Urban Meyer and Taylor Swift: Lead Singers

The Ohio State football team lost to Penn State last night, an unexpected and frustrating turn of events.  Scrolling through Twitter this morning, I found myself irritated—not about the loss, but about some reactions to the loss.  Some people feel like they need to say nasty things Coach Urban Meyer, in spite of this being only his fifth loss in five years and his first true road loss in five years.  Catch that? The first true road loss in five years.

Gawd.

“Don’t worry about Urban Meyer,” my husband tells me.  “He can take it.”   

My husband knows a thing or two about athletic leadership.  He is an athletic director, overseeing a large middle school athletic program, and has coached football at various levels for almost twenty years.

“I think of it like a musical act,” he said.  “It comes down to this:  Who’s willing to take the microphone?  Or, better, who has to take the mic?” he asked.  “Like Taylor Swift.  Is she going to let anyone else stand up front and sing the loudest?  Hell, no.  She knows it has to be her, because she knows she can do it the best.  That doesn’t mean she won’t make mistakes—she will—but is willing to risk it because she wants to be the one making decisions.”

“I guess all lead singers are leaders, aren’t they?”

“And the best leaders are lead singers.  They just can't… not be in front.  That’s what it’s like for Urban Meyer."

So, in thinking about being a leader, that’s the thing to consider when reflecting on our work: “Am I acting like a lead singer?” 

If the answer isn’t a simple yes, it’s time to re-evaluate.  Because you have be the lead singer in any leadership position--leading a family, leading a class, leading a team, leading a school.  You’ve got to plan, organize, and rock the performance—a performance that happens in front of critics, day after day.  And you’ve got to lose, too, and take what is said about you, and get up, and do it again. 

Urban Meyer will be alright.  He’ll be back with the microphone next week, front and center, leading the next encore-worthy performance. 

Enough is Enough

I hope that every woman in the country is thinking about the speech Michelle Obama gave in New Hampshire this week.  She was speaking to all of us, and she did it with class and dignity, with a raw and vulnerable voice that radiated her depth of feeling. Watching her, I literally trembled.

She said a lot of really important things that we should all think about.  Not just in this election, but always and always.  Forever. 

She said, “…This isn’t about politics.  It’s about basic human decency.  It’s about right and wrong.”

She said, “…I feel it so personally…the shameful comments about our bodies.  The disrespect of our ambitions and our intellect.”

She said, “…I can’t stop thinking about this.  It has shaken me to my core in a way that I couldn’t have predicted.” 

She said, “The men that you and I know don’t treat women this way.  They are loving fathers who are sickened by the thought of their daughters being exposed to this kind of vicious language about women.”

I avoid writing or talking openly about politics at almost all costs.  My political stance is mine, and I keep it very private, for two reasons.  One, I have a job where it would be inappropriate and irresponsible to voice my opinions.  Two, I cannot bear to argue with people I care about—about issues I care about. But this is different.  As she said, this isn't about politics.  It’s about being a woman, and mother, and teacher, and role model.  It's about being these things together, and standing up for ourselves.   

The First Lady said, “…we simply cannot endure this, or expose our children to this any longer—not for another minute, and let alone for four years.  Now is the time for all of us to stand up and say enough is enough.”

That’s what she said.  Enough is enough.

Just let them talk

Nineteen years ago, I worked alongside my father as we spread Sheetrock joint compound between cracks of drywall.  He had been working on this house for several months, having been hired to build the dream home of a local family.  The wife was a hair stylist; the husband fell under the phrase “works for the county,” which meant he did anything from mow berms to plow snow to attend meetings about zoning.  They were good people, respected people, well-liked people—and they’d saved their money for a decade to build this perfect little house, where they would finish raising their two children and settle into the next chapter of their lives.   

Their daughter, Ashley, would be a student in my class, starting tomorrow.  In the morning, I would officially begin my career as a teacher.  I would be the 7^th grade English teacher in the same junior high where I’d attended fifteen years ago.   I was feeling nervous, but I couldn’t pinpoint, of all the things to worry about, what it was, exactly, I should be scared of. 

