You will be hearing from us shortly

Because of a Lindamood-Bell scheduling fluke, I have tomorrow (Tuesday) off. And because Lindamood-Bell is a seasonal job, I am spending tonight and tomorrow applying for more permanent jobs. So is my roommate. It makes us punchy.

I have applied to charter schools and coffee shops, children's museums and publishing houses, over 55 in all since I started sending out my resume in March. Dr. Gauthier said at church yesterday that searching for a job causes the same amount of stress in your body as the death of a family member. I am starting to believe him.

---

You feel adequate to the demands of this position?
What qualities to you feel you
Personally have to offer?

Ah

Let us consider your application form.
Your qualifications, though impressive, are
Not, we must admit, precisely what
We had in mind. Would you care
To defend your relevance?

Indeed

Now your age. Perhaps you feel able
To make your own comment about that,
Too? We are conscious ourselves
Of the need for a candidate with precisely
The right degree of immaturity.

So glad we agree

And now a delicate matter: your looks.
You do appreciate this work involves
Contact with the actual public? Might they,
Perhaps, find your appearance
Disturbing?

Quite so

And your accent. That is the way
You have always spoken, is it? What
Of your education? Were
You educated? We mean, of course,
Where were you educated?
And how
Much of a handicap is that to you,
Would you say?
Married, children,
We see. The usual dubious
Desire to perpetuate what had better
Not have happened at all. We do not
Ask what domestic disasters shimmer
Behind that vaguely unsuitable address.

And where you born -- ?

Yes. Pity.

So glad we agree.

- U. A. Fanthorpe

We create the magic of learning.

These are magic stones. They are plastic and shiny and cheap, and kids covet them. We use them at work to buy students' cooperation.

I'm working for the summer at a tutoring center. I work with eight students a day for one hour each. My youngest kid has been 8; my oldest thus far has been 17.

Most of the students are used to failure and have self-esteem problems. Part of my job is to keep that frustration away by using "positive error handling technique," which is a cross between improv's "Yes, And" principle and the Socratic method. Basically, when a kid gives a wrong answer, I'm supposed to affirm something about her response. Then, instead of telling her the answer, I'm supposed to help her figure it out for herself, then shower her with praise (in the form of stones) when she gets the answer right.

That works 80%, and it keeps morale up. But a few times a day, this error handling technique leads to one of the following sorts of conversations.


"George" is 14 years old. He has Autism, which means that he can read and remember words but can't necessarily picture what they mean.

Me: "The girl ran through the tall grass." What do those words make you picture?

George: The girl ran through the tall grass.

Me: Great! Those were the words. Now tell me what that made you picture in your head.

George: The girl ran through the tall grass.

Me: Yes, she did. What do you picture for the girl?

George: Ran through the tall grass.

Me: Yes, that's what she's doing. What does she look like?

George: The girl ran through the tall grass.

Me: Is the girl tall or short?

George: Tall grass.

Me: The grass is tall. You're right. What about the girl?

George: The girl ran through the tall grass.

More often, though, George just doesn't answer me, and I find myself wondering if I've turned mute or invisible, or maybe have just asked such an idiotic question that I'm not worth answering. After all, I'm repeating myself over and over, too, and we could be stuck in this perfect echolalial circle forever.


"John" is 12, athletic, and goofy. He spent pre-school through first grade in and out of the hospital for multiple heart surgeries, so he never caught on to phonics, much less reading.

<I hold up an "oi" flashcard.>

Me: What do these letters say?

John: "Aw."

Me: Oh, good, I did see vowels. When you say "aw," what's the first letter you picture?

John: W.

Me: Great! I did see a W in "aw." Did you see anything before the W?

John: O.

Me: You're right that there was another vowel before the W. What would O-W say?

John: "oi."

Me: Yeah, I definitely pictured an O in "oi." What's the second letter you picture in "oi"?

John: H.

Me: H is a letter, you're right. Let's look at the card again.

John: Ee.

Me: I would hear a little "ee" sound in there at the end. How would you say the whole thing?

John: I!

Me: Oh! I did see an I in there. Did you see it coming first or last?

John: In the middle.

Me: Um, ok. This actually says oi.

John: That's what I said!

Me: You did say parts of it, you're right. Touch the card and say it again.

John: Oi.

Me: GREAT! Give me a high five! You got it! Let's see how fast we can do the next ones, ok?

<I hold up F, Qu, Ee, Ll, and Oi, to see if he can remember Oi when he's not thinking so hard.>

John: Fff! Qua! Ee! Lll! Ooo!

Me: You got those first several perfectly! Let's look at this last one. What's that second letter?

John: I.

Me: Awesome! So what do O and I say when they're together?

John: Aw.

He is so insistent that I wonder if I need my glasses prescription updated, or if I actually remember what O and I say together. That particular curriculum is called Seeing Stars, which is what I do after an hour of desperately blurting out anything positive I can say.

Those are my two most severe kids so far. The others correct themselves pretty easily, they respond to questions, they read Frog and Toad Are Friends with me, and, best of all, they are easily bribed with magic stones. As a temporary job, it definitely beats data entry. At the end of the summer, though, the kids will head back to regular school, and I could be unemployed again.

I may attach baggies of magic stones to my application cover letters from now on.