education – Page 3 – Nastasya Parker

The Exams Rant

This Week’s Bit of String… More a tangle of tension

I despise the British system of exams. I’m not a fan of A-Levels (the exams kids take in formal education at 18), but GCSEs (the ones at age 16) are the worst, because they’re so inflexible and unavoidable.

Exams at my American high school were more like tests. Designed by your teacher for your specific class, they’re marked by your teacher, and in most cases they’re only part of your final grade. You’ll get credit for essays and projects and presentations, homework, unit tests, and even participation in classroom discussion.

None of that is true in the UK. I hate the system as a parent and I hate it even more now that I’m working in secondary education again. This week has been very stressful, as the main national exams began. Our Year 11 students, along with all the 15 and 16-year-olds across this Small Island, sat down at the same exact moment to work through papers which determine their grades for the last two years of learning.

“Learning” being a loose term when it comes to spending two years practising for a passing grade on a paper distributed and marked by a government-sanctioned external body. Because if you don’t pass, the venue you chose for your next level of vocational training or academic education might not accept you.

*Coping with stress. One of the Year 11 students and I have been creating our own oil pastel versions of Van Gogh’s Starry Night and it’s been a lovely distraction.*

The country has been brainwashed into believing that these exams are the only possible standard of achievement for teenagers. Even those of us who see the system’s flaws panic over what grades our students will get.

Binding the fates of every person in the whole nation to the same tests isn’t actually fair. I hate that every young human, regardless of need, interest, talent, or background, is forced to bow their head as one over a paper. Children are told they must come in even if ill. The student I’ve been working with most this year sat her first English paper on Wednesday doubled over with stomach cramps the whole time. Some go in streaming with hay fever, or fasting for Ramadan. Some go in having just been dumped by their boyfriend of over a year.

I hate seeing kids cry outside the exam hall every morning, or shake, or look miserable. I hate that the exams are so onerous, students joke about how great it would be to get a terminal illness so the exam board in their infinite mercy will tack an extra 5% on their scores. Other students are Googling, “If the Queen dies, will the next day’s exam be cancelled?”

Meanwhile, the 80% of the school’s students who aren’t exam age must spend a month being quiet at break times, moving to different classrooms, and even having their whole timetables changed in order to accommodate the national exams schedule. The teachers are all tense and terrified. They’re not trusted to assess their own students, of course.

There are special staff who monitor the students while taking exams. The invigilators. There are also “access arrangements” for students with special needs. Again, this is a loose term. A person with meticulously evidenced need may be granted access to someone who will read the questions for them, possibly scribe answers as dictated, or they may be granted rest breaks or extra time. Not super helpful for those with issues processing the questions or sitting still, and certainly nothing that helps the many students who struggle with anxiety.

More than half of our Year 11s have access arrangements. When a system must be modified for the majority of a population, maybe it’s time to assess them a different way?

*I’m also making sure, no matter how drained I am, to get out at 5:45 for a good stomp in the fresh air to help me cope.*

Because of the massive need for invigilating and access arrangements, I have to sit exams too. I sit quietly beside a student with only my bottle of water and my pencil case, just like her. I read her the questions and scribe her answers when asked. I can’t explain anything to her, and I can’t doodle or pick up a book and read. We’re both stuck there until the nationally mandated duration of the exam is up. I despise the sitting still, the stifling air. Students have been told that before entering the exam hall at 9 in the morning, they must decide whether or not to bring their jumpers with them. Because if they get hot in there with over 100 other people, they’re not allowed to take off their jumper and put it on the back of the chair. There could somehow be illicit information scrawled on these black uniform sweatshirts.

I hate that students spend 2 years studying just 2 books for English class, and a few poems. Blood Brothers, for example. I know it has a valid message, but using it to teach literature is like using a sledgehammer for brain surgery. Every student is taught to memorise the same quotes about being poor or rich. Every student memorises “sneer of cold command” from “Ozymandias” and “Be like the serpent under’t” from Macbeth. What a dull time grading those literature exams must be. If only students were encouraged to read widely, find what they love, and defend it.

I hate that for Science, kids are drilled on parts of the cell and the periodic table until their deduction and curiosity cease to exist. One of the questions on this week’s Biology paper was: “Why do you think there were no new cases of skin cancer among boys under age 15?” and our whole class was panicked about it after. “We never talked about boys with skin cancer in class. We didn’t go over that!”

I hate that when exams are finally done, students must wait 3 months to get their results, the anxiety hanging over them all summer as they wait to see if they’ll be able to move on in the direction they want to. I’ll be there that day late in August, telling them that whatever their marksheet says, they have tremendous value and the world still holds great things for them.

Did you do exams here in Britain and have you got any coping strategies or inspiring stories?

Punishment and Crime

This Week’s Bit of String: A 17-year-old’s options

At work, I have a student who’s not sure what to do next. He’s set to pass his exams when he resits them, but because he needed an extra year to do it, the local engineering college won’t take him. His access to transport in this rural area is limited, and so are the apprenticeships on offer.

I brought up his case with the teacher who’s supposed to be our Further Options expert. This got me a lecture on how “cold, hard reality” is about to hit our students after their “cosseted secondary school life.”

Do you remember secondary school feeling particularly cosseted? I wouldn’t have called it that. There’s exams, loneliness, bullies, hormones, plus whatever drama’s occurring at home.

Besides, it’s not the student’s fault that his family can’t provide transportation or that there are only a few apprenticeships around, and far fewer aligned with his interests. It’s not really his fault he needed more time to pass exams, considering that he has learning difficulties.

