Friday, December 26, 2014

Notes: Edutopia's Top 10 for 2014

http://www.edutopia.org/blog/edutopias-top-10-for-2014-betty-ray 

Dipsticks: Efficient Ways to Check for Understanding

A Simple Way to Gain Information from Your Students: Ask Them

When preservice teachers are confused as to why their students performed poorly on an assignment, I gently say, "Did you ask them why?" After all, having learners use their own vernacular to articulate why they are stuck can be profoundly useful for identifying where to target support.
According to the American Institute of Nondestructive Testing, the simplest tool to encourage student self-assessment is evaluative prompts:
  • How much time and effort did you put into this?
  • What do you think your strengths and weaknesses were in this assignment?
  • How could you improve your assignment?
  • What are the most valuable things you learned from this assignment?

Ways to Check for Understanding

[Short writing activities - > Longer writing activities - > Writing and Drawing activities]
Twitter Post
  • Define _______ in under 140 characters.
5 Words
  • What five words would you use to describe ______? Explain and justify your choices.
Simile
  • What we learned today is like _______.
Explaining
  • Explain the main idea using an analogy.
The Minute Paper
  • In one minute, describe the most meaningful thing you've learned.
So What? Journal
  • Identify the main idea of the lesson. Why is it important?
Muddy Moment
  • What frustrates and confuses you about the text? Why?
Opinion Chart
  • List opinions about the content in the left column of a T-chart, and support your opinions in the right column.
Intrigue Journal
  • List the five most interesting, controversial, or resonant ideas you found in the readings. Include page numbers and a short rationale (100 words) for your selection.
Sticky Notes Annotation
  • Use sticky notes to describe key passages that are notable or that you have questions about.
Top Ten List
  • What are the most important takeaways, written with humor?
Advertisement
  • Create an ad, with visuals and text, for the newly learned concept.

Doing It Differently: Tips for Teaching Vocabulary

Teaching Words

Robert Marzano stresses that in all content areas, direct vocabulary instruction is essential and suggests six steps:
Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery).
Step two: Students restate or explain the new word in their own words (verbally and/or in writing).
Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation).
Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors).
Step five: Students discuss the new word (pair-share, elbow partners).
Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).
Marzano's six steps do something revolutionary to vocabulary learning: They make it fun. Students think about, talk about, apply, and play with new words. And Webster doesn't get a word in edgewise.

Thursday, December 25, 2014

Idea: 826 Valencia model

Bring them through the pirate supply shop, to the writing room.


(6.30 - 8.05)
After college, my first job was working behind one of these secret doors. This is a place called 826 Valencia. It's at 826 Valencia Street in the Mission in San Francisco, and when I worked there, there was a publishing company headquartered there called McSweeney's, a nonprofit writing center called 826 Valencia, but then the front of it was a strange shop. You see, this place was zoned retail, and in San Francisco, they were not going to give us a variance, and so the writer who founded it, a writer named Dave Eggers, to come into compliance with code, he said, "Fine, I'm just going to build a pirate supply store." And that's what he did. (Laughter) And it's beautiful. It's all wood. There's drawers you can pull out and get citrus so you don't get scurvy. They have eyepatches in lots of colors, because when it's springtime, pirates want to go wild. You don't know. Black is boring. Pastel. Or eyes, also in lots of colors, just glass eyes, depending on how you want to deal with that situation. And the store, strangely,people came to them and bought things, and they ended up paying the rent for our tutoring center, which was behind it, but to me, more important was the fact that I think the quality of work you do, kids would come and get instruction in writing, and when you have to walk this weird, liminal, fictional space like this to go do your writing, it's going to affect the kind of work that you make. It's a secret door that you can walk through. 

Monday, December 8, 2014

Article: "The Hard Part"

There is Not Enough, but we will Find A Way. (For students too.)

