It has started. We are too close to the door to close it now. The wind is too strong now to wind the sail. Anthony Horowitz gave empowerment to five. Enid Blyton made the number famous. Swordsman Miyamoto Musashi wrote a book about five rings. The Olympic games use five rings representing inhabited continents. Five-a-side football isn’t a bad game. In rugby a try gets you five points. “Give me five”, praises someone as you high five. Quintessence is essential to water, earth, fire and air. The five-second rule used to be applicable but then COVID-19 came along. UK pop band 5ive are best forgotten, just like the notes taken from the fifth TESMC module.
Words like dynamic and dynasty be so mellifluous. Pleasing to the ears. They make me all aquiver when tied to descriptive texts, like the bombinating of a bumblebee briskly buzzing by. Sometimes the words themselves are so ineffable that no words do them justice. These moments can appear ethereal like the petrichor (the sometimes pleasant fragrance of earth that follows rain). Try laying supine, facing the sky, closing your eyes and listening to the things around you. What sounds pleased? Which make a horrendous hum? Yesterday was the memorial day of the Nanjing massacre in China and at some stage a sonorous sound shrieked out from a siren. On the quieter side, there has been bird song and on opening my eyes, spheres danced in my vision, the phosphenes from the rubbing of my eyes.
Hiraeth [hiːrai̯θ] is here. A longing for home. The home of yesterday has changed. The world has changed. I cannot go back as easily as before. It’s a Welsh word. Pure beauty in meaning, a pining for nostalgia. A desire for home and an epoch gone by. I find myself as a somnambulist. I miss second-hand bookshops too. The kind of bookshop which is so full that it had to refuse more refuse. That vellichor. The fragrance and strangeness of so many gathered histories. The insurance has long been invalid for the invalid books.
A teacher must know words. Words are friends. Words need sharing. Words need to be entrusted and explained. How can we intimate this to our most intimate student friends? Students from ESL (English as a Second Language) backgrounds need new words. New words can help develop a love for language. Without these tiptoe steps into a world thesaurus and dictionary, what will a student learn? Are we sometimes guilty of assuming students can’t pick up new words? What are the ramifications of low expectations? Surely, if a student has been set low standards or an activity without a challenge then they will wither and fade like an autumn flower as winter arrives. Speaking of word play, congratulations to my mate Gerry on his third marathon finish. If he was a drummer, he could paint a bass fish on the head of the bass drum. Wordplay.
Ongoing and meaningful preparations are a must. You can’t make Christmas cards easily without card, colouring pencils or pens, and materials to stick onto the card. You may have the words to write ‘We Wish You A Merry Christmas’ but they’re null and void without a place to affix them. Now, you have prepared well, and now it is time for explicit and timely support – by teachers and their assistants. These key tools of learning are essential to educating ESL students. Think omnipresence. Even at a later stage a teacher should be guiding through support and reassurance, or corrective guidance, when and where appropriate. Give an ESL student supportive confidence and they’ll fly. No more wilting flowers.
Practice alone won’t hone writing as a skill. It needs companionship. Reading, a variety of examples, experimentation and bravery aren’t bad starting points. Encouragement and explicit guidance by all teachers will go far. Repetition may help an ESL student with handwriting or to spell a few words but it won’t do much more without a careful eye and a hand on the shoulder. Teachers are the Jedi masters of the classroom. They must be open-minded, flexible and experimental in teaching strategies to encourage students to adopt the same mindset. Practice is important, however, to get better a structured and reflective approach, of a clear nature is of greater benefit. What a teacher wants from a class should be discussed and explained clearly. The teacher has the task of progressively conveying their expectations in ways that don’t confuse or blur the outcome. Every opportunity for a student to write should be a chance to seek clarification and guidance. Perhaps like now, it is Christmas and the task is to write Christmas cards. Careful wording helps build a basic familiarity. If not worded correctly your Christmas card workshop class could easily become a paper aeroplane and origami showroom. In my classroom, anything is possible. Perhaps, they’d create a Picasso-style masterpiece then rip it up. Upon seeing the tears in their painting I would shed a tear or two.
Writing processes must be clear, with the genre of the task apparent from the off. The specificities of the genre will make the register of the writing task transparent and relevant. Joint construction, modelling, then independent construction each have different demands on both the student and the teacher. Here the right language choices can be made. They offer the chance to have a running dialogue between the teacher and the student. The activity of writing is integral to learning in many educational contexts. It is not simply to show what has been learned. Far from it! One piece of text could be construed by one reader as a different thing to another reader. The writer interacts with their audience via the text. Various semiotic systems make this possible. They could be multimodal, interactive and often they have meanings or interpretations that change over time or from culture to culture or from prior knowledge or even contextual factors. Society and culture changes. Technology changes. Word meanings evolve or fade away. Who knows what literacy skills we’ll need for the next century?!
Pariseetomol sounds like paracetamol. Whilst one is headache-reducing, the former could be headache inducing. Part of the text is below. Is it a hybrid of Dr Seuss or Roald Dahl, or JRR Tolkien or Lewis Caroll? Perhaps Shakespeare has made a comeback tour like all good big-haired 80s artists do (1580s, obviously). Anyway for more on the below, look at it first and then I’ll share something just after the below text:
“Pariseetomol ossildates the senses, demanding to be looged, hoshed, plessed, misted and spolt. From plooking along the Seine to scarbarsters on merse-sized canvases to the pick-an-ism dupers in cafes parlandering on the mis of garlic or the perster kolecks of Jerry Lewis, Pariseetomol is the embiffers of all things French. Morzel simplurously at its brousal boulevards, pressim monuments, highstopper works of art and larly lippers. Savour its gourmet stoop of premble, jasmerse, dorsims and marebits. Feel the rosset in your doppel as you glerglack through Bastille, or a wergle of frompt and plossule atop the Eiffel Toppletipper.” – Is this gibberish? See below.
Google and other search engines can ruin a mystery, as can Ben Greuter, ace TESMC instructor. Without giving anything away, here’s a link to explain the above Lonely Planet piece. In the classroom we were asked to answer some questions. Again, see below.
1. What does Pariseetomol do to the senses?
2. How is one advised to morzel?
3. When are you likely to feel the rosset in your doppel?
4. Why might you have felt a wergle of frompt and plossule atop the Eiffel Toppletipper?
5. What is the writer’s view of Pariseetomol?
Now, where and how do you begin to answer that. The bandage was wound around the wound. That’s where I’d begin. Much of what we read in English is about context and prior knowledge. Many authors can skip the obvious in a series of novels, but pick up the latest Jack Reacher novel and you may need a few back-publications to fully follow the brutal ex-military officer created by Lee Child. His mind was used to produce produce. He polished his character with the odd Polish trip. I’m sure one novel has the main character deciding to desert his dessert in the desert. And, Jack Reacher definitely took aim at a dove which dove into the bushes, which he could lead others to do if he would get the lead out.
On returning from lunch I see there is no time like the present. Someone thought it was time to present the Christmas present. I do not object to this secret object. Now, who sent it? I shall subject the mysterious subject to a series of tests. I have a package with neat folds, level taping and handwriting that appears feminine. The colour scheme is light and cheery. After, “Hey John” there is “~” which is quite common to signify affection or warmth. The contents will remain secret until Friday when I open it at the staff gathering. I guess from the feel that it is a pin badge, a keyring or earrings. I shall pontificate in my best Sherlock Holmes fashion without sweat. Maybe i could watch a documentary about an Australian marsupial, let’s say the wombat. It eats roots, shoots, and leaves. I’ll get my coat…