To Mow or not to Mow

Mowing the lawn at 10:00 AM is too early and much too strenuous for many husbands. However, did you ever notice that it seems to be a lot easier for them to get up at 6:00 AM to play golf? The dense fog, rain conditions, or scorching heat doesn’t even seem to deter them. I found it amazing how my friends’ husbands who never helped out around the house had no problem replacing their divots, repairing their ball marks, and raking their sand traps.

This led me to ponder what it was about the game of golf that makes some so crazily obsessed. Is it the fact that one gets to ride around in a cart, drink beer, eat hot dogs, and do some male bonding? Maybe it was a chance to get closer to God, because on Sun- days you sure see many men out on the course, and they are doing lots of praying!

So why do men really choose to play golf? And, why would a woman want to start? According to Debbie Steinbach Keller from Venus Golf, “men choose to play golf because it’s a challenge and there is a conquerable ‘enemy’ to attack and beat.” In fact, most men do little chatting while they play because they are not multi-taskers. For women, it’s much more personal and social. Women like the relational aspect of the game. Perhaps it’s a way for her to bond with her husband, her friends, or a potential mate. Women seem to be able to chat, laugh, and even swing at the same time.

Now that I have some time on my hands, I figured it was time to see what all the fuss was about. Purchasing a set of clubs and finding a good instructor was my first step. This required doing some research, and if you’re serious, the information is out there. However, when you don’t know what you don’t know, it’s difficult to know what kinds of questions to ask. I started watching the Golf Channel and talking to various people who seemed to be knowledgeable about the sport. Through my discussions, however, I have discovered that the less skilled the player, the more likely he is to share his ideas about the golf swing. So, I have chosen to stay loyal to my instructor and not seek others for advice.

As my lessons have progressed, I have found my athleticism to be virtually irrelevant because the game of golf seems to be 90% mental and 10% mental. It requires a dedication of focus, relaxation, and much patience. Who has all that!? But what a life les- son it provides. This is the mentally challenging part; if I over think my swing, I ruin it. So I try to never keep more than three hundred separate thoughts in my mind during my swing.

So let’s get back to the 10:00 AM lawn mowing dilemma. Who really wants to ever mow a lawn, regardless of what time it is.And who am I to tell a man that raking a sand trap isn’t fun? In other words, I don’t have an answer for you—afterall, I am not an advice columnist! But before all the wives start to email and call, let me just say that I am on your side—that lawn needs to be mowed. I am think- ing it’s a prime opportunity for some compromise. You get something, he gets something and you get another thing and then we are all happy! But seriously, whether the challenge is to ‘conquer the enemy’, have a fun day on the links, or manicure the yard, I am finding that perspective is required. And I learned about this perspective on the links. For that I have to be grateful to the game of golf.

Wisdom in Time

Preserve me, O God, for in you I take refuge.

I say to the Lord, “You are my Lord;

I have no good apart from you.”

As for the saints in the land, they are the excellent ones,

in whom is all my delight.

The sorrows of those who run after another god shall multiply;

their drink offerings of blood I will not pour out

or take their names on my lips.

The Lord is my chosen portion and my cup;

you hold my lot.

The lines have fallen for me in pleasant places;

indeed, I have a beautiful inheritance.

I bless the Lord who gives me counsel;

in the night also my heart instructs me.

I have put the Lord always before me;

because he is at my right hand, I shall not be shaken.

Therefore my heart is glad, and my whole being rejoices;

my flesh also dwells secure.

For you will not abandon my soul to Sheol,

or let your holy one see corruption.

You make known to me the path of life;

in your presence there is fullness of joy;

at your right hand are pleasures forevermore.

–Psalm 16

 

I have read this verse over and over for the past 10 years. It becomes clear at times, and at others, it is like reading a mystery. Slowly, He is making known my path in life; for each day, I’m blessed by not only confusing struggles, but minor delights for which I can smile.
Last week, an opportunity of magnificent proportion dropped into my lap. Now, it may not come to fruition, however, I can see that God really listens. He has been silent in areas of my life for over a decade, but behind the scenes, He’s preparing a great feast for me as I continue to walk with Him. Yes, I’ve stumbled and been disobedient at times, but He never leaves me and is so very patient. (Like any good parent).

 

Thank you Father for being my REAL DAD who LOVES ME no matter what.

Faith: I’m out of the boat

What made Judah decline an eventually fall in 597–586 B.C? What made Israel lose herself before the capture and burning of Jerusalem? Selfishness. Idolatry. Pride. Eyes off God.

 

The storm rages around us. The storm continues, and yet, how can one have peace when chaos and confusion circumvent? Faith. Such an overused word; this word gets thrown around like other words such as ‘love’, ‘tolerance’, ‘happiness’. Faith has to be grounded in something; it’s only as strong as the “being” in whom it is grounded. If God is truly fighting for us, if He is really on our side, then what’ the danger in putting ourselves completely in His arms? Living by FAITH, means we may not have all the answers, but we accept the MYSTERIES of life, relying on Him.

