![]() ![]() When I do connect, the emotion behind the texts or phone calls is often joyless. I’m left with knots in my gut wondering if their kite is lost in the trees. ![]() Did they understand it? Do they need help to get going? Why won’t they respond to my texts? Despite my attempts at connecting with some kids, some just don’t communicate back. ![]() I never know if the assignment is taking off until I receive it in a haphazard way, or don’t receive it. That time between sending out the assignment and receiving it, I feel an emptiness, an invisible anticipation. I am quickly able to, via text or phone call, show them how to generate the right amount of wind or modify their assignment so it can fly.īut there are those students with whom connecting has been a constant struggle. There are also those who struggle but reach out to me on their own. Others create their own wind they know how to find just the right amount of wind inside their soul to carry the assignment away. These students have support at home, someone to hold them when they feel down and provide positive encouragement to try and try again. I’m is awe of the energy put into each assignment. A small gust of wind crosses their path and the lesson is carried out with a depth and breadth. I wait in wonder, hoping that it takes off. Like those first steps in which the kite flyer lays out their kite and makes sure it’s perfect and ready for flight, I slave away at each lesson plan, meticulously trying to layer it for remote learning while explaining it in words, diagrams, and, of course, a learning map so that all learners can access it. With every lesson I send off into the Fresh Grade breeze, I am excited about the possibilities. However, the next day, the character checks the forecast and despite the projection of another windless day, the ever-optimistic child goes through the entire process again with the hope of flying that kite, trying, failing, but always trying again.Īs I worked on remote teaching these past few weeks, I felt much like that child. Ultimately, the combination of confusion, frustration, anger, and sadness, leads to surrender and the character abandons the idea altogether. After a few more attempts, including more modifications, frustration evolves into to anger. They try to vary the position of the kite on the ground and even attempt to modify the kite to see if that would lead to a positive outcome. By about the third attempt, confusion ensues. Of course, the first attempt is a complete failure because there is no wind. They carefully lengthen the string, holding one part in one hand, and bring the other hand a little further down to brace the kite once up in the air. They organize their kite, making sure the tail is perfectly situated. Here is what the actors show me.Īt first, the child is excited about flying a kite. I tell the actors that despite all odds, their character should never give up. I have them pretend they are a small child trying to fly a kite on a windless day. There is a solo project I do with my Drama students. ![]()
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