmates. We are all safe, in the Big Cats. This is a good time to go to the comfort corner, and breathe - like Anh did, with his anger. You might have to breathe a lot, since you are furious, and not just angry."
"Oh, okay. I'm not furious anymore."
"Oh, that's good. Would you check on [Jack's] body, please? Ask him if he is okay?"

Then, to Jack, I encouraged, "Tell [Annie] that your body is 'not for hurting.' Tell her in your strong voice."

Yes, they keep me on my toes, keep me guessing, keep me wondering.

Is it expecting too much, for preschoolers to explore these emotional words?
Should they be a little older, a little more experienced?
Or is the future brighter, since they are striving to understand these words now?

How much we have to learn!