*You can join the bluebells off the path if you want.*

He needs more options. It’s not his fault they don’t seem to exist.

As the mum of a young adult, I’ve noticed at work and in domestic life that many grown-ups adopt a punitive attitude toward newer generations. There’s this expectation that they ought to account for every moment, and achieve relentlessly. If a young person chooses something outside the conventional rush toward adulthood, or simply takes extra time, they risk interrogation and censure.

The Right to Choose

Our ability to make decisions is one of the main things that makes us human. But society seems to dehumanise people the instant certain choices are made. If you decide you need some time off from work, if you think university’s not for you–well, what use are you?

It’s similar with the abortion debate. Beating louder than a cluster of embryonic cells which may one day be a heart is this far-right message: If a woman decides continuing with a pregnancy or becoming a mother would negatively impact her and/ or her family, what use is she?

A couple of weeks ago, a state congresswoman caused controversy by referring to pregnancy through rape as “an opportunity.” However, I didn’t see anyone calling out her message’s particularly insidious core. It’s not just that she felt women should be forced through pregnancy and birth after being forced into sex. It’s that she saw pregnancy, any pregnancy, as an opportunity for a woman “to make a determination about what she’s going to do to help that life be a productive human being.”

The implication here is that from the instant of conception, a woman’s sole focus should be contributing a new person to the world. A productive person, mind you, one who won’t have to, God forbid, resit exams or anything like that.

This idea achieves the remarkable feat of dehumanising everyone involved. Women become vessels without bodily autonomy; their babies are essential goods to enhance the “domestic supply of infants.” The men don’t even get a mention in the issue; it’s assumed they want no part.

What We Deserve

Carrying a pregnancy to term is often framed in a similar, punitive way to how we talk to young people. “You play, you pay.” But is nine months of complete body alteration, often interfering with the ability to earn an income, and then the torture of childbirth, an excessive price for unprotected sex?

I’m not sure the punishment fits the crime. And what does it say about conservatives’ attitudes toward children if their very existence is a punishment to wayward mothers? (Possibly a throwback to the idea that labour is a divine curse, something Eve wrestles with in my novel-in-progress.) Parenting can be pretty punishing at times, but it’s not actually supposed to be a punishment.

The callousness goes both ways. At age 20, I had my baby. I was alone and had terrible self-esteem, so why not just go through with it? I wanted my child, and I’m ever so glad he exists. But believing you’ve got nothing going for you so you might as well give birth isn’t the best child-rearing philosophy.

Meanwhile, no one else wanted me to stay pregnant. It took a while before my baby’s father changed his mind and we got married. I moved our gorgeous, bright little boy over to the UK so we could parent together. But when I got exhausted and homesick and asked for help, my mother-in-law pointed out, “Well, it was your decision to keep it.”

Making a choice doesn’t mean we have to keep doing the same thing all the time. We can take a little break. We can change course entirely. Rejecting an option means quelling one potential outcome, but it enables another. That’s our right as existing human beings.

It’s tempting to trace all outcomes back to a single decision. Fun to attempt when you’re plotting as a writer; to wind your story tightly around one moment. Life isn’t really like that. You keep choosing things, and you keep getting affected by things you can’t choose. There’s no point, later on, blaming everything on one decision. The challenge of finding a local apprenticeship is not a direct result of one boy’s study habits two years earlier, and nor is a mum needing an evening to herself a complete repudiation of deciding to give birth. Let’s let people make their choices and keep giving them chances.

How to Not Give Up

This Week’s Bit of String: Blue inked sunshines

My 16-year-old student and I turn the page in her practice Maths paper to be confronted with a range of fractions. Mixed and mismatched fractions, including a negative number; this problem has everything you don’t want to see.

“This disgusts me,” she says.

I tell her we can do it, it’s not as bad as it looks, let’s take it one step at a time.

Before we begin, she draws a sunshine at the top of the page, peeking over the rim of that box you’re not supposed to write outside of on an actual exam.

When we finish, and I compliment the heck out of her efforts, she beams and sketches a smiley face, slowly adding fangs until it’s “like something out of a horror film.”

It fits in well with these fractions, then.

My student is preparing to resit her GCSE exams because she couldn’t pass the first time. As someone with processing and learning difficulties, it’s very difficult to pass the same exams everyone else has to take. She feels as if she will never get the required grades, yet she spends almost every free lesson going over past papers, reading, completing Maths exercises, and then doing more at home.

Her resilience inspires me tremendously.

Unfavourable Odds

Much of what we want doesn’t seem particularly possible, and a lot of what we must do isn’t pleasant. If we long for a publishing contract, even a competition shortlisting, so does every other writer and there are only a few available. Maybe we want a house that doesn’t smell as if the toilet is emptying under the floorboards and where black mould doesn’t grow by the bed. Maybe we have to regularly appease people who don’t want us around.

*A thing doesn’t have to be complete to be wondrous*

There’s no way except to persist. This isn’t news; we all have our struggles and our strategies. But inspiration can come from unlikely sources–eg from teenagers.

I like my student’s idea of putting a friendly doodle at the top of a hostile page. I print out pictures of our next camping destination and put them on the kitchen noticeboard to keep me company through yet another round of washing up. Surround yourself with small brightenings. Plants, stickers, novelty mugs. Wear jewellery from someone who likes you when you have to deal with those who, no matter how you’ve tried, really don’t.