 

This is from a chapter I just read in BECOMING REAL:

 

God is into us taking risks; not playing it safe. We have to let go of the boat and step off the dock. So we ask ourselves:
1. Am I playing it spiritually safe, or am I going to the place where I have to rely on God?

  1. Am I stuck in a rut, or am I focused on the frontier?
  2. Am I doing only the stuff I’m good at, or am I attempting more than I think I can accomplish?
  3. Am I indulging in myself, or am I walking in obedience?

 

(Becoming Real by Steven James p. 78)

 

AAH…the true test. Help me Jesus. Help me get out of the boat and let YOU have the lead.

 

Three Orientations

Today was the last of them. I have now met all of my new students and have been reunited with my old ones. The minute I laid eyes on the kids, I knew; this is where I am supposed to be. Have you ever just felt “at home” with yourself? My soul is filled when I am at Tesseract around the students. They fill me with joy and, yes, frustration, but deep down, my heart knows I am where I am supposed to be.

 

There are times in everyone’s lives when they ask if they are doing what God ordains them to be doing. We want to live purposeful, intentional lives. However, the daily grind can extinguish that spark and can create a blase approach to life. Being away from the kids for two months gave me that renewed energy and the reminder that I know that I know that I know… I love what I do.

 

Whatever is one’s calling should not be PERFECT ever. Occasionally, I question my direction and my place. Well, probably more often than occasionally. However, it takes time of quiet solitude and separation to appreciate the good times. May I always remember this.

 

Have a prosperous, successful, soulful, temperately-paced YEAR.

 

Before You Speak: THINK

Inspired by today’s message at church.

Before one opens his mouth to speak about another person, he should be mindful of what comes out. It’s interesting that in Proverbs (6:16-19), God puts that he hates six things and murder is equated to gossip. How can the tongue be as ferocious as our own hands? Because what we say can kill a spirit. Often, what we say is not even spoken TO the person, but is spoken ABOUT the person with unintentional malice.

Proverbs 6: 16-19: There are six things that the Lord hates; seven that are an abomination to him: haughty eyes, a lying tongue, and hands that shed innocent blood, a heart that devises wicked plans, feet that make haste to run to evil, a false witness who breathes out lies, and one who sows discord among brothers. (GOSSIP!)

 

This week, let’s try to THINK before we speak about another person.

Are our words:
T: TRUE?
H: HONORABLE?
I: INSPIRATIONAL?

N: NECESSARY?
K: KIND?

If not, perhaps we should just pray for the person or speak to him/her in private if there exists any conflict.

It’s time to be a nicer people who uplift, encourage and edify each other.

 


Time to look back at What I believe

LEADERSHIP CREED

 

I believe that character is more important than intelligence.

 

I believe the process of learning and growing is a development of integrity and beauty of character.

 

I believe in order to achieve success one must make mistakes along the journey.

 

I believe each individual has a star within which needs to be fostered.

 

I believe in high expectations for self and others, coupled with an appreciation for the diversity of strengths that individuals bring to a group.

 

I believe learning is a life long process and that one should be constantly renewing, refining and refreshing.

 

I believe in listening more than talking.

 

 

I believe greatness is achieved by gratitude, discipline, and choice;

not circumstance.

 

I believe life should be lived intentionally to find one’s gift, and helping others find their gift.

 

I believe in the empowerment of children to be independent, critical thinkers.

 

I believe life is 98% attitude and 2% circumstance.

 

 

MISSION STATEMENT

 

Encourage everyone I face daily

Endeavor to facilitate a lifelong love of learning

Enrich others’ lives through my inspiration and experiences

 

A Call for VERBS!

A Call for VERBS! Breaking down the Common Core Standards

Next time you write an email or construct a sentence for some writing purpose, look at your sentence. A sentence can offer a moment of peace, explode with energy, or lifelessly fade by the wayside. What is the difference? THE VERB.

VERBS are the ENGINE of your sentence.

Verbs basically fall into two classes: “passive” and “active.” Passive verbs are just that. Shy, unassuming, they allow the subject of the sentence to take charge. (Example: The ball is being thrown by me. (verb= is)) vs.: I threw the ball. (The verb (threw) takes control and moves the sentence producing a powerful statement). Do you know you can virtually eliminate adverbs by using powerful active verbs? (See? I just used an adverb to illustrate. I could have said, “ You could minimize the use of adverbs….”)

It is a skill writers perfect to maximize power and lessen word count; it’s a skill to teach my students. When I say, “OK, let’s rock this paper with POWER verbs,” they may know the meaning of a verb, but not truly understand the function of it in a sentence.

Challenge # 1.

Year after year, I promote students to have more “VOICE” in their writing; or perhaps it is dynamic “WORD CHOICE”; Sometimes, I zone in on their “FLUENCY” and beg for a variation of sentence structures and lengths. I can beat my head against the wall all year, but without proper knowledge of sentence construction and the function of words, nothing will ever improve their writing. As I have taught now for about a decade, and focusing on writing as a form of learning and expression, I’m faced with seeing the students’ difficulties with organization, coherence, and revision. News flash: It is not getting any better! WHY?? What has changed in the past 25 years?

Challenge # 2.

As an Arizona English Language Arts teacher, I was always struck by the lack of attention to grammar in the English Language and Literacy standards. As a public school teacher for eight of these ten years, grammar was only focused on as a form of conventions deeply hidden within the Writing Standards. It wasn’t even in any of the Strands of Reading. The Reading Strands dealt with Informational Text, Literary Text, and Functional Text. For the Writing Strands, they dealt with the Stages, Traits and Genres. Within the Traits, as mentioned above, is the Trait of Conventions. This is where one would find some proofreading standards. But that was the extent of the stress on grammar knowledge. Moreover, grammar was not a tested skill. (Teachers threw it out based on time constraints as well) Sadly, if students cannot think through a sentence and how it is structured, their writing will never improve. Grammar is the function of language and works together with reading and writing. We see grammar in action whenever we read; we apply and practice it in our writing.

With years of being able to rattle off standards, strands and sub-strands from the Arizona State Standards, I have been delving into, digesting, and soaking in the Common Core Standards. Forty-five states (including Arizona) and three territories have adopted the Common Core Standards and are now using them in the classroom. The Common Core for ELA includes Reading of Literary and Informational Texts, Writing, Speaking and Listening, Media and Technology, and (thankfully) Language. This is not to say school districts are using them to the fullest potential, crossing curricular practices, but it is beginning to take effect.

While Reading is the process of gaining and integrating new knowledge, WRITING is the process of producing new thoughts from their knowledge and experience. Moreover, writing is clarity of thought. Writing is given a portion of the spotlight in the Common Core standards, but this time, I see a new LIGHT: Attention to VERBS!

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.

(Source: Common Core Standards; English Language Arts and Literacy)

Let me give some background on why this is not only vital but so refreshing:

It was discovered that the teaching of grammar alone is like teaching what a dollar bill is but not giving the function or use of it in daily life. It’s meaningless. Lynn Sams discussed this in her article on Grammar and noted that structure and meaning need to be discussed together. It is no wonder why direct instruction in grammar had no impact upon writing. “Quite simply, the grammar instruction in these studies was not related to writing. It merely taught prescription (usage and rules) and description (noun, verb, prepositional phrase), the naming of parts.” (57) So, instead of working to incorporate grammar into instruction, teaching of the basics of grammar was thrown out.

This can be likened to football. I know very little about the game. I can sit and enjoy it, know when a player scores, but in terms of understanding the plays and how they work, I’m clueless. Now, if I were to play the game, I would be lost, making many mistakes, but seeing my way through with a lens of little knowledge. This is basically why our students’ writing has not improved in twenty-five years. They can know bits and pieces, but can they write a sentence, understanding the fundamentals and the functions of the players (parts of speech)? After time, their plays are elementary and never advance; until

they understand the function and the rules, their writing stagnates.

When I want to strengthen the WRITING of my students, I can’t give them a protocol of including stronger verbs if they know not the function nor various usages of this glorious grammar bite.

To illustrate the power of verbs, here is a list of the verbs used in the Common Core Standards:

Acquire Adapt Analyze Apply Approximate Articulate Assess

Audit Calculate Categorize Chart
Clarify Classify Collaborate Collect Combine Compare Compete Compose Compile Compute Conceptualize Conclude Connect Contrast Cultivate Correlate

Concur Conduct Construct Create Critique Debate Decide Decipher Decode Deduce Deduct Defend Define Delineate Demonstrate Depict Derive Describe Design Detect Determine Develop Devise Diagram

Dictate Discuss Discover Dissect Dispute Display Document Download Dramatize Edit Elaborate Employ Envision Establish Examine Execute Exemplify Exhibit Explain Explore Express Extract Evaluate Focus Gather Generate Graph Group Hypothesize

Identify Illustrate Imagine Implement Infer Inform Inquire Inspect Integrate Interact Interpret Invent Investigate Judge Justify Locate Map Manipulate Model Modify Monitor Observe Organize Outline Paraphrase Participate Perform Perceive Plan Portray Practice Predict Prepare Present Pretend

Process Produce Publish Qualify Question Rank Reason Recall Recite Recognize Relate Reproduce Research Respond Restate Retrieve Review Revise Rewrite Select Stimulate Solve Study Summarize Support Survey Translate Transform V erify Visualize Write

Our writing skills speak volumes about our intellect. So, next time you write that email, see if you used a powerful active verb. Start writing with more attention to this, and your writing will sparkle. It all started with the simple understanding of a part of speech called a VERB.

Thank you Grammar.

References:

Sams, Lynn. How to Teach Grammar, Analytical Thinking, and Writing: A Method That Works. English Journal, January 2003