Episode 13 of my podel (podcasted novel) is now available. Why not take a listen to it and the other twelve as well? I hope it won’t be so long between episodes again. Episode 13: Mrs. Whittakers 7,360th Class
It is snowing here in Western North Carolina. Our first big snow in a while and so beautiful. My husband and I have made preparations: I went to get what groceries I needed and tried not to go crazy (come on guys, even if we get snowed in, it’s not like we are going to starve in the day, maybe two, it will take to dig out). We ran the dishwasher and washed a couple of loads of laundry just in case our power goes out, which is possible with the high winds that are predicted for later in the day. John didn’t forget the birds either. He wiped off the five inches of snow on the tops and refilled them this morning, so now I’m watching the cardinals, titmice, chickadees, woodpeckers, wrens, juncos, and rufous-sided towhees as they take turns at the well-stocked feeders.
All is at peace.
So what’s the anger all about, Mrs. Winkler, you may ask.
It’s the title of a book many of you no doubt have already read but is totally new to me–Anger by Thich Nhat Hanh, a Zen Master and Buddhist monk. The book is a Christmas gift from a dear friend, inspired by a long debate we had a couple of months ago about the “value” of anger. He didn’t see any positive effects of the emotion, and I recognized its destructive nature but argued that feelings of anger, correctly channeled, can have powerfully positive effects.
After reading the book, I am convinced that our friendly argument (I know–an oxymoron, especially these days) was more a semantic one than anything else. Anger, written from a Buddhist perspective but aligning with my own Christian worldview, seems to address both our points of view.
The first thing I noticed and had to get used to was the simple and repetitive nature of the writing. Having just read Rudolf Flesch’s The Art of Plain Talk (see my review in my last post), I appreciated the simple nature of the language, but the repetition distracted me at first, until I moved into the rhythm of the work and realized its purpose as a meditation on anger.
Throughout my first reading of the work, I noticed that Thich Nhat Hanh tends to emphasize the following:
- Acknowledging the anger you or someone else feels
- Recognizing that it springs from suffering
- Taking “good care” of your own anger as much as you can
- Asking for help
Throughout the book, the author repeats these basic ideas, explaining it in different words and contexts while offering many real-world examples. This will be a book that I’ll read again. I’m sure I will glean even more wisdom from it next time around.
One of my favorite parts is “Chapter Two: Putting out the Fires of Anger,” where Thich Nhat Hanh discusses how dealing with your own suffering and anger can help other people dispel any anger they have with you: “A transformation will take place in the other person…just by your behavior” (42).
Another chapter that speaks to me is “Chapter Seven: No Enemies.” In this part, the author speaks about the effect of alleviating anger on a community, even a nation. One section of the chapter is entitled “Compassion is Intelligent.” He writes: “If you think compassion is passive, weak, or cowardly, then you don’t know what compassion is. If you think that compassionate people do not resist and challenge injustice, you are wrong. They are warriors” (130).
I love this. Reading it and meditating on it has been invaluable to me because I have always seen my so-called “righteous anger” as the thing that makes me a courageous fighter. Now I see things differently. Perhaps my anger towards injustice lights a flame, but the results will only be positive if, if I dissect that anger and channel it, developing compassion for those with whom I am angry by trying to understand their suffering as well as my own.
Much of what Thich Nhat Hanh says resonates with my own Christian beliefs:
- Matthew (7:12): “In everything, do to others what you would have them do to you. . . .”
- Mark (12:31): “Love your neighbor as yourself.”
- Ephesians (4:26): “Be angry and do not sin; do not let the sun go down on your anger…”
You see, my friend and I are not so far apart after all. None of us are. So my wish for all of us in 2022 is that we would find that peace that passes all understanding in our hears and our minds (Phillipians 4:7).
Stay tuned for next blog post when I review the unusual but wonderful little book that my daughter gave me for Christmas, The Dictionary of Obscure Sorrows by John Koenig.
Just a few updates:
I am now accepting submissions for the Spring~Summer 2022 edition of Teach. Write.: A Writing Teachers’ Literary Journal. For complete information se my submission guidelines.