The Hard Part

Peter Greene (Teacher and writer, blogger, curmudgucation.blogspot.com)
Posted: 07/06/2014 7:08 pm EDT Updated: 09/05/2014 5:59 am EDT

TEACHER STUDENT
They never tell you in teacher school, and it's rarely discussed elsewhere. It is never, ever portrayed in movies and tv shows about teaching. Teachers rarely bring it up around non-teachers for fear it will make us look weak or inadequate.
Valerie Strauss in the Washington Post once put together a series of quotes to answer the question "How hard is teaching?" and asked for more in the comments section. My rant didn't entirely fit there, so I'm putting it here, because it is on the list of Top Ten Things They Never Tell You in Teacher School.
The hard part of teaching is coming to grips with this:
There is never enough.
There is never enough time. There are never enough resources. There is never enough you.
As a teacher, you can see what a perfect job in your classroom would look like. You know all the assignments you should be giving. You know all the feedback you should be providing your students. You know all the individual crafting that should provide for each individual's instruction. You know all the material you should be covering. You know all the ways in which, when the teachable moment emerges (unannounced as always), you can greet it with a smile and drop everything to make it grow and blossom.
You know all this, but you can also do the math. 110 papers about the view of death in American Romantic writing times 15 minutes to respond with thoughtful written comments equals -- wait! what?! That CAN'T be right! Plus quizzes to assess where we are in the grammar unit in order to design a new remedial unit before we craft the final test on that unit (five minutes each to grade). And that was before Chris made that comment about Poe that offered us a perfect chance to talk about the gothic influences, and then Alex and Pat started a great discussion of gothic influences today. And I know that if my students are really going to get good at writing, they should be composing something at least once a week. And if I am going to prepare my students for life in the real world, I need to have one of my own to be credible.
If you are going to take any control of your professional life, you have to make some hard, conscious decisions. What is it that I know I should be doing that I am not going to do?
Every year you get better. You get faster, you learn tricks, you learn which corners can more safely be cut, you get better at predicting where the student-based bumps in the road will appear. A good administrative team can provide a great deal of help.
But every day is still educational triage (process of determining the most important things from amongst a large number that require attention). You will pick and choose your battles, and you will always be at best bothered, at worst haunted, by the things you know you should have done but didn't. Show me a teacher who thinks she's got everything all under control and doesn't need to fix a thing for next year, and I will show you a lousy teacher. The best teachers I've ever known can give you a list of exactly what they don't do well enough yet.
Not everybody can deal with this. I had a colleague years ago who was a great classroom teacher. But she gave every assignment that she knew she should, and so once a grading period, she took a personal day to sit at home and grade papers for 18 hours straight. She was awesome, but she left teaching, because doing triage broke her heart.
So if you show up at my door saying, "Here's a box from Pearson. Open it up, hand out the materials, read the script, and stick to the daily schedule. Do that, and your classroom will work perfectly," I will look you in your beady eyes and ask, "Are you high? Are you stupid?" Because you have to be one of those. Maybe both.
Here's your metaphor for the day.
Teaching is like painting a huge Victorian mansion. And you don't actually have enough paint. And when you get to some sections of the house it turns out the wood is a little rotten or not ready for the paint. And about every hour some supervisor comes around and asks you to get down off the ladder and explain why you aren't making faster progress. And some days the weather is terrible. So it takes all your art and skill and experience to do a job where the house still ends up looking good.
Where are school reformy folks in this metaphor? They're the ones who show up and tell you that having a ladder is making you lazy, and you should work without. They're the ones who take a cup of your paint every day to paint test strips on scrap wood, just to make sure the paint is okay (but now you have less of it). They're the ones who show up after the work is done and tell passersby, "See that one good-looking part? That turned out good because the painters followed my instructions." And they're most especially the ones who turn up after the job is complete to say, "Hey, you missed a spot right there on that one board under the eaves."
There isn't much discussion of the not-enough problem. Movie and tv teachers never have it (high school teachers on television only ever teach one class a day). And teachers hate to bring it up because we know it just sounds like whiny complaining.
But all the other hard parts of teaching -- the technical issues of instruction and planning and individualization and being our own "administrative assistants" and acquiring materials and designing unit plans and assessment -- all of those issues rest solidly on the foundation of Not Enough.
Trust us. We will suck it up. We will make do. We will Find A Way. We will even do that when the state and federal people tasked with helping us do all that instead try to make it harder. Even though we can't get to perfect, we can steer toward it. But if you ask me what the hard part of teaching is, hands down, this wins.
There's not enough.

