All posts by Andrew

What our Children Know About Us

We recently came across these interview questions on Facebook. Seemed like a fun thing to do. We first three interviews in January, but Maggie wasn’t interested in answering the daddy questions back then. She grudgingly agreed to give it a go during spring break, on March 23.

Mama
Daddy
Griffin Maggie Griffin Maggie
What is something I always say to you? Stop. Clean up. When I say, “Do you want to play a game,” you say, “Yeah, sure.” I don’t know.
What makes me happy?
When I do stuff for you. Clean up. When I play with you. Saying, “Please can you play with me?”
What makes me sad? When I mess up the house. When I accidentally break something. When I mess up the house. When me and Griffin do bad things. Like break glass.
How do I make you laugh? By tickling me! We sing silly things! By tickling me! By saying funny things.
What was I like as a child? Mischief! I don’t know! You didn’t have a CD player. Shrug.
How old am I? 39 I don’t know. 44 I forgot. Twenty? No. Not twenty. Twenty-four? No. Are you twenty-four?
How tall am I? I don’t know! REALLY tall! I didn’t measure you. I’m guessing it might be like four feet, maybe, no… five feet. Super tall!
What is my favorite thing to do? Play with me! Watch TV! Play with me. Play!
What do I do when you’re not around?
Go to the store.
Work.
Go to school.
Do computer work.
What am I really good at? Typing on the computer. Clean up with me.
Making pannakukken.
Shrug.
What is something I’m not good at? Going under your bed.
Not cleaning up.
Reading Chinese.
I don’t know.
What do I do for a job? Take care of Maggie. Something. Go to work.
To clean up dinner. To clean up the dishes.
What is my favorite food?
Cheese kabook… what is that thing? You know that thing that Grandma and Grandpa make with cheese or apples? [Strudel] I don’t know! Pannakukken. Sausage! Or raspberries.
What do you enjoy doing with me? Playing Mille Bornes! Playing! Playing Rat-A-Tat-Cat. Play! Frozen spot-it.

Future Career in Medicine

We have an old twin-sized futon—the ultra-basic variety with the unfinished pine base that folds, awkwardly, into a chair. Though it has been useful over the years, it doesn’t get a lot of love. In return, it has become increasingly lumpy and shabby looking. Sarah and I generally ignore it, keeping it around for rare times when we are brimming with house guests. The kids, however, see it as a multi-purpose device: trampoline, hurdle, and the floor, wall, or roof for their many ephemeral fort designs.

Said futon recently sprung a leak, spewing forth tiny bits of foam (the foam core is surrounded by a nimbus of smaller chunks, ergo the lumpiness). Sarah applied a duct tape bandage, but the kids regularly defeat this measure with a single good leap.

This morning, Sarah and I found the futon blocking the basement hallway with a spray of foam guts on the carpet. We asked the kids to clean up the mess, and reminded them that the poor futon is off limits until we come up with a hardier solution. Some time later, I returned to the basement and found that Griffin had filled an entire trash can with foam bits, vastly more than what we had seen on the carpet before. With sinking heart, I inquired as to what was going on. Griffin proudly said that he was making sure that no more would leak out again, at which point he reached into the growing wound and extracted another armload of foam.

As I groaned at the plight of the poor, eviscerated futon, Maggie squealed, “More, Griffin, MORE!”

Doctor of Internal Medicine
Doctor of Internal Medicine

Focus

It was almost bedtime last night and I urged Maggie to get out of the stroller so we could go inside. Unbeknownst to me, she was engaged in some sort of important task (zipping something, unzipping something, fixing a wrinkled sock, etc.) Maggie’s exasperated response:

“Daddy, you unfocused me!”

Siblings

This morning, per her Wednesday custom, Sarah went to an outdoor workout in the pre-sunrise Minnesota air. (Blizzard last night? Pshaw.) But this post isn’t about Sarah’s well-known bad-assery. Just setting the scene: I’m solo dad.

So at 6:30, I’m down in the kitchen, making my breakfast, steeling myself to shovel the walk and trudge through the very deep snow to school. Griffin comes down earlier than usual — fully dressed — excited for a snow day. (His school was cancelled. Mine was not.) He settles down at the art table to paint some volcanoes. Maggie comes padding into the kitchen, bleary-eyed, and croaks, “Where’s Mama?”

I remind her that Mama vanishes on Wednesday morning. She looks sad and cold, and may burst out crying at any moment. Griffin sees this and says, “Maggie, would you like to paint with me at the art table?” Maggie looks up, but shakes her head… not interested. Griffin’s shoulder’s slump, but then he takes a deep breath, and says, “Ok. Would you like me to read a book to you on the couch?” Maggie considers this for a moment, and slowly nods her head. Moments later, they are snuggled up on the couch reading a book together. And my heart is bursting.

Review: The Political Classroom: Evidence and Ethics in Democratic Education

The Political Classroom: Evidence and Ethics in Democratic EducationThe Political Classroom: Evidence and Ethics in Democratic Education by Diana E. Hess
My rating: 4 of 5 stars

This is a refreshing and valuable addition to current educational research—a must-read for 6-12 social studies and history teachers. The authors tackle important questions that all competent social studies teachers consider regularly: How do you select issues to open up for student discussion? Are some issues too “hot” or too divisive to be fruitfully discussed by students? How should a teacher balance the need to maintain a safe space for all students with the educational goal of fostering authentic political conversations about relevant controversies? Should a teacher ever share their own beliefs, or is that tantamount to proselytizing?

To answer these questions, the authors conducted years of empirical research at a wide range of schools around the country. Along the way they describe three case studies in detail, each of which is a fascinating look at how different teachers and departments grapple with these issues. The case studies alone are worth the price of the book, but the real gems here are in the final chapters where the authors analyze the data and attempt to answer the questions posed above. These chapters stand as a perfect example of how to use relevant theory and research to guide classroom practice.

Make no mistake: this is not a book aimed at a popular audience. It is written primarily for education schools rather than regular classroom teachers. With that said, however, I found plenty here of immediate, practical value. (I primarily teach 8th grade social studies.) The research cited in the book focuses on grades 9-12, but the issues raised are certainly relevant in middle school and possibly even in the younger grades.

View all my reviews

Little Free Libraries

Little Free Library
Little Free Library

Recently, I walked with the kids to some of our neighborhood Little Free Libraries. While walking, we started talking about whether we would someday put one in front of our house, even though there is one directly across the street from us.

Andrew's library would be dedicated to science fiction.
Andrew’s library would be dedicated to science fiction.

I suggested that I might make one that was all for science fiction stories, and I would decorate it with space ships and alien planets. Griffin and Maggie loved this idea, and quickly came up with their own versions.

Griffin's library would be all about science.
Griffin’s library would be all about science.

Griffin’s would be all about science and would have pictures of microscopes and tiny (microscopic?) creatures on it. He asked a few questions about the difference between science and science fiction, but once he understood the distinction, he was firmly committed to real science.

Maggie, of course, shouted, “FROZEN!” When I asked her how it should be decorated, she looked at me like I was hopelessly ignorant, and said, “ELSA!” followed by a whooshing sound which I took to be the sound of Elsa’s ice magic.

Maggie's library would be dedicated to Frozen, decorated with pictures of Elsa.
Maggie’s library would contain anything related to Frozen.

Badass Wife

Sarah went went to her dawn workout outdoors this morning, despite our latest wave of arctic air. The weatherbug reading below was shortly after her workout, as the air started warming up.

Temperature during Sarah's workout.
Temperature during Sarah’s workout.

Naturally, afterwards, I got a text saying, “You should go skiing! It’s beautiful out!”

Skiing

I finally have a pair of cross-country skis. One step closer to being a real Minnesotan. (Ice fishing next year?) We went out as a family on Tuesday, after our first real snow, and then I went again on Thursday morning on my own. It’s a short, easy trail at Highland golf course, but I’m an unsteady amateur, so it’s exactly what I need.

This day…

Maggie is a verbal kid, talking pretty much all the time. She’s generally an effective communicator, conveying her points successfully, even if she doesn’t ultimately get what she wants. (So many foiled plans, resulting in extravagant drama.)

One quirk of language with her recently is that she has trouble with words relating to the past and future, especially today, yesterday, and tomorrow. She knows what they mean, and can use them in sentences, but she seems bothered by their fluidity: tomorrow becomes today becomes yesterday. To get around this, she’s taken to a using the phrase “this day” to indicate today. Then she adds events with before or after until she clarifies what she means.

Here’s an example that we just heard in the car—she’s excited about her grandparents’ visit tomorrow:

“Mama, this day, after we sleep and wake up, is it grandma and grandpa day?”

No reason to share this other than that Sarah and I think it is unbearably cute, and we know it will fade away in time and we’ll never quite remember how she worded it.


Update: I’ve since been listening to Maggie using this construction and noticed that she also has an alternative to the word yesterday: “last day.” She might say, for example, “Daddy, last day, did you go to school?”