Equally, denouncing something with a hyperbolic statement even as we get down to work on it is a valid coping mechanism. “I think this is the devil speaking,” my student says as she sounds out a word problem. If you want to know whether writers do this sort of thing, just Google “Writer synopsis memes.” (Or go here.)

Make sure there’s plenty of praise in your diet. Hope of success is the best motivator—not fear of failure. Pop into Twitter to do some of the daily writing hashtags, and thrill when people like samples of your work. Join a local writing group or an online one, such as Sarah Tinsley’s Scribbles workshops. When there’s no one around, please, at the very least speak kindly to yourself.

When to Give Up

Not everything will be worth it. Don’t write something if it’s not exciting to you (unless you’re genuinely getting paid). We’ve all had situations where the right thing to do is end the job, the relationship, the torment. There’s no shame in trying something different instead.

I have a number of ideas and scribblings that I know are too cliched, too blah, and I’m never going to use them. I’m proud I tried, I picked at the thread, and maybe someday I’ll use some clever sentences from it or find a better way to write it. But starting a new project, having a go at something new, is better than sitting, stuck, in front of the old.

I think we call that moving on. Don’t we? (Side rant: have you noticed that “giving up” is what society accuses young people or people not accepted in the mainstream of, and when anyone else does it it’s called “moving on” or even “self-care?”) Without infinite time and energy, we have to leave some endeavours behind.

When it comes down to it, not giving up on life is commendable. So many things are tough—we deserve credit for just getting through the day. What little comforts (or irritated rants) help you persevere?

Filling Spaces

This Week’s Bit of String: Dragons and evacuees and musicals, oh my…

Confession the First: In second grade I had to write a complete story for school, and I sort of stole it from a computer game. I didn’t know how to invent whole new ideas, and my family had been working through Sierra Entertainment’s King’s Quest games 1 and 2. They were monochromatic with blippy music, but loads of fun. I couldn’t get them out of my mind.

In turn, the games themselves borrowed fairy tale elements, so while I felt as if I should have come up with something original, I also figured borrowing stuff was allowed.

*A story starts out as a bunch of objects. Why not begin with whatever ones we want?*

I was already skilled at pastiche. Before even starting school, I’d assign my stuffed animals roles based on Narnia characters or von Trapp children from Sound of Music, to enact and sometimes remix my favourite tales. Less than a decade later, I devised a series of novels set during the holocaust. I had a plot but didn’t know enough people to inform strong characterisations (particularly of the male variety; middle school does not offer a rich seam of girl-boy friendships).

So, once again, I borrowed. I had characters based on Uncle Tom’s Cabin, Anne McCaffrey’s Dragonriders of Pern, and other books I liked. I’ve mentioned this before. They weren’t pristine or even recognisable copies, since I was putting them in different circumstances with different companions. But it helped me to carry on creating when I had a picture in my mind.

Just for the Moment…

In the first King’s Quest game, released in 1980, if you tried to turn your character a certain way in certain frames, or if you generally attempted something not in the programming, a message would pop up on the screen: “You can’t do that—at least not now!”

Sometimes, writing is like that. We have some of the ingredients for a full story, but are missing others. And you have to just put something in as a stopgap, in order to keep going.

At work I’m helping students prepare for exams. Every Year 11 in the country has to take the same subject exams, regardless of special needs or life circumstances. If they don’t pass at age 16 they must keep taking them each year. (I could pour my hatred of this system into several blog posts, ranging in temperature from grouchy to scathing, but I won’t trouble you with it now.) Most of my students have processing issues and biological literacy challenges that impair their ability to even understand the questions, which are set to trip students up anyway.

Still, we tell them to try. If it’s a Maths paper, put down whatever calculations you do and write something for the answer, even if it’s a guess. For the English papers, write as much as you can think of. Just put something down in those blank pages, to increase your chances of a pass.

In standard writing practice, we do something similar. A common exercise to get thoughts and words flowing is to free write for 5-15 minutes. You must keep writing the whole time, and you’re instructed, if you can’t think of something to write, to keep your pencil moving anyway. You can write “I don’t know, I don’t know, I don’t know,” or “blah blah blah,” but keep writing. Fill in the blanks.

Purloined Persons

Confession the Second: I haven’t written new fiction in almost a year. I have written hundreds of pages, scribbling about my daily life and the odd fleeting idea. I’ve done blog posts. But I haven’t created, I haven’t added building blocks to a story. Lack of time, headspace, energy, you know how it is.

*All kinds of building blocks to make this wall.*

With the Easter holidays beginning, I decided to give it a go. After all, the longer you wait to do something, the more you believe you’re doomed to fail. Have you found that?

I unearthed a pretty decent story opening. I don’t entirely know what’s meant to happen in it. I’ve not been able to pull advances out of thin air. Why not borrow something, then? What if I take someone I know a little bit about, unpick the thread of a distinguishing characteristic or background detail, and then weave those into some gaps in my story?

It sounds kind of ruthless. Callous, perhaps, to borrow a person’s attributes. I don’t usually consciously do this. But sometimes you just have to fill in the blanks, and once you add to the ingredients you’ve already got, it’s all going to change anyway.

Sometimes a song or a picture will unlock a key element we need for our work. Other times we need a stronger nudge. Having come up with this plan, I managed to write 700 new words in just an hour and a half, even while frequently running off to check on dinner cooking. It’s still my own story, I just needed a bridge from reality into my long-unaccessed imagination. Already, now she’s got some words behind her, the character is finding her voice to tell me all sorts of things distinguishing her from her inspiration. And a story gets reworked so many times, characters evolve drastically.

What tricks do you have for filling gaps? Have there been things you loved so much, they may have shown up in your work, one way or another?

What Moves Us

This Week’s Bit of String: Possible planetary shift

“Miss, is it true that moving the earth even a centimetre out of orbit would basically destroy everything?”

I’m not certain, Year 11 child who’s supposed to be completing a textbook-based cover lesson on greenhouse gases in the last period of the schoolday.

If I’d thought critically about what an orbit is, and the way it represents the equilibrium of attraction between two planetary bodies, I would probably have confirmed the student’s query. A change in orbit could trigger sudden prolonged extreme temperatures or just cause the earth to plummet into the sun which, come to that, would be a particularly prolonged temperature change.

But it’s hard to properly consider an extra theory when you still have remnants of covid brain from less than two weeks ago, and you’re trying to prepare teenagers for exams while fielding queries from cover teacher and students alike, such as: “Did you find Jacob?” and “Miss, what’s your opinion about amputees?” (Kids are just weird, ok?)

Anyway, once I was home and the dust of my thoughts settled, I channeled them into a new wormhole. I researched what would happen if the earth’s orbit skewed, if its tilt altered, and also looked into the calculations being done to check the feasibility of moving the earth further from the sun.

All interesting and fairly unlikely, but what intrigued me was what, I suspect, intrigues a lot of us readers and writers. How a tiny change can make a big difference, how a slight tick of motion can catalyse vast movements.

Being Moved

My most recent (and utterly wonderful) read was Nicole Krauss’s The History of Love, in which a character mentions being “moved” by a book. “It moved me in a way one hopes to be moved each time one begins a book. What I mean is, in some way I’d find impossible to describe, it changed me.”

I thought, couldn’t they have come up with a better verb for such a significant impact? “Move” is stretched wearily over many meanings. But as I reflected on our use of move, I warmed to the term. Sometimes having multiple uses is appropriate. It allows a word extra levels.

We talk about moving up or moving out. We move house and move away, dream of moving mountains and possibly moving the earth’s orbit. There are chess moves and symphonic movements and moves to proceed or to adjourn. Aristotle even came up with a theory referring to God as the Unmoved Mover.

A book (or other work of art) is an Unmoved Mover. It didn’t spring up out of nowhere, but by the time we hold it in our hands, it is standing on its own, detached from its maker. Its power is only what we can take from it, yet it gives so much.

Roots and Tongues

The oldest known version of the word move comes from the proto-Indo-European root meaning “to push away.” There are undoubtedly books that knock us slightly out of orbit. Our temperature heats up, and we proceed with a certain rawness. It’s often, as Krauss writes, impossible to point out a concrete change in our lives. Yet who can say what we notice, how we react, that comes down to our sensitivity being pricked by a book?

While thinking about our use of this word in English, I consulted the gloriously warm and talented poet Elizabeth M Castillo. She is fluent in several languages, and let me know about the word “ému” in French, which is deeper and longer-lasting than “moved.” I suppose it’s a bit like our word emote, but in English that sounds sort of… clinical.

“Affect” or “inspire” are a bit vague, whereas I’ve come to like the physical, visceral implications of “move.” A story can be touching, but to say a book “touches” me feels uneasy.

In Spanish, Castillo says, there’s “conmovido,” which is different from their word for physical movement. It “implies something or someone is doing it to you… bringing you along into a feeling.” A bit like an Unmoved Mover, again.

Stories on the Move

I feel as if the best reads can be Unmoved Mover books that give you a shove, or companion books that move along with you, or paper boat books which do the moving for you. Elizabeth M Castillo’s poetry book Cajoncito is one of the latter. Reading her poems, I feel relieved, as if someone’s unlocked sentiments I hadn’t managed to untangle yet, and set them afloat. It’s on sale through Amazon, and honestly the first poem alone is worth the price.

It’s not just books, of course. Would I have made it through my teen years without accompaniment from Tori Amos and the Les Miserables soundtrack? Have you ever had the lights go up from a live stage production and felt your life as you knew it is over; you’ve been elevated to a different plane and your trajectory has inevitably, if not definably, swerved? In the end, have you come up for a better word to describe the general experience than… “moving?”

Illuminating Literary Women

This Week’s Bit of Spring: Tears of a teenaged girl

Student J is crying. She’s had to stay after school for personal tuition as her GCSE exams approach. Her boyfriend, whose hoodie she carries with her and cuddles at every lesson, has gone to hang out with friends who happen to be girls. J is 16 and convinced this dooms her relationship of nearly a year.

I have another 16-year-old student who sometimes comes in exhausted, saying she can’t sleep because of anxiety that her boyfriend will cheat on her like an earlier boyfriend did. The doubts circle in her mind and she can’t shake them.

We tell the girls it’s fine, look how much he likes you, of course he doesn’t want someone else. Now let’s do a bit of coursework. But truthfully, it’s not likely these relationships will last. I’m not disparaging the feelings young people have for each other, I’m just not convinced these two particular guys are that great. The girls will find new opportunities as they get older and probably, hopefully, better partners to share them with, plus other possibilities to try along the way.

Should we, instead of just placating, be stealthily building up young ladies for themselves so they’re not utterly devastated if and when they’re on their own for a bit? Pondering this made me wonder if I do that enough in my writing.

A Woman, Herself

Many of us know now about the Bechdel test for movies. Are female characters integral and autonomous enough within the plot so there are two named ones who converse about anything other than men? Think about it—this is rare.

In fact, when I considered it, it felt so rare I worried my own stories don’t pass the Bechdel test. Does it count if a novel or short story is told first-person by a female character? That way, we’re hearing her thoughts which are definitely not just going to be about men. (Sorry guys, you’re not quite that all-consumingly important.)

*Disopedience–Action–Liberation graffiti in Stroud*

Books and short stories are different from films—we can’t use the same feminism test on them. That’s why there’s the slightly more complicated but really useful Johanson analysis. Named for the critic MaryAnn Johanson, who writes on the FlickFilosopher website, it measures books or films in 4 main areas to see if they adequately portray and represent a gender which makes up half the world’s population.

Does the story grant centrality to a female character? Does she have her own arc somewhat independent of the male characters?

Is she able to influence others or is she merely influenced by them? Are female figures given authority and is that at least partially shown in a positive light?

When introducing or describing female characters, is more attention given to their physical appearance than anything else?

Are women (and characters identifying as women) defined by more than tropes or family roles?

These are really good questions, which I think my work mostly satisfies. I’ll definitely be keeping them in mind during my rewrites though, particularly since checking characters’ trajectories and making sure they actually develop as humans is always high on my list.

Let’s Talk About Relationships

Feminism isn’t Fight Club, so far as I know. We’re allowed to talk about all sorts of things and view them from a feminist angle. That includes men and our relationships with them; after all humans do crave relationships whether we want to or not. Most guys I know talk about relationships a lot. It does not diminish their identities, and nor should wanting a partnership diminish women’s individuality.

*Wedding Dresses through history display at a local church. Women’s history isn’t just marriage, but marriage is part of our history.*

When we meet up with friends, don’t we spend a fair bit of time discussing our families? Or discussing work. (I think work is more dehumanising than marriage, for most of us.) Being a mum is the most important part of my identity, even more so than being a writer, and I don’t think that makes me backward or less feminist. That’s what drew me to the novel I’ve lately been working on, The Gospel of Eve. In a feminist way, it gives Eve a chance to tell her side of the legend, and as she’s sometimes referred to as the first mother, it’s also an opportunity to explore various relationships.

Obviously we don’t want art or literature in which supporting and talking about men is the sole purpose of a female’s inclusion. But penalising books about relationships would affect a lot of work, by female and male writers, and beloved by readers of all kinds.

If we discouraged the young people in our care from talking about their relationships because it’s unenlightened, we’d shut ourselves out of something really important. We would be unable to support them when they might need help. As educators, role models, guardians, and writers, we want to explore all things, from relationships to our core individual selves.

For further reading on feminism in literature, Roxane Gay wrote an excellent essay on it in Dissent Magazine. Here’s her guiding definition: “A feminist novel illuminates some aspect of the female condition and/ or offers some kind of imperative for change and/ or makes a bold or unapologetic political statement in the best interests of women.”

What literature has illuminated something for you? What bold statements have you found inspiring, and do you have thoughts on creating your own?

The Right Mix

This Week’s Bit of String: A seating plan reshuffle

You know it’s time to amend the classroom seating plan when sitting through an English exam practice question results in two students pelting empty drinks bottles at each other, clipping a staff member’s ear, and unabashedly informing the teacher they’ll f each other up as soon as the bell sounds.

In this case, the teacher begrudgingly typed up an incident report but tried to make me write the new seating chart in my unpaid after-school time.

“Make sure students a, b, c, d, e, f, g, h, and i are nowhere near the windows,” she ordered. There are 3 window seats. There are 15 kids in the class.

She wanted at least 6 of them right in the front, but no one next to each other. Consign to some unreachable corner the special needs ones I’m there to support. “It’s a shame,” she said. “Most of them have been working well enough, but we’ll have to move everyone around in order to be fair.”

Rewriting a short story the following weekend felt like staring at the paper on which I was meant to draw up a new seating plan. Where to even start? So much I like, must I really chop and change the whole thing?

Outnumbered

For years since I first worked in the local secondary school, whenever I have to do something hard I have a recurring image in my mind. A dark-eyed little Year 8 slumped over basic arithmetic problems, throwing his head back and groaning, “This is so looooong!”

Long is a big insult from a student. Long is NEVER permissible to them.

*Rewriting can feel long. Long and not particularly well-illuminated.*

So it is with rewriting, in more ways than one. It takes a really long time, and I’d forgotten that because it’s been several months since I was free to sit down and fully overhaul a project. You think creating, yanking plot and character and language out of thin air, is the hardest bit. It should be quicker tidying things up, but it’s not.

It took hours of painstaking line-by-line work to shrink the word count by 40%, and that’s only the first go. Just as we make our Year 11s do more than one practice paper before exams, it’s going to take multiple versions before I get this story right.

The piece I’m working on is told by a mother of young kids. She has a terrible back injury and her husband’s disappeared. It’s funner than it sounds, because the kids are cute and the woman has a wry sense of humour. However, as with many tales, I have to balance out pain and hope, despair and wit.

Seating Plans Versus Story Drafts

There are a few similarities between helping run a classroom and pulling together a narrative.

No aimless gazing out the window: We want focus in the classroom (easier said than done) and definitely in a story. Every word and exchange should be trained toward the story’s purpose. No diddly passive verbs or excess prepositional phrases, no meandering side glances or navel-gazing either.

Long = Bad: This isn’t always true of course, but we don’t want anyone to feel something’s a slog. We give students various quick tasks to build different skills, and likewise with a story we can vary the tempo. Once I’ve made a major round of cuts, I look at the shape of the paragraphs on the page—are there too many rapid-fire dialogue lines, or excessively dense thickets of description? Where possible, I distribute these and alternate them.

Don’t forget the back row: The first page is like the classroom front row: curated with special care to set the tone. Because so much expectation rests on those initial words, I go over the beginning loads of times. But I also work backwards at some point, line-editing in reverse so my scalpel is sharp at the end for this round of cuts, rather than always sharpest at the beginning.

*A little cold round the edges can bring the general shape into sharper relief*

Maintaining balance: Move over Hamlet, the REAL question in life is do we lump the bad together so we get bigger swathes of good, or try to pace it out? In schools we often inflict a beastly child upon a lovely one in a seating plan. Otherwise the “bad” kids sit next to each other and form a whole beastly herd in Row 3. As a writer, I don’t want to present readers with unrelenting woe (I mean I’m not Thomas Hardy), so I emphasise warm relationships where possible and sprinkle humour throughout.

Make space for addition: When deep-diving into a rewrite, the immersion lasts beyond the hours of Post-It rearranging, pen slashing, and sitting at my laptop. I’ve reentered the world of my story and it takes a while to find the exit. In my dreams, on my walks, while I’m cooking dinner, I think of things I want to add. Parallels to be drawn more clearly perhaps, quick descriptors to enhance the mood.

Not ideal when trying to reduce word count to meet a competition’s maximum requirements. It’s like unleashing a kid fresh from the Internal Exclusion Room into a previously settled classroom. Will this knock everything off balance? But newcomers, whether people or words, deserve a chance.

Above all, when I’m editing I just wish someone could give me the answers. Does this go here? Am I allowed to keep this? Is something more needed there? I lucked out with the seating plan at school, because the other teaching assistant and I convinced the teacher it wasn’t our job to do it, and that little was required anyway. “You can keep most of the students where they are. It’s not as if it’s a secret why we have to move two or three of them.”

What are your tips for rewriting? Do you enjoy the process or do you find it… long?

Well-Balanced Nightmares

This Week’s Bit of String: How much can fit in one duffel bag

Recently I had a nightmare about being deported to a concentration camp. My family was packing as much as they could into their bags. In my dream no one else realised what this journey entailed, and I was debating whether to tell them what lay ahead; we wouldn’t be able to take our belongings with us.

I’ve travelled the world in nightmares. I’ve climbed trees to escape Rwandan genocide, tried to reason with a mob to save my son from Cambodian killing fields, I’ve found my sister dying in the desert following an ISIS-type invasion. I live a privileged life and such things may never affect me, but when I read about crises such as Rwanda’s, I’m struck by how quickly and brutally people can be turned against each other. Those who participated were, after all, no less human than you or I. My dreams solidify this for me and I’m kind of proud of that.

Do you ever find reading about something isn’t enough; there’s some satisfaction in knowing it’s imprinted on your subconscious?

Evasive Manœuvres

A couple weeks ago, nightmares became a hot election issue in the American state of Virginia—nightmares and racism and censorship. The Republican candidate for governor ran ads with a woman complaining about how the Democrat candidate would allow schools to assign books of the type that give children nightmares. Her son, while in his late teens, had suffered bad dreams from reading a Toni Morrison book recounting some horrors of slavery. Parents should get a say in what their kids read at school, and Democrats would deny parents that power, went the rationale.

*A memorial to trafficked and enslaved people, Bristol harbour*

While I was in school there were a few books that met with my disapproval. Cormier’s The Chocolate War wasn’t up to my literary standards, for example, and the writer seemed to slip in references to masturbation just to impress his own teen son. Reading about Greek mythology annoyed me; the gods and goddesses were petty and selfish. Because of my own PTSD, I dreaded my sophomore year when I had to read I Know Why the Caged Bird Sings, Maya Angelou’s memoir. But it never occurred to me to object to reading them. School’s all about putting up with things you don’t like. So is life, come to that.

As a parent, I want school to broaden my child’s knowledge. There are plenty of books I recommend that he reads, but school professionals will introduce him to other things. If those things give him nightmares occasionally—good. He’s taking the world seriously.

How do you read about the torture and enslavement of human beings and not get nightmares? Is the discomfort of nightmares a legitimate excuse to not be educated about the crimes perpetrated on millions of our fellow Americans?

Selective Discomfort

Stories highlighting racial injustice and persecution aren’t the only ones parents are agitating to get removed from school curricula and from library shelves. There are a lot of campaigns against books that represent LGBTQIA characters. I’m not sure where the nightmare fuel in those are, although I did dream once that a gay colleague and I ran into King George III, who was going to execute my friend for his homosexuality, and the only way I could stop this was by stabbing His Majesty with a pencil.

It was pretty traumatic, inflicting that wound. But that’s just my brain putting weird spins on things again. The truth is, it looks as if a lot of people are trying to abolish diversity in literature.

*I wonder if that video made for some awkward Christmas Eve bedtime conversations.*

Years ago I had a brief job looking after 3-year-olds during Bible studies at a church. For Christmas, I was given a video to show them about Saint Nicholas’s life story. It was a cartoon, but it did feature his arrest and imprisonment, and the children were horrified. “Santa’s in jail!” I had seen this trend growing up religious; our church library had videos about Roman persecution of Christians featuring people being thrown to the lions. My friend watched these when she was nine years old.

I suspect the same young man who complained about slavery nightmares (which apparently he’d never have had if he hadn’t been forced to read a Toni Morrison novel his senior year in high school) probably knew the gruesomest details of Jesus’s crucifixion by the time he started Kindergarten. One of my earliest nightmares, at the age of 5, was seeing my mom carrying a cross down our street and knowing what would happen next.

The boy in Virginia went on to the dizzying heights of interning in the Trump White House. He’s fine. But I think schools play an essential role in helping us equalise our nightmares. We shouldn’t be allowed to only read about threats against people we think are like us. At heart, everyone is like us. Because I’m a law nerd as well as a literature and education one, I found this interesting case from 1977 where a federal appeals circuit ruled a school board could not remove books from school libraries, because students have “a right to know.” We might be seeing this case cited a lot in the coming months.

A disturbed sleep is a small price to pay to keep us in touch with the world, to perceive the harsh realities other people face. I’ve been told some of my grittier stories are “harrowing,” but also that “it’s good to be harrowed.” Sometimes that’s our job as writers. Would you be a bit proud if you wrote something that fuelled a nightmare or two?

Language Lessons

This Week’s Bit of String: Water, chipper, calm, them.

“Miss, where are you from? America—I knew it! Do you know how to shoot guns? Say something, say ‘water.’”

I’ve changed jobs recently, emerged from a spreadsheet jungle and opted to be pelted by howls of “Miss! Miss!” as a secondary school Teaching Assistant again. Negotiating crowds of teenagers is a big change after 19 months working from home. Seeing colleagues deliver clear, targeted lessons and witnessing new provisions to nurture students’ mental health makes me feel better about the world.

*This view though… Looking out the wide open window from the TA offices*

I worked at the same large local comprehensive school more than five years ago. This is a whole new group of students, slightly less mature than I remember their earlier cohorts being, because obviously they’ve had to deal with Covid disruption. Students still miss school for positive tests, teachers have long absences and our most vulnerable students can’t abide cover teachers. The windows are all open as the temperatures dip into the single digits (Celsius) so throughout the lessons we burrow into coats and scarves; a Year 11 girl shares her fuzzy white gloves so her friend can wear one while she wears the other.

Slang has evolved since I was last working with young adults. They still use “safe” and “wicked.” But there’s also “chipper” for when they want you to think they’ve understood something: “Nah, Miss, I’m chipper, I’ll start working in a minute.” And “calm” to describe someone they like. Maybe it’s just that they know they can get away with things around a “calm” teacher, but I suspect there are other ways they feel safer with him or her, too.

It makes sense that after the last few years “calm” might be one of the highest terms of esteem used by young people. And that “sick” has gone out of fashion.

Reuniting

Supporting in different lessons means I get to learn, too. In a GCSE class about Maths vocabulary, the teacher shared that “Algebra” comes from an Arabic term meaning “reunion of broken parts.” I love hearing that stuff. The kids were busy sharpening rulers under the table or doodling or exchanging gloves or peeling labels off glue sticks, but with gentle prompting they got a few notes down, and the disparate parts came together a little.

The pandemic seems to have given my school cover to broaden its aims from academic achievement to include more nurturing and tolerance. While the government was forced to acknowledge that students couldn’t be expected to pass the same rigorous exams due to lockdown disruptions, there was more leave to consider their mental state. Consequently, more students have Time Out options, to spend a few minutes cooling down in an alternative classroom designed for that purpose. When I last worked at school, students would get an official warning and be one step closer to detention if they didn’t have a pen. Now, all teachers have equipment to loan.

*“More why, less shhh.” I love this slogan from the We the Curious museum in Bristol.*

The fact that I’m American serves a similar purpose. My slight accent piques their curiosity, forces them to acknowledge I’m here, lets them make fun of my pronunciation and feel more comfortable. “Water” is a giveaway for an American accent. I can try to make the T more clipped, less like a D, but it sounds ridiculous and forced. When I first emigrated our street was called Water Lane and my accent embarrassed me every time I told my address to local people. I oblige the kids when they want to hear it, though. They like to feel superior in something, even if I have lived on this Small Island longer than they’ve been alive.

I have a stash of writing utensils too, of course. Lessons start much better when I can quietly check with a student that they have the equipment they need and lend what’s necessary, rather than them instantly getting into trouble.

“I bet you still say ‘water’ funny.”

“I’m afraid I haven’t quite got rid of all my Americanisms.”

“Oh, that’s okay, Miss.”

So they get to play the part of being generous and hospitable, too.

Retraining

One successful result of the school’s efforts to support well-being may be the diversity accepted within the student population. While it’s a rural area and not very multicultural, students support their friends of colour and Black Lives Matter. I also got to have a discussion with a Year 11 prefect about her witchcraft practice, and of course the crux of my job is to support students with various disabilities.

*Sunrise on a new adventure. We’re not expecting fully calm seas, and that’s ok.*

With a designated unisex bathroom now on site, other students are able, more and more, to inhabit more comfortable roles. Previously it was agony for certain teens to deal with bodies that were developing in an unwanted direction while their thoughts and preferences veered a different way, and everything around them reminded them how they ought to be. There’s a student in most of my Year 11 lessons whom I’ve tried to remember not to apply gendered language to, but I slip up sometimes since my ways of referring to subsets within the group are old-fashioned.

“Here you go, ladies.” I hand out the GCSE Language practice paper to the two students in the back.

“Non-binary,” corrects one, without even looking up.

“Of course. I’m so sorry, I’ll try to keep doing better.” They shrug and get on with the work. I hope that they’re always around people they can safely express their identity to. People who are, one might say, “calm.”

After all, I’m feeling more and more free to say “water” in my slightly redneck American way. That’s one word I won’t convincingly be able to fix, but I can work on a few others. Having to mind my language puts me in a much more writing-centred frame of mind than when I was dealing with billing and numbers. Have you been picking up any new lingo lately?

Who to Listen To

This Week’s Bit of String: Lurking teens

There were five of them, maybe seven, secondary school kids in baggy tracksuits. They would slouch in the passageway under our apartment building even though none of them lived there, and they’d munch and smoke and look surly, occasionally erupting in shrieks or guffaws.

Everyone gave them a wide berth and I too felt nervous leading my son, then quite young, past them. Why though? Even if they muttered something about us, what difference did it make? They were just kids.

So one rainy day, I looked right at them and said, “Hiya. What’s going on?”

“Nothing much,” they mumbled, looking at the littered ground, shuffling their feet.

I’d shrugged and carried on, when their greasy-ponytailed leading lady, who’d already been expelled from the local comprehensive school, called after me, “But thanks for asking!”

There was a plaintive note in her voice—she wasn’t being sarcastic. They were an eyesore everyone wanted to ignore, so they moulded themselves to the expectation. I saw this play out again when I took a job at the secondary school. One of our boisterous Year 7 girls with learning and behavioural difficulties went round to a friend’s house. The next day she recounted to me, amazed and flattered, “When we got there after school, her mum asked us all about our day. Like she really wanted to know and everything! I never heard anything like it.”

Giving Voice

In our writing, we take it fairly seriously who we give a voice to. We actively seek ideas and perspectives, rather than just wait for them to come to us. In middle school, my brother and sister got trained up to be junior mediators. The programme’s slogan was: “When I listen, people talk.” At home they grumbled about that motto. It would make more sense the other way around, we were all in agreement. “When people talk, I listen.” Because otherwise, we thought as adolescents, you’d just be sitting around waiting and hoping someone starts to talk.

Welcome to the life of an adult creative… it’s also the life of a parent of teens. We have to meaningfully show we’re ready to listen if we expect either our writing to take shape, or our kids to be comfortable confiding in us. Sometimes, we just have to wait.

It’s tricky when offering ourselves up to different viewpoints these days, though. Everyone seems aggrieved, and some causes are clearly more just (and less violent or downright crazy) than others. The very figures who insist health care, voting, and living wages aren’t basic rights are the same people who howl and moan if they get a book contract or a lucrative college speaking tour cancelled for a racist tweet (or for supporting a deadly insurrection). Is being listened to a human right? Can empathy and a kind ear solve divisions that threaten a Civil War?

*This word Peace formed by hundreds of toy soldiers at the Everything is Light exhibit in Stroud. Maybe anything is possible…*

Not on a wide, national scale. Democrats in power now can’t just present obstreperous Republican senators with milk and cookies and ask how their day’s been. (I am picturing McConnell and Hawley and Greene in chavvy jogging bottoms, mumbling and dropping crumbs on the floor.) That’s because in order to work with people we need to not have our lives threatened by them, in the same way I had to talk myself out of fear before greeting the neighbourhood kids. The Republican party’s actions are increasingly reflecting their violent rhetoric, so there have to be major changes. But on a more immediate level, in our personal lives, perhaps we can reach out.

Understanding the Appeal

I get it, in a way, the whole QAnon, everyone’s-an-oppressive-threat thing. If a privileged person has used an incident to draw attention to themselves, they’ll have to find a bigger one next time. When the perils of migrant caravans didn’t materialise, a substantial percentage of the American population instead decided child-sacrificing pedophiles were running rampant, because of course everyone who disagreed with them must be in league with the man-goat.

I’m coming down from five years of worrying about Trump, his first campaign, and his administration. There are still many persecuted and neglected people and we have to make sure the new administration Does Something to help. But there’s some mental space free now, and it’s on me alone to use it, channel it into writing and into my family and my immediate community. There’s something almost facile about being caught up in national drama, having the excuse of a broader crisis to distract from the fraying mental health of my locked-down household, the novel ending that needs to be rewritten, and the distinct possibility that the shower and toilet are emptying below the floorboards.

Hence, I imagine, the appeal of QAnon and other Deep State conspiracy theories. You can shout about a crisis and be part of a super attentive group, but you don’t have to put effort into fixing your own life.

There, I’m beginning to form a bridge, by considering why some people might get absorbed, willingly, into this violent cult and admitting that we could have common flaws. I’m not labouring under the misapprehension that anyone from that side is going to cross that bridge and speak to me, but if they wanted to, I’d be ready to listen.

Last week at President Biden’s inauguration, poet Amanda Gorman won much attention with her poem “The Hill We Climb” and its exhortation to “be the light.” I remember another inauguration, when I’d just turned 12. Maya Angelou read her poem “On the Pulse of Morning” at Bill Clinton’s first inauguration. The last line of her poem stayed with me all this time, almost 30 years on: the hope that we can initiate change by fearlessly wishing each other Good Morning.

One of the things I’ve been telling myself in these recent times of floundering motivation, particularly as a writer, is that Small Steps Are Allowed. I don’t know how far I’m going to get when, but I’m going to do what little bits I can. Same with the world. I don’t know to reach the point where we can abide each other, but we can take this one small step recommended by Maya Angelou.

What if we just ask people around us, “What’s going on? How’s your day?” You never know, it could start a revolution.