“So.  Tomorrow.”  I took a deep breath.

I loved helping my father.  He was a general contractor by day and a farmer by night and weekend.  I helped him do anything—pound nails, rip out shingles, bale hay, nurse sickly lambs back to health.  I liked the work.  It was physical and difficult, but satisfying:  There was something tangible and durable about it.

“Here’s the thing, honey,” my father said, dipping his trowel deep into the white bucket for another scoop of compound.  “Of all the things I’ve learned about kids, over all these years, from back when I was a teacher myself, but also as a father and a guy who’s watched a lot of stuff, there’s one I know for certain.  About all kids.  And that is this:  They love to talk.”

“Talk?”

“About anything.  Mostly themselves, of course.  But about other people, too, and what they’re thinking about a lot.  Things that bother them or frighten them.  They like to talk about parents, friends, and experiences.  Anything, really.”

I nodded.  That made sense.

“So if you’re unsure—ever—about how to hook your students, about how to make them want to be part of your class, just let them talk.  Sit back and let them go, all together, as a class.  And listen.  Ask them questions that show you care what they are saying.  Ask questions that show you want them to keep them talking.”

So that’s what I tried to do, all the years I taught, because it didn’t take long to confirm that my father was spot-on; my students loved nothing more than when I let our class conversation flow naturally, and let myself slip into a listener’s role instead of a talker’s role.

Fast-forward a bunch of years, and now I’m watching other teachers do their work.  Not long ago, I had a post-observation conference I had very much looked forward to having.  The teacher, I had noticed, started every class with a several minutes of free-flowing conversation.  I asked him to tell me about it, and he answered with conviction. “It’s important to me to preserve time every day for students to talk as a class.  It connects us all and helps us share our experiences.  It tells me what they’re thinking about—and reminds me how they think.”   He smiled.  “Kids think differently than grown-ups.  I’m a better teacher if I remember that.”

“Is there anything you do to make sure the students are being thoughtful in their conversation?  And that they listen to one another?”

“I model good listening by repeating back a lot of what they say.  It validates their thinking.  It verifies that what they’ve said is important and that I’ve heard them.  And I ask them for more.  I say, ‘Tell me more about that,’ or I say, ‘Really?’ or ‘That’s interesting!’ And I ask other students to do the same when they are listening.”  He makes sure all students have the option to speak during his class conversation time, because even the quietest voices need to be heard.

Listening to him, I realized he was articulating all the reasons I’d loved all-class talk when I had been a teacher.  There are so many benefits to it.  It sets up a natural model for small-group talk and discussion, of course, but it’s bigger than that, even.  Setting aside a specific part of time for class conversation, and staying committed to it, ensures that every student has a voice every day.  Every student is heard, every day. 

Every time I go home to visit my parents, I pass the Ashley’s parents’ house, the one my father was in the midst of building back when I started as a teacher.  I think about the solidity of the drywall we sealed up that day, and I think of Ashley, and all the students in that first class I had.  And I am grateful for that exceptionally simple but prudent teaching tip:  Just let them talk.

Why I Write

I write for the same reason I eat food, drink water, and walk, and do yoga.  There’s something inside me that insists upon it.

Some people don’t need to write.  I envy them, because they apparently don’t have this inner nag chirping away all the time, telling them, always and always: write, already.  These people write as much as is required,  perhaps because it is required—to pass a class, to write a note excusing a kid from school, to create a report for a boss, to send an email breaking up with someone.  And some people don’t write at all.  Right?  These people sign documents, maybe, or their kid’s math test.  That’s it.  These are perfectly happy, successful, secure people. 

I write because my soul needs it.

As a little girl, before I even knew how to read, I filled spiral notebooks with nonsense words and letters. When I learned what words could say, I intensified:  I wrote and wrote and wrote, becoming a young, amateur poet and storyteller. In junior high, my grandmother bought me an electric typewriter—which I wanted more than anything else, ever, in my whole life—and I taught myself to type.  My writing could come out faster, so my output increased even more.  Pages, I tell you.  I’ve filled thousands and thousands of pages of thoughts, stories, poems, and songs.  For ever, I’ve been like that.

Since then, there is the writing I’ve done as a college student, an English teacher, a principal, and now a blogger and author—stuff I’ve shared with the world, safe stuff, things that don’t really draw criticism or input. 

 

I quit writing, once.

As a young person, I wrote about intensely private, personal things.  Heartbreak, anger, love, confusion, angst, bliss.  All of it.  I chronicled it in leather-bound journals I couldn’t afford, but bought anyway because they felt soft and forgiving to my hands.

But my last year of college, I went to stay with my parents for a long weekend.  I brought my journal; of course I did.  A few months earlier, I’d documented the painful story of my first sexual encounter; it was raw and confused, and it exposed my deepest self.  My subsequent entries revisited that hazy and painful night, and revealed my attempt to understand myself and how I fit into this new set of experiences—experiences astonishingly joyless and difficult.   After lunch on Sunday, I packed my things to go back to school.  Somewhere along the frigid and empty stretch of I-90 toward Meadville, I realized, with a thunk to my heart:  I’d left my journal on the bedside table in my childhood bedroom.  I pulled to the side of the highway to breathe.  The thought of anyone finding it, and reading it, made me feel dizzy with—with what?  Fear?  Shame?  Dread?  I considered turning around and going back, but it wasn’t feasible; I was scheduled to work a shift at Red Lobster in just a few hours.  I just didn’t have the six hours it would take to get home, retrieve the journal, and get back.   

With no other options, I called my sister.  She lived just a couple miles from my parents’ house.  “I have a big favor,” I said, in the weird way we ask someone for trust.  “My journal.  It's on my table.  Will you please go get it for me?” I pleaded.  “If Mom and Dad find it, I’ll die.  I’ll seriously die.” 

“I’ll get it.”  I imagined her shrug.  “No big thing.”  

“And please don’t read it,” I begged.  “Just leave it closed, okay?  Please.  Please?  I’ll come back next weekend to get it.” 

I knew better, of course.  What does anyone do when implored to not read something?  Even more so when it’s juicy stuff written by a little sister?

I drove home five days later, as soon as my last Friday class ended.  I went straight to my sister’s house.  When she handed me the journal, I could tell from her face that she’d read it.  Of course she had.  I would have, had I been in her position.

Though not surprised, still I felt bitterly exposed, like all the pieces of me were scattered across the ground for everyone to see and talk about and walk upon.  Like someone had taken a cleaver and cut me in two. 

I drove back to school, stopping only once:  at the Flying J Travel Plaza.  I wept in the front seat of my pale blue Reliant as I ripped the journal to bits.  I shoved the whole mess down, down, down deep into the trash bin that was sandwiched between the fuel pumps.  My hand emerged, empty except a coating of ketchup from someone’s discarded hot dog.

And I vowed:  I would never, ever to write that honestly and openly again, even in a private place; the risk was too high.  I didn’t want to give away my very self to words on a page.

I quit.

Except I couldn’t. 

It was always whispering, after all:  You should write.  About that.  And that.  And that other thing. 

Now I know lots better, and lots more:  I should have recognized that anything I felt needed hiding that tightly actually should be exposed.  I should have talked about it; I should have asked my sister for a hug and a cup of coffee, rather than take my journal and flee.  Rather than rip it up and swear off writing. 

It took a long time for me to write again, in any real way.  It came slowly and in tentative, careful steps, like when you meet an old friend after a bitter but long-ago fight.  I write a lot, but I don’t keep much of it.  I write so I understand myself better; when I feel compelled to delete a piece of writing forever, I know it’s because I’m moving on.  I’m ready to let go.

But I’ll never abandon writing again—because it’s part of me, like my arms, and my breath, and my mind.

We have all heard about reasons that writing is a good for us.  We hear it from teachers, colleagues, and myriad experts.  It’s good for the mind; it builds communication skills that are necessary and transferrable to work and life; it helps us learn about ourselves; it keeps us connected to others and to the world.

All of which is very true.

For me, though: even if that all weren’t true, I would still write.  Because I can't not.  

It's that simple.