Monday, December 1, 2014

Writing: "teatime"

teatime

churned yellow
a spoon of sweet
pockets of air
mingle and meet

drops, crumbs
smooth velvet
creamy peaks
scooped and spatula-ed

flour and flower
sitting on tiers
just to say
for you, my dears

Article: "Scientists outshine arts students with experiments in creative writing"

Scientists outshine arts students with experiments in creative writing

By Aifric Campbell
With no publication angst and a killer work ethic, science students easily match their peers in the humanities in the art of creative writing. It even makes them better scientists.
Imperial College London students lab
Students in a lab at Imperial College London. Photograph: Alamy
We are eating noodles in the sunshine at Imperial College, London, when my former student tells me about his invention. “Meet SAM,” says Joachim and places his prototypes on the bench – a tiny switch and actuator that will allow everyone to make wireless smart things without knowing anything about coding or electronics. A jacket that heats up when your body temperature drops, a fridge that warns you’re out of milk – it’s an Internet of Things idea and the applications seem endless once you start connecting people and objects. While Joachim answers my questions about how he and his team will manage the journey from inspiration to execution, I’m reminded of another conversation we once had about risk.
It was inspired by a story about an assassin in the murderous heat of a noonday piazza – one of those ambitious narratives whose success depends entirely upon managing uncertainty. For I am a novelist and Joachim is a mechanical engineer who took my creative writing class as part of his degree, and he outlines his business plan with the same passion and precision as he wrote that short story.
For the past three years I have taught creative writing to students in science, technology, engineering and medicine at Imperial who can take humanities options for credit. It was the interdisciplinary challenge that intrigued me, but I’ll admit to being sceptical about the students’ writing potential. So I was delighted to be proved wrong: their writing is easily as good – and often better – than that of creative writing students I have taught elsewhere, including at the University of East Anglia. And my external assessors – also writers who teach and hold PhDs from UEA – agree.
“I hate the perception that scientists and engineers struggle with any arts subject,” says my student Chris Winchurch (electrical engineering). Most of these AAA/A*A*A* undergrads at the world’s second-ranked universityabandoned formal humanities at 16, so creative writing is a grade gamble. But they are eager to explore their potential and to resolve a certain tension between their artistic and scientific interests.
On the first day we rearrange the furniture. Stem students (science, technology, engineering and maths) spend their days in labs and lecture theatres and this is very often the first time they sit face-to-face to discuss ideas and peer review. Their communication skills need liberating, their critical vocabulary is underdeveloped. Farah Shair (biochemistry) tells me the first homework on character felt like “reaching inside my brain to find a part that hasn’t been used for so long”. Chris admits that it was “a lot harder than I anticipated to switch from modules with correct answers and rigid methodologies into a much more subtle and subjective world, but in the end it was the highlight of my week”.
We set sail with three rules: observe the world; read attentively; get black on white.
During the year of reading and writing and observing, students learn to tolerate uncertainty in process and outcome, embrace risk (creative, intellectual and performance) and practice humility – since writing is an exercise in failing better each time. Their writing is imaginative in theme and topic. They do not fall fatally in love with their work and will abandon experimental dead ends. Their killer work ethic sustains them through the endless revision that is essential to good writing.
Aifric Campbell novelist teaches creative writing Imperial College London
Aifric Campbell: ‘Students do not fall fatally in love with their work.’ Photograph: Richard Saker/Guardian
“They are technically and creatively ambitious,” says Laura Fish, an external examiner for the course and senior lecturer in creative writing at Northumbria. “Inventive risk-takers who look at story and subvert,” adds playwright and fiction writer Laura Bridgeman, a moderator for the course who has taught creative writing at four different UK universities. They are interested in writing that will engage a reader – which makes them perfect raw material for workshops where work must always be placed ahead of ego.
Best of all, Imperial’s creative students are not obsessed with publication as an end goal. Like Junot Diaz‘s students at MIT, Imperial’s students are “not all trying to be novelists”. This makes them particularly exciting to teach, since they are completely absorbed in the creative process and spared the torment that afflicts so many students on creative writing degrees.
The debate about creative writing studies continually circles around this issue of publication, and distracts from the far more interesting question about its effect on intellectual and personal development. Stem students discover unexpected synergies between their scientific and artistic talents. Fanny Heneine (civil engineering) says she “produces more creative and well-thought solutions to engineering problems”. Alumnus Stuart Holland, now a software engineer, alternates between programming and creative writing projects to exercise “two different yet complementary forms of creative problem solving”. James Owen (biology) reflects on the potential for creative writing to engage the public in “what is current and exciting in science”.
As I write, Joachim and his team are well on the way from dream to execution: SAM Labs has ignited the technology press and smashed through its funding targets. According to Joachim, the “constant questioning and endless iterations” of his startup experience are very similar to creative writing.
“The most profound lesson I learned from creative writing studies was about the impact of science on society,” concludes Stefan Grossfurthner (biotechnology). A year of reading and writing fiction raises all sorts of ethical and moral questions that inspire Stem students to apply their talent for sceptical enquiry to an analysis of human behaviour.
And isn’t this precisely what we would all wish for our scientists, engineers, technologists and doctors – that the men and women who build, design, code, fix and shape our world are enriched by their exploration of our human condition?

Article: "Teacher spends two days as a student and is shocked at what she learns"

 October 24  


Wiggins initially posted the piece without revealing the author. But the post became popular on his blog and he decided to write a followup piece revealing that the author was his daughter, Alexis Wiggins, a 15-year teaching veteran now working in  a private American International School overseas. Wiggins noted in his follow-up that his daughter’s experiences mirrored his own and aligned well with the the responses on surveys that his  organization gives to students.

By Alexis Wiggins
I have made a terrible mistake.
I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!
This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. My job is to work with teachers and administrators to improve student learning outcomes.
As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. My task was to do everything the student was supposed to do: if there was lecture or notes on the board, I copied them as fast I could into my notebook. If there was a Chemistry lab, I did it with my host student. If there was a test, I took it (I passed the Spanish one, but I am certain I failed the business one).
My class schedules for the day (Note: we have a block schedule; not all classes meet each day):
The schedule that day for the 10th grade student:
7:45 – 9:15: Geometry
9:30 – 10:55: Spanish II
10:55 – 11:40: Lunch
11:45 – 1:10: World History
1:25 – 2:45: Integrated Science
The schedule that day for the 12th grade student:
7:45 – 9:15: Math
9:30 – 10:55: Chemistry
10:55 – 11:40: Lunch
11:45 – 1:10: English
1:25 – 2:45: Business

Key Takeaway #1
Students sit all day, and sitting is exhausting.
I could not believe how tired I was after the first day. I literally sat down the entire day, except for walking to and from classes. We forget as teachers, because we are on our feet a lot – in front of the board, pacing as we speak, circling around the room to check on student work, sitting, standing, kneeling down to chat with a student as she works through a difficult problem…we move a lot.
But students move almost never. And never is exhausting. In every class for four long blocks, the expectation was for us to come in, take our seats, and sit down for the duration of the time. By the end of the day, I could not stop yawning and I was desperate to move or stretch. I couldn’t believe how alert my host student was, because it took a lot of conscious effort for me not to get up and start doing jumping jacks in the middle of Science just to keep my mind and body from slipping into oblivion after so many hours of sitting passively.
I was drained, and not in a good, long, productive-day kind of way. No, it was that icky, lethargic tired feeling. I had planned to go back to my office and jot down some initial notes on the day, but I was so drained I couldn’t do anything that involved mental effort (so instead I watched TV) and I was in bed by 8:30.
If I could go back and change my classes now, I would immediately change the following three things:
  • mandatory stretch halfway through the class
  • put a Nerf basketball hoop on the back of my door and encourage kids to play in the first and final minutes of class
  • build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine. I was so tired by the end of the day, I wasn’t absorbing most of the content, so I am not sure my previous method of making kids sit through hour-long, sit-down discussions of the texts was all that effective.
Key Takeaway #2
High school students are sitting passively and listening during approximately 90 percent of their classes.
Obviously I was only shadowing for two days, but in follow-up interviews with both of my host students, they assured me that the classes I experienced were fairly typical.
In eight periods of high school classes, my host students rarely spoke. Sometimes it was because the teacher was lecturing; sometimes it was because another student was presenting; sometimes it was because another student was called to the board to solve a difficult equation; and sometimes it was because the period was spent taking a test. So, I don’t mean to imply critically that only the teachers droned on while students just sat and took notes. But still, hand in hand with takeaway #1 is this idea that most of the students’ day was spent passively absorbing information.
It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.
I asked my tenth-grade host, Cindy, if she felt like she made important contributions to class or if, when she was absent, the class missed out on the benefit of her knowledge or contributions, and she laughed and said no.
I was struck by this takeaway in particular because it made me realize how little autonomy students have, how little of their learning they are directing or choosing. I felt especially bad about opportunities I had missed in the past in this regard.
If I could go back and change my classes now, I would immediately:
  • Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
  • set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it.
  • Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
Key takeaway #3
You feel a little bit like a nuisance all day long.
I lost count of how many times we were told be quiet and pay attention. It’s normal to do so – teachers have a set amount of time and we need to use it wisely. But in shadowing, throughout the day, you start to feel sorry for the students who are told over and over again to pay attention because you understand part of what they are reacting to is sitting and listening all day. It’s really hard to do, and not something we ask adults to do day in and out. Think back to a multi-day conference or long PD day you had and remember that feeling by the end of the day – that need to just disconnect, break free, go for a run, chat with a friend, or surf the web and catch up on emails. That is how students often feel in our classes, not because we are boring per se but because they have been sitting and listening most of the day already. They have had enough.
In addition, there was a good deal of sarcasm and snark directed at students and I recognized, uncomfortably, how much I myself have engaged in this kind of communication. I would become near apoplectic last year whenever a very challenging class of mine would take a test, and without fail, several students in a row would ask the same question about the test. Each time I would stop the class and address it so everyone could hear it. Nevertheless, a few minutes later a student who had clearly been working his way through the test and not attentive to my announcement would ask the same question again. A few students would laugh along as I made a big show of rolling my eyes and drily stating, “OK, once again, let me explain…”
Of course it feels ridiculous to have to explain the same thing five times, but suddenly, when I was the one taking the tests, I was stressed. I was anxious. I had questions. And if the person teaching answered those questions by rolling their eyes at me, I would never want to ask another question again. I feel a great deal more empathy for students after shadowing, and I realize that sarcasm, impatience, and annoyance are a way of creating a barrier between me and them. They do not help learning.
If I could go back and change my classes now, I would immediately:
  • Dig deep into my personal experience as a parent where I found wells of patience and love I never knew I have, and call upon them more often when dealing with students who have questions. Questions are an invitation to know a student better and create a bond with that student. We can open the door wider or shut if forever, and we may not even realize we have shut it.
  • I would make my personal goal of “no sarcasm” public and ask the students to hold me accountable for it. I could drop money into a jar for each slip and use it to treat the kids to pizza at the end of the year. In this way, I have both helped create a closer bond with them and shared a very real and personal example of goal-setting for them to use a model in their own thinking about goals.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
I have a lot more respect and empathy for students after just one day of being one again. Teachers work hard, but I now think that conscientious students work harder. I worry about the messages we send them as they go to our classes and home to do our assigned work, and my hope is that more teachers who are able will try this shadowing and share their findings with each other and their administrations. This could lead to better “backwards design” from the student experience so that we have more engaged, alert, and balanced students sitting (or standing) in our classes.

Article: "Reading a Poem: 20 Strategies"

Reading a Poem: 20 Strategies

A guide for the perplexed
At one time or another, when face-to-face with a poem, most everyone has been perplexed. The experience of reading a poem itself is as likely to turn us off, intellectually or emotionally, as it is to move us. Unless patronized by celebrities, set to music, accompanied by visuals, or penned by our own children, poems do a terrible job of marketing themselves. All those ragged lines and affected white spaces make them appear as though they should be treated only as pieces of solemn art. Look but don’t get too close, and definitely don’t touch.

But what if the fine art of reading poetry isn’t so fine after all? What if the predicament about poems is precisely our well-intentioned but ill-fitting dispositions toward reading them?

Here are 20 modest proposals toward rethinking the act of reading a poem.

1. Dispel the notion that reading poetry is going to dramatically change your life. Your life is continually changing; most of the time you’re simply too busy to pay enough attention to it. Poems ask you to pay attention—that’s all.

2. When you read a poem, especially a poem not meant to be a “spoken word” poem, always read it out loud. (Never mind what they said in grammar school—to subvocalize so that you won’t bother your peers.) Your ear will pick up more than your head will allow. That is, the ear will tell the mind what to think.

3. Try to meet a poem on its terms not yours. If you have to “relate” to a poem in order to understand it, you aren’t reading it sufficiently. In other words, don’t try to fit the poem into your life. Try to see what world the poem creates. Then, if you are lucky, its world will help you re-see your own.

4. Whether or not you are conscious of it, you are always looking for an excuse to stop reading a poem and move on to another poem or to do something else entirely. Resist this urge as much as possible. Think of it as a Buddhist regards a pesky mosquito. The mosquito, like the poem, may be irritating, but it’s not going to kill you to brave it for a little while longer.

5. People will tell you there are two kinds of poems: the “accessible poem” whose intent and meaning are easy to appreciate, and the “obscure poem” whose intent and meaning are difficult to appreciate. It’s up to you how hard you want to work.

6. If you don’t know a word, look it up or die.

7. A poem cannot be paraphrased. In fact, a poem’s greatest potential lies in the opposite of paraphrase: ambiguity. Ambiguity is at the center of what is it to be a human being. We really have no idea what’s going to happen from moment to moment, but we have to act as if we do.

8. A poem has no hidden meaning, only “meanings” you’ve not yet realized are right in front of you. Discerning subtleties takes practice. Reading poetry is a convention like anything else. And you learn the rules of it like anything else—e.g., driving a car or baking a cake.

9. As hard as it sounds, separate the poet from the speaker of the poem. A poet always wears a mask (persona) even if she isn’t trying to wear a mask, and so to equate poet and speaker denies the poem any imaginative force that lies outside of her lived life.

10. When you come across something that appears “ironic,” make sure it’s not simply the speaker’s sarcasm or your own disbelief.

11. “Reading for pleasure” implies there’s “reading for displeasure” or “reading for pain.” All reading should be pleasurable: Like sex, it pleases to a greater or lesser degree, but pleasure ultimately isn’t the only point.

12. A poem can feel like a locked safe in which the combination is hidden inside. In other words, it’s okay if you don’t understand a poem. Sometimes it takes dozens of readings to come to the slightest understanding. And sometimes understanding never comes. It’s the same with being alive: Wonder and confusion mostly prevail.

13. Perform marginalia. Reading without writing in the margins is like walking without moving your arms. You can do it and still reach your destination, but it’ll always feel like you’re missing something essential about the activity.

14. There is nothing really lost in reading a poem. If you don’t understand the poem, you lose little time or energy. On the contrary, there is potentially much to gain—a new thought, an old thought seen anew, or simply a moment separated from all the other highly structured moments of your time.

15. Poetry depends on pattern and variation—even non-linear, non-narrative, anti-poetic poetry. By perceiving patterns and variations on those patterns, your brain will attempt to make order out of apparent chaos. “Glockenspiel,” “tadpole,” and “justice” have ostensibly nothing to do with each other, and yet your brain immediately tries to piece them together simply because they are there for the apprehending.

16. As your ability to read poems improves, so will your ability to read the news, novels, legal briefs, advertisements, etc. A Starbucks poster a few years ago read: Friends are like snowflakeseach one is unique. How true. But isn’t snow also cold and ephemeral? Let’s hope our friends are not.

17. Reading poetry is not only about reading poetry. Its alleged hermetic stylizations of syntax and diction can enhance your awareness of the world, even those things that don’t deal directly in words. A dress, a building, a night sky—all involve systems of pattern-recognition and extrapolation.

18. The very best way to read a poem is perhaps to be young, intelligent, and slightly drunk. There is no doubt, however, that reading poems in old age cultivates a desire to have read more poems in youth.

19. Someday, when all your material possessions will seem to have shed their utility and just become obstacles to the toilet, poems will still hold their value. They are rooms that take up such little room. A memorized poem, or a line or two, becomes part internal jewelry and part life-saving skill, like knowing how to put a mugger in an arm-lock or the best way to cut open a mango without slicing your hand.

20. Reading a good poem doesn’t give you something to talk about. It silences you. Reading a great poem pushes further. It prepares you for the silence that perplexes us all: death.