Also, drumroll please, I will be resurrecting my podel (podcasted novel) called CAMPUS: A Novel That Wants to Be a Musical sometime this month!!! It has been a long time, but last semester was just too intense (sooooooo much grading). I had little time for any of my passion projects, but I’m itching to get back in the saddle with some new material. If you don’t know what I’m talking about, then I hope you will listen to the first 12 episodes. You can find the podel on most podcast platforms, but here’s a link, too: CAMPUS.
On November 28, I completed National Novel Writing Month (NANOWRIMO) by writing 50, 453 words. I exceeded my goal with two days to spare!! Now, I didn’t write a novel, and it isn’t a complete rough draft, but it is quite a leap forward on my newest major writing project–a book about some of my travels and how they have affected my teaching.
So, I’m not nearly finished, but I must say that I’m allowed to take some pride in this accomplishment I think because I have also been grading like no tomorrow, and organizing, and traveling to see family, and attending the North Carolina Writers’ Network conference in Raleigh, and enjoying Thanksgiving with family and friends.
50, 453 words.
Not bad, Mrs. Winkler.
Not bad at all.
Today’s tally is 1,782 words for a total of 5,591. Not bad for three days of writing after a full day of crafting responses to students, grading British literature exams, and putting out various fires. Doesn’t make for much time to blog.
However, I can’t let the day go by without saying this: Academic freedom for faculty is not an option for any institution of higher learning. It is an absolute necessity. As the people hired due to our expertise in different subjects, we have an obligation to prepare our students for the rigors of the academic world if they are transfer students and the industry standards for our students that will go immediately into the workforce.
Furthermore, we should maintain that standard for ALL students regardless of their program of study, age, background, or obstacles. One standard for all student groups–regardless of their situation. We must also help ALL students reach that standard without regard to those factors; nevertheless, the standard must remain. It is in the classroom where that standard is supported, so it should be the ones who manage those learning environments, be they virtual or seated, who should decide, within the bounds of the course description established by the state, of course, how that standard is maintained.
Our accrediting body, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) seems to agree. In Section Six of the Principles of Accreditation, it states:
Qualified, effective faculty members are essential to carrying out the mission of the institution and ensuring the quality and integrity of its academic programs…. Because student learning is central to the institution’s mission and educational degrees, the faculty is responsible for directing the learning enterprise, including overseeing and coordinating educational programs to ensure that each contains essential curricular components, has appropriate content and pedagogy, and maintains discipline currency.
Achievement of the institution’s mission with respect to teaching, research, and service requires a critical mass of qualified full-time faculty to provide direction and oversight of the academic programs. Due to this significant role, it is imperative that an effective system of evaluation be in place for all faculty members that addresses the institution’s obligations to foster intellectual freedom of faculty to teach, serve, research, and publish (p.17).
Shared governance and academic freedom for faculty are not rights or privileges–they are basic principles essential to the health of any institution of higher learning.
Okay, enough writing for today, Mrs. Winkler.
You got some teaching to do tomorrow. You need your sleep!
Haunted Hendo: An Anthology of Short Films Featuring Mountain Mysteries and Local Lore premiered last night on YouTube. Some of the 50, yes 50, cast and crew gathered at the college for a pot luck supper. We enjoyed watching the films and seeing all our hard work come together. We kept saying over and over again, “I can’t believe we pulled it off.”
It’s been a wild ride.
At the end of the spring semester last year, Jennifer Treadway, the head of the theater department, and I conceived of a series of short films focusing on local ghost stories and legends. In the summer, the director called together a core group of faculty, students, alumni, community members, and actor/producer/writer Z. Joseph Guice, our artist-in-residence, to write the scripts for the films to be included in the series. By the end of the summer, the scripts were written.
Early in the semester, Jennifer held group auditions for all films, casting students and community members, as well as assigning people to various filmmaking roles, including directors, assistant directors, cinematographers, editors, and general crew. With limited resources, including film equipment, the schedule for filming was carefully planned and all took on multiple roles. The schedule was tight and sometimes we didn’t think we would make it, but we did.
Although sometimes frustrating and difficult, what a wonderful learning opportunity for all of us, especially the students in the Acting for Film class and those in the Film and Video Production program. The end result is eight short films connected by some ghostly introductions.
Below is a link to the BRCC Theatre YouTube Page. There, you will find the playlist for Haunted Hendo. I wrote the screenplays for Boojum: The Musical and The Tourist. I directed the film my daughter wrote and edited called The Siren of the French Broad.
AND HAPPY HALLOWEEN!!!
Once again I pushed things to the limit, but I am publishing the Fall~Winter 2021 edition of Teach. Write. on October 1, as promised. Wonderful work by frequent contributors and new writers as well. I am constantly amazed and humbled at the quality of the work that is sent my way and honored to publish the work of these fine writers, most of them teachers.
I started Teach. Write. because I know how much teaching composition has helped me improve as a writer and how writing for publication has helped me become a better teacher. I am so glad to offer opportunities for writing teachers, and students too, to see their work in print. So satisfying.
Click below to see the edition!
I will be talking about Teach. Write., my blog, podcast, and more during my workshop for the North Carolina Writers’ Network. It is an online workshop taking place Tuesday, October 19. Click here to see more information: The Big Share.
Another writing opportunity I have enjoyed is writing two screenplays for the anthology of short films being produced at my college–one comedy and one musical. The premiere of Haunted Hendo will be October 28 and afterwards the films will be streaming online. Don’t worry. I will be sure you all get the link!
by Katie Winkler
You know who you are
widening round eyes
You know who you are
smiling with hooded eyes
licking pursed lips
rubbing smooth chins
For us to
Therefore, I will give you an idea of the wonderful things I’m doing that are keeping me so busy. There are some things that are not so wonderful, as you know if you are a follower. However, today is a day to stay positive, so here goes:
I am doing an online workshop for the North Carolina Writers’ Network on Tuesday, October 19! The title of the workshop is “The Big Share: Alternative Forms of Publication in a Digital Age.” Here is more information if you are interested in attending: https://www.ncwriters.org/index.php/our-members/network-news/12288-online-winkler
I have written a couple of screenplays for short films that will be produced in conjunction with Blue Ridge Community College’s Theatre Department’s fall production. It is called Haunted Hendo: An Anthology of Short Films about Mountain Mysteries and Local Lore. Here is a link to one of our trailers: https://fb.watch/7TETuggqRx/. The premier will be in late October.
I wrote one horror/comedy/musical called “Boojum: The Musical” and one ghost story called “The Tourist” for the anthology. I am also directing a music video with music written and performed by my daughter. So excited about this project that has all sorts of incredible collaboration among students, alumni, faculty, staff, and community members. A wonderful experience for the students in Acting for Film and Play Production, especially.
Quite an undertaking! But fun!!!! Just the kind of engaging education that gives students more than a piece of paper, offering real life, life-changing experiences. In addition, the films will be something to add to their acting and technical theater portfolios. Film students are also involved as cinematographers and editors, so they are getting real life experiences for their resumes as well. Plus, all the students are honing their crafts, stretching themselves artistically, and gaining invaluable soft skills as they collaborate with each other and communicate with the community.
Now that’s what I call workforce development!!! In a theater arts classroom!!!
I’ll be posting the link when Haunted Hendo is available online.
Another iron in the fire is the Fall/Winter 2021 edition of Teach. Write.: A Writing Teachers’ Literary Journal that will be launched on October 1. I’ve got a great edition in store for you, so come back and take a look!
I did not reach my goal for the next episode of CAMPUS: A Novel That Wants to Be a Musical. I had wanted to launch it on September 2, but my students come first, and they needed me. Also, I am making strides in improving my health, which helps me have the strength to serve my students better, be there when my family needs me, and lead a happier life. Pushing to get the podcast produced would have taken away from the regimen I am developing to stay healthier, so I had to put it off, but I am looking forward to working on it when time permits. I won’t make the same mistake of announcing a date, but I hope to have the next episode soon. I haven’t given up on my passion project! If you would like to listen to the existing episodes, