Posted on

How cool is this?

Several months ago, we watched the short film, Descendants, on Vimeo. My classes watched this last year as well. This little film possesses a rich display of symbolism, inference, and deep meaning. This year, again inspired, I wrote some comments for the filmmakers. On Saturday, I received this response:

Sent: Saturday, February 5, 2011 9:28:02 AM
Subject: Heiko van der Scherm sent you a message on Vimeo!

Hi K. Love!

Heiko van der Scherm just sent you a message on Vimeo:

“Hello Mr./Mrs. K.Love,
thanks a lot for your comment on my film “Descendants”. I rarely find a person who dicovers everything that is hidden in this short. It took about 9 Months of work and over 40 Drafts to finish this 6 page script to put all of those subtle hints into it. So i appechiate very much if there is a person who digs deeper and deeper and even shares it with students. If my small film could contribute something then i am very honored.

feel free to contact me anytime. my email is: (deleted)
all the best

Thank you, Heiko. The honor is mine! (Squee!)

Posted on

Little Red Hen gets her feathers ruffled.

chickenI’m not sure I really want the answer to this question, but: How do you balance sharing your creativity with maintaining some personal intellectual property/boundaries? This is not limited to teachers, either. All of us share, or don’t. The more spongy we are, the more we share without thought to our own resiliency or resentment levels.

This internal dilemma came up over the weekend. Let me be clear: No one in this scenario is wrong, or rude. Except for maybe me. These are my own reactions to a commonplace scenario that I put myself in, no one else. If you can relate or have another perspective, one I didn’t cover in this reflection, please – comment away.

With excitement and enthusiasm, I have created many mini-units, lessons, tested and tasted dozens of ways and means to get students engaged, and keep their motivation fresh. If other teachers are interested in these lessons, and ask, I share. Sometimes I share without asking.

But I found myself feeling a little resentful over the weekend: colleagues were requesting lessons, and wanting to know what resources were out there, and seemed annoyed with me for stating that many of the resources were mine in the making, and clarifying what was district provided. Now, this is also a case for misreading e-mails.I grew to hate e-mail over the weekend. Its limited razor-wire curt and cut communication did not help me say what I needed to say with good, old-fashioned face-to-face discussion. Resentment is the plaque that builds over the enamel of the soul, and doesn’t make itself a nuisance until the gums start to bleed. Resentment is the stalagmite on the cave ceiling (or is it the cave floor?) slowly building to meet the stalagmite in the middle of the hole. Resentment is sent in a millisecond through the electronic universe, clashing with hurt feelings and sore “send” fingers. This kind person asking about resources did not realize the resentment land-mine field she stepped in with me.

As I was sitting there wondering “what the heck was wrong with me,” I read one of my favorite bloggers, Teacher Tom. This post discussed his preschoolers’ reaction to the Little Red Hen, and a surprising one for him. The preschoolers thougtht the LRH should have shared her food, no matter how much she worked, poked, and prodded the other friends to do their fair share. I told my teenage son about this reacion this morning and his response: “The Little Red Hen is a jerk.”

I am the Little Red Hen.

But then I reflected – perhaps I am the bread.

No one likes the LRH because she is a scold and a nag. When I think I’m clearly stating boundaries (in order to floss the resentment away), perhaps I am just coming off as a jerk. There is definitely something of a “pay your dues” mentality amongst teachers, with the mantra, “If you don’t suffer and sweat as I did, you are not worthy of my esteemed creativity and genuis.”

I have taken hours and spent thousands on my professional development. I have spent hours reading books for my age group of students, and thousands on books for my classroom library. I have e-mailed, distributed, shared, and bound and binder-ed comprehension curriculum documents. And it got a little irksom when my perception distorted that others just wanted more of me, more than I was willing to give.

But bread is meant to be broken with friends; it tastes like sawdust when kept to oneself. Perhaps this is why the LRH is a jerk. “What do I really want?” is always the question: I want to be acknoledged that I bake good bread, that it takes time and effort, but I also want to enjoy it with friends. That’s what makes it nourishing.

 To read about how preschoolers understand more about fairness than I do, please read: