Language Learning

On Saturday, I worked with two students online. The first is a high school junior who I’ve worked with since she was in eighth grade. The second is an eighth grader who I met when he was in sixth grade. Both students are bi-lingual. Both students are high-achieving. Both students are expected by their parents to work hard.

“Gina” and I worked on SAT prep. She had taken a practice test and wanted to review the items she had missed. We analyzed her mistakes and discovered that almost all were related to vocabulary. Over the years, Gina and I have talked about the strength she has in knowing two languages. She can communicate with people in both Chinese and English. In fact, while she takes AP English Language and tutors Chinese students online to help them improve their English skills, she also studies AP Chinese! She has traveled to Taiwan many times with family and can spend weeks speaking nothing but Chinese. Then, she can come back to Michigan, slide back into her public school classroom, and navigate the language needed in all of her rigorous classes. This is a huge strength! However, since she holds in one hand all kinds of Chinese vocabulary and in the other hand all kinds of English vocabulary, neither hand has room for quite as many words as they could hold if they were cupped together holding words from just one language.

cupped hands

For example, although she holds the word ‘vague’, she may not also have obscure, dubious, ambiguous, and nebulous. Her hand simply doesn’t have the room. ‘Vague’ can usually do the job, except on the SAT, which may require Gina to know that obscure, vague, and ambiguous are all synonyms, and explicit is their antonym. The distinctions are challenging. So, we often spend our time working on vocabulary and helping Gina build images for new words so that she can put them on index cards and practice them when she’s not studying Chinese or psychology or one of the many other classes she is taking. She also has an English vocabulary app on her phone and plays freerice.com. She’s always trying to find ways to fit more words into her hands.

And then there’s “Kyle”. Kyle is fascinating to me. Although he is fluent in both Korean and English, although he speaks only Korean at home, although he is only in eighth grade, this kid has so. many. words. He did even when he was in sixth grade. I popped into our online room and asked him, “So what’s up? Your mom says you need some help with writing.”

“Well, my teacher says that I write too much. She says I need to be more concise.”

I’m chuckling to myself right now because in eighth grade, my teachers way back in the 70s didn’t expect me to write paragraphs and essays. I certainly hadn’t been given any feedback on my writing because I hadn’t produced any, but if I had, I am quite sure my teachers would have said I needed to be more concise.

“So what kind of writing are we talking about here — in class writing? or more formal writing?”

“Both.” Kyle is a striking young man — crisp haircut, sharp glasses, angular features. And he’s almost always deadpan. He cracks me up.

“Ok, so give me a typical in-class prompt.”

“Is The Giver a dystopian or a utopian novel?”

Again, I’m laughing inside. I don’t think I knew what ‘dystopian’ was until I taught Brave New World, but I digress.

So, together we built a very structured response to that prompt — topic sentence, three supporting points, and two pieces of evidence for each point. When we were finished, I looked at his face, read it, and said, “Pretty boring, huh?” He cracked a slight smile. “Well, tell me how you might’ve answered that question.” He admitted that he would’ve rambled and that his points would’ve been all over the place. “Ok! And that is what your teacher is asking you to work on! So, although it might be boring, I want you to practice this format for a while. Once you have the format, you can begin to experiment a little.”

He then shared a current assignment he is working on — a story told in two voices from two points of view. He chose to write about a hunter and a deer — one page for each character to tell the story of one day in the woods where they have an encounter. It’s vivid, and the language is clean.

“Kyle! This is beautiful. Your words are making me picture this snow-covered woods — I can even hear the hunter’s boots crunching in the snow! I can see him lift his bow, reach for an arrow, and take aim. This is fabulous!”

“She says we need to have sensory language, two adjective clauses, two adverb clauses, and ….” He’s reading from a list, discounting my praise.

We walked through his essay, which truly was well-written, particularly for a rough draft, and especially for an eighth grade bi-lingual student. We found his sensory language. I showed him how to combine his sentences by way of adjective and adverb clauses, and I pointed out how he had included the stylistic elements that his teacher was looking for. And then I said what I often tell writers who have too many words.

“I want to challenge you to make this even more concise. Right now this essay has 1000 words. I want you to cut that count by 10%. You have written a great essay, but play my game with me. See if you can cut 10% of the words, and then notice what impact that has on your story.

“Also, for your in-class writing, I want you to practice that format for a while. Learn the discipline, then you can experiment more.”

“So in other words, follow the rules and forget my voice,” he said pointedly.

“Well, no! Your voice is fantastic and natural. I don’t want you to lose your voice. And you won’t. As a matter of fact, when you practice this discipline, I think you will find more room for your voice.”

And he gave me that deadpan look again.

“Try it,” I smiled.

Gina is trying to expand her vocabulary, Kyle is trying to rein his in. Both are going to take work — practice, discipline, and courage. It takes real guts to admit that you don’t know everything — that you could learn something.

But when we do — when we admit that we have more to learn, when we listen to the voice of our mentors, and when we utilize that expert advice — we are transformed.

When I met Gina in the summer of 2015, she was timid. She gave me one word answers and was struggling to do schoolwork because each sentence was labored. Yesterday, when I asked what she’s been doing, she said, “During first semester we worked mostly on rhetorical analysis, but since Christmas we have started writing — what do you call them — oh, yeah, arguments.” She, an adolescent, has been leaning into her language process for three and a half years, and she is seeing the pay-off.

When I first met Kyle, he reminded me of my young self. He had a quick answer to almost everything. When he didn’t know the answer, he had several strategies for faking his way through. Now, at the ripe old age of 13, he is beginning to acknowledge that he has room to grow. He articulated the areas that had been identified by his teacher, and he at least considered the strategies that I offered him.

What a delight I have to witness their transformational journeys. And no, the metaphor isn’t lost on me. I, too, have admitted that I don’t know everything, that I have much, much more to learn. It’s taken practice, dedication, and courage, but I’m already beginning to see glimpses of transformation.

And yes, I did try to cut 10% of my words.

let the wise listen and add to their learning,
    and let the discerning get guidance—

Proverbs 1:5

Hey, Thanks

A year ago, my husband and I were at the beginning of a season of difficulty. We were experiencing impact from past trauma which was affecting our emotions, our health, our faith, and our finances. Each day, it seemed, revealed new levels of despair, and we felt powerless. So what did we do?

Well, we cried a lot. We sought counsel — pastoral and professional. We prayed — “in groans that words cannot express.” We enlisted a trusted group of prayer warriors — confidants in arms. We made tough decisions. And we watched hours and hours of The Great British Baking Show — no joke, that show was one of the best choices we made last year. So much pleasantry and punniness — you can’t not feel lighter after having watched it.

And yet no quick rescue came.

Instead, month after month we continued — in counsel, in prayer, in judicious adherence to the decisions we had made, and in periodic detachment from reality by way of Brits engaged in a battle of the bake.

And slowly, over time, we began to experience restoration.

I’m reflecting because some friends invited me away this past weekend to engage in some restorative practices. It seems we’re all always walking in brokenness, and sometimes a pause can allow for healing.

We ate great food and talked and laughed. We did yoga together. And then one friend pulled out presentation boards and a pile of magazines, scissors, glue, and markers — she had provided a project. Our goals were broad — to find words and images that could express who we are, where we have come from, or where we are hoping to go.

We sat at a large oval table in front of a window overlooking a frozen lake, quietly flipping through pages, clipping out words and images, and arranging and re-arranging them on our boards. Pandora was playing Lauren Daigle and Corey Asbury, and voices could be heard humming or singing along. We occasionally commented on what we were doing, but mostly we were focused and quiet.

After we had each gathered a pile of clippings, we began the process of arranging them on our boards.

the process

As I experimented with layering images, I discovered themes emerging. I began reflecting on the past year and how our difficulty had led to so. much. healing. One section of my board captures my continued physical healing with images of tea and yoga and aromatic flowers and fruits. Another reflects on the transformation of my spiritual life — praying hands, a solitary walk, and ‘searching the scriptures’. A roll of dollar bills sits on a plate near the words “Reset your expectations” and “God Provides” signifying financial healing.

I was surprised by the number of flowers on my board, particularly after such a long year of grief wherein I cared little about what I wore or how my hair looked, let alone the adornment of jewelry or flowers. But as each bloom grabbed my eye — roses, wildflowers, hibiscus, and lilacs — I tore and clipped. I lavished my board with flowers. I couldn’t seem to get enough, because, guys, I’m not mourning any more. I’m celebrating. I’m thankful.

As I arranged words and images on my board, I was overwhelmed with thanks — for physical healing over the last several years, for spiritual healing in the past several months, and for newly discovered financial healing.

I heard Pastor Brian Wolfmueller say recently that when we give thanks, we “shift our view from doing to reviewing.” That’s what this process of clipping and arranging was for me — an exercise in reviewing.

A long Margaret Townsend quote about the importance of breath sits in the lower right corner near a box of tissues, a hand, and a photo of my husband and me taken at the height of last year’s difficulty. We’re smiling in the photo, but I can assure you that tissues were not far away. I am thankful for this photo because it shows that despite the fact that we were desperate for most of last year, we were committed to being desperate together. In the midst of trauma, our marriage bond was strengthened. We learned the importance of breathing through difficult situations and sitting in them together. One of the reasons that we were able to grow through these very difficult circumstances was the support of loving friends who continually made their presence known in very tangible but unobtrusive ways. They were compassionate rather than judgmental. They loved us when we were hurting.

And I guess that leads me to the last set of images. Our story of unspoken broken is centered in a city. Most of our trauma happened there, so you would think we would want to run from all things urban, but the opposite is true. Although we are safely nestled in a little house on an idyllic little campus, in a cushioned community, our hearts continue to lean toward the city.

Just before Christmas, we traveled to Detroit. We hopped off the highway to get a view of the neighborhoods — to see the brokenness and abandonment and to witness the opportunity for transformation. As I was paging through magazines this weekend, I found images of Detroit and I couldn’t turn past them. We love our life in Ann Arbor — our church, our friends, our jobs. We have experienced so much healing here and are so thankful for all the opportunities we have been given. I don’t know why I was drawn to this photo, but I put the city in the center of my board. It seems to belong there.

finished product

When we were all finished creating, we each retreated to privacy — to soak in a tub, or nap, or write — and then we gathered again. As one-by-one we shared our boards and what we had discovered, I was reminded of one more thing to be thankful for — the community that surrounds me, supports me, weeps with me, and celebrates with me.

I am so, so, thankful. And the words of Pastor Wolfmueller remind me that I can sit here and be thankful to the One who is making all things new. I can review the blessings for a bit. I can focus on what what’s next some other day.

 I will give thanks to you, Lord, with all my heart; I will tell of all your wonderful deeds.

Psalm 9:1

Can I ask you a question?, re-visit

This post, written in February of this year and tweaked just a bit for you here, unpacks my journey from telling to asking –a practice which informs my most recent post, Of passing laws and changing behavior.

I have an adult student with some cognitive challenges who has been learning how to read for as long as I’ve known her; the process moves very slowly. Each word is a labor, and ‘Kelly’ is on her own time table. She will work hard for a few minutes and then take a break to sing or tell a “knock, knock” joke. When she wanders off topic, it can be challenging to recapture her attention, but I’ve found a pretty reliable way to re-engage her. I sit quietly with my hand raised, student style.

She soon sees my hand, points at me, and says, “Yes, Kristin?”

I say, “Can I ask you a question,” she says, “What’s your question,” and just like that we’re back in business.

My husband and I have been challenging each other to ask questions. We started this dialogue shortly after we admitted that we didn’t know all the answers.

My personal recovery started something like this: “Hi, my name is Kristin. I’m a know-it-all.”

My journey as a know-it-all started early. I was a straight A student in every class that I cared about, which was all of them with just a few exceptions:

US Government my senior year of high school because 1) it was right after lunch and I’d been up since 5:30am, and 2) our teacher, bless his heart, didn’t really sell his content in a way that sparked my interest;

Anthropology my freshman year of college because 1) a cute ROTC guy (in uniform!) sat on the other side of the auditorium, and 2) the instructor, bless her heart, stood at the podium in the front of the lecture hall droning on and on as she clicked through slide after slide;

Principles of Fitness in college because 1) I was anorexic, and on day one I was shown how to use calipers to measure my body fat, and 2) the instructor, a soon-to-retire coach, bless his heart, seemed less than thrilled to be stuck teaching a required course.

See a pattern? If I had a reason not to learn it and the instructor didn’t engage me, I had better things to do with my time and energy.

And besides, as I said, I’m a know-it-all. I’m basically right about everything — education, parenting, marriage, writing. Just ask me. And if you don’t ask me, don’t worry, I’ll let you know what I think anyway, either by telling you, by showing you, or by wearing an all-knowing expression on my face.

Yeah, my know-it-all attitude has never really fostered communication, let alone transformation. Unchallenged for much of my life, I forged onward, knowing what I knew and operating from that core until — whoops! — I realized that I didn’t actually know everything.

Over the past few years, my husband and I have been faced with very difficult questions, and we haven’t had all of the answers. To complicate matters, we keep finding ourselves in conversations with people we don’t agree with. In similar situations in the past, I would’ve used my position, power, or sheer force of will to press my opinions and beliefs onto others, using words or actions to convince them that I was right — about ministry, marriage, parenting, or politics. But guess what — force-feeding doesn’t convince people to eat what you are serving. People don’t actually like to be told what to think, feel, or believe. They like to be challenged to find their own answers and invited into conversations.

I know — it’s mind-blowing!

So, as a recovering know-it-all, I have, with my husband, been considering an alternate strategy — asking questions. What if, instead of telling everyone I know the best way to teach writing, I ask other teachers what strategies they have found to be effective? What if instead of pushing one particular type of school, I ask parents what factors guided their educational choices? What if instead of insisting that the best treatment for chronic illness is homeopathy, I ask a friend what she has found to be most useful in dealing with her illness?

Do you see what happens? Telling keeps people at a distance. Asking brings them into your space! Telling keeps me isolated. Asking gives me community! Telling sets my feet firmly in the ground. Asking creates space for me to move!

Now, I will admit, that this new stance — asking — feels more vulnerable than my previous one — telling. When you bring people into your space, they have much more opportunity to hurt you, but I’m learning that they also have much more opportunity to love you and to be loved by you. 

I will also admit that because the former way was so well practiced, it has been difficult to re-train the muscle memory. Our quest to transition away from telling started in the theoreticalWhat if we asked people questions rather than debating the correct answers? It then moved to the pedagogicalCertainly asking questions invites others to join in conversation. But it has taken us a while to move from the theoretical and pedagogical to the practical — actually asking questions.

Coincidentally — hah! — at the same time that we’ve been exploring questions as a means of making conversation and building community, a member of our small group community has, in every discussion we have had, started each thought with, “Could I ask you a question?” Evidently, as an organizational change agent, he has developed this practice as an effective tool to facilitate group engagement. He asks questions and then explores the answers.

We’ve had a role model right in front of our eyes!

So, we had the theoretical discussion. We determined an appropriate action. A model was provided, and then the occasion appeared — the moment in which we met a challenge to our preferred way of thinking and living that produced personal transformation*.

It happened last weekend at a prayer conference we attended. One of the presenters, Chris Paalova, of All Nations Church in St. Louis, MO, spent his forty-five minutes asking us if we would be willing to change the way we pray from telling God what we want him to do to asking Him.

He built his case for this method by citing numerous passages where the big players of Scripture — David, Abraham, Paul, and even Jesus — prayed in questions — from David in the Psalms asking, “How long, Lord? Will you forget me forever?” (Psalm 13:1) to Jesus on the cross asking, “My God, my God, why have you forsaken me?” (Mark 15:34)

And as he gave example after example it dawned on me that even with God, I have been a know-it-all. I don’t ask, “What are you showing me through this illness?” Rather, I say, “Lord, please reduce my pain.” Instead of asking, “Lord, will you please encourage my kids and show them who you are?” I say, “Lord, encourage my kids and provide for their needs.” Instead of asking, “Lord, what am I missing here?” I say, “Lord, lead me through this circumstance.” It’s subtle, but in my prayers, I am calling the shots. I am not being vulnerable with God. I am telling Him what I want when I could be asking Him what I need.

Like ‘Kelly’, I’ve been working on this lesson for as long as I can remember. I’ve been trying to learn that God is God and I am not. He is the only one who knows everything. My stint as a know-it-all was all smoke and mirrors. He knew that. And because He wants to engage me, to draw me closer to Him and be in relationship with me, He keeps varying his instructional methods.

So, at last, I’m sitting here raising my hand, and I can almost hear Him say, “Kristin, what’s your question?”

I think we’re back in business.

Ask and it will be given to you; seek and you will find; knock and the door will be opened to you.

Matthew 7:7

*Kirkegaard, again.

The Occasion, revisit

This post, first written March 2018 and updated February 2019, is further exploration of the topic, the process.

As a student, I hated group assignments. I dreaded the moment when a teacher would put me with two or three other students and give us a task to accomplish. I would groan, shoot the instructor a micro-glare, and reluctantly join the others who were equally ‘enthusiastic’. Why did I hate it so much? Was it because every group has a slacker and I hated the imbalance of effort? Or was it the fact that I would have to approach a problem in a way that I was unfamiliar with? Because if a teacher gave me a page of math problems, I could fly through them pretty quickly and end up with fairly accurate results. If I had to answer comprehension questions on a chapter in US History, no problem. Zip, zap, zoop. However, if a task involved more complexity and I had to sit in that complexity with a group of people who approached problems in different ways than my slam and jam method, that was uncomfortable for me. I didn’t like it.

You might think that as teacher I have avoided assigning group work because it made me so uncomfortable as a student. Not true. It’s been a bit of a psycho/social experiment for me to watch my students obediently trudge from their desks to the groups that I have put them in. The ones who are like me grab the paper and just ‘get it done’, huffing and rolling their eyes the whole time. They are missing the point — just like I was.

Often learning is not about the product, but about the process.

Teachers don’t put students into groups so that they can find the answers.    Teachers put students into groups so that they can witness the processes of other people and so that their own processes might be refined.

In my current position, I am working with two students on a course of elementary science. One student is a nine-year-old who is sitting beside me in Ann Arbor, Michigan. She has pretty dramatic difficulty with reading and paying attention. The other student is an eight-year-old with less dramatic learning challenges who is sitting in front of a laptop in London, England.  We meet every day from 10-11am EST, which is 3-4pm in London. As you can imagine, this arrangement requires involved technology, elaborate communication, and creative scheduling. Why go to all this trouble for two little girls? We go to all this trouble because — and I have witnessed this first hand — the girls learn better together than they do apart. Not only that, they share their lives with each other — tales of pet cats, horseback riding, and learning accomplishments. They giggle together as they squish clay to discover the properties of a solid, pour water to measure the volume of a liquid, and watch a steaming kettle to see a gas. They are learning about science, yes, but they are also learning how to learn and that the process of learning does not always have to be drudgery.

As a student, I was always pretty good at learning. Give me the problems; I’ll find the answers. I could figure things out on my own, thank you very much.

I’m writing about this like it’s ancient history, but as you might’ve already guessed, not much has changed. I still think my systems are working pretty well. Give me a problem; I’ll try to find a solution. Slam, jam. I don’t go out of my way to find the refining process, nevertheless, it finds me.

Recently, our pastor, Gabe Kasper, in a message titled “The Healer”, referred to Kirkegaard’s, ‘occasion’. The ‘occasion’ is any moment in which we meet a challenge to our preferred way of thinking and living that produces personal transformation.

I am not a fan of such ‘occasions’.  I do not like change, perhaps because in order to change I have to acknowledge that my system wasn’t the best one after all. My slam and jam method of getting assignments done wasn’t (isn’t) really teaching me anything other than how to check off boxes. It wasn’t (isn’t) allowing me the space to sit in the complexity of a problem. My box-checking was (is) productive, but not transformative.

I recently picked up Barbara Brown Taylor’s Learning to Walk in the Dark. Just few pages into the introduction, I found myself face to face with ‘the occasion’ — a challenge to my preferred way of thinking and living. I had grabbed the book in the middle of a sleepless night, so I faced a choice at 2am — step into this transformational space or put the book down and forget I ever saw it.

I stepped in.

Taylor’s premise is that we are conditioned from childhood to avoid dark spaces.  Our parents tell us to come into the house when the streetlights come on — We have night lights beside our beds. We know where the emergency flashlight is for when the power goes out. When things go dark — literally and metaphorically — we rush to grab a light. My approach to getting caught in the dark is similar to my approach to math problems–I quickly find a solution. I turn on a light. Taylor suggests a different approach. What if, she says, we sit in the dark spaces for a while? What if we acknowledge the complexity of difficult situations instead of rushing to find solutions? After all, she says, “when, despite all my best efforts, the lights have gone off in my life (literally or figuratively, take your pick), plunging me into the kind of darkness that turns my knees to water, nonetheless I have not died…Instead, I have learned things in the dark that I could never have learned in the light, things that have saved my life over and over again” (5).

I have another student who reminds me of me. He wants my help super-fast so that he can score well on the test and get a good grade on the paper. I sometimes get frustrated with him. I say, “I know you want a good grade on the test, but I am more concerned that you fully understand the concepts.” He sometimes blurts back, “What? You don’t care if I do well on the test?” I do. I do care about his test, but life has taught me that the test will be over in a blink; the lesson might matter for much longer. If we don’t master the concept, we are going to have to revisit it over and over until we finally have it.

Like my student, I want a super-fast solution to my problems. I don’t know why, because each time I find a solution to one problem, another one takes its place as though it had been waiting in the wings. I continually find myself standing in the dark.

In fact, at this very moment, I (and maybe you) face several circumstances that are pretty dark. I would really like to turn on some lights, clean up some messes, and make everything perfect. However, I’ve been using that system for most of my adult life, and I’m beginning to see that it’s a flawed strategy. So, I’m going to take this occasion. I’m going to get comfortable here and just observe the space. I’m hoping that “the things I learn” here will “save my life over and over again.”

And guess what — I’m not approaching this lesson alone. I’ve assigned myself to a group project. I’ve asked a few of my dear friends to join me because I know that although it’s not my preferred way of learning — I’d rather hunker down and check off all the boxes myself — they have different approaches that I can learn from. What’s more is that they are willing to sit in the complexity with me for a while — not trying to turn on lights and clean up messes, but just sit and observe and learn from the dark.

The people remained at a distance,while Moses approached the thick darkness where God was.

Exodus 20:21

Learning Delays, re-visit

This one goes way back to April of 2015, whew! I had no idea of the lessons I would be learning in this next chapter…but four and a half years later, the children are still leading me toward learning.

This morning I sat across from a six-year old boy who is learning to read.  He has memorized many rules and exceptions to rules over the past couple of months. This morning he had so much confidence when reading some words — in fact he helped me ‘learn’ how to break some words into syllables and how to play some games. At those moments his eyes were bright and his smile was wide. But the same six-year old boy had moments of frustration where his eyes were focused on the words, his brows were knit together, and he just couldn’t make sense of the message. He could persist in trying to figure it out for a few minutes, but if it took much longer, he was prone to putting his head down in defeat.

I’m leaning a little toward the second posture at the moment. I have been looking at some words for the last couple of hours on and off. I sense they are trying to convey some meaning to me…but I’m just not getting it. Now, I am not six years old. I have been at this reading game for quite some time.  I’ve got all the words decoded. In fact, I know what they mean on the surface, but I get the sense that I am missing the bigger message. I have walked away a couple of times thinking, “it’ll come to me…”

This morning when my student got discouraged, I turned to the more experienced teacher at my side to watch what he would do to breathe a second breath into the little guy — what would transform his defeat into determination. I was impressed when the teacher pulled out strategy after strategy but even more impressed when our munchkin left after two hours of hard work, high-fiving us and smiling!

I wish I had that kind of resilience!

Instead, often when the message seems cryptic, I walk away.

So here’s the message I’m trying to digest: I was reminded this afternoon of the book Through Gates of Spendor which chronicles the work of missionaries to the Auca tribe in Ecuador in the 1950s. The Aucas, according to my Bible study, “have allowed the Gospel to radically change their lives. The practices of their people relentlessly handed down through the generations have been completely altered by the Word of God.”*  Ok, I got that part. The part I am struggling with comes next. The idea, I think, is that God may want to also radically change my life with the Gospel.

Huh? I am a life-long Christian.  I have been a Christian school teacher, youth leader, pastor’s wife.  How much more can my life be radically altered? What “practices of my people relentlessly handed down through the generations [need to be] completely altered”?

I’m struggling with these two sentences:

The dilemma is weighing our genuine need for God’s direction against our personal resistance to alteration.

Will you allow Me to dramatically alter your ways to teach you my own?*

You may be saying to yourself: Come on, Kristin, this isn’t really that complicated. Let God have his way in your life.

Ok, sure. I get that. I mean, I did just let go of a job I loved, a home I loved, and a city I loved in order to move to this new chapter in my life. And I have no regrets. So far, so good!  But I am sensing that those big and noticeable changes are only paving a way for some more internal changes — the ones that aren’t so easy to spot, the ones that have needed changing for a very long time. I just don’t see how those changes are going to happen or what they are going to look like.

Part of the lesson this morning required my student to stand at the white board and spell out a word that I gave to him.  It was a word that he could have easily read if it was printed on the page in front of him — he had read dozens like it already this morning. But when I asked him to write it on the board, he wasn’t having it. I stood at the board and asked him to race me to spell it. Nope — he didn’t want to do that. I tried to make it into a different game. Nope — not gonna happen.

We struggled together to get through that one word and then the other teacher moved us on to something else. Today writing on the board was not a success, but tomorrow we will give it another try.

He doesn’t have to learn everything all in one day.

Sometimes when I am reading my Bible study, it makes sense right away.  Other times, my blogging clarifies ideas and helps me make sense of what I have read. Today? Today I think I got a quick preview of a lesson to come. It’s like I was sitting in the back of the classroom and the teacher told us something we would be doing next week. I know something is coming, but I really don’t have a clue what it is. And, right now I am content with that. I mean, seriously, I don’t have to learn everything all in one day.

I think my new job is teaching me more than I am teaching children, as per usual.

Make me to know your ways, O Lord; teach me Your paths. Lead me in your truth and teach me.”

Psalm 25:5

*Quotes taken from Moore, Beth. Whispers of Hope: 10 Weeks of Devotional Prayer. Nashville: B & H Publishing Group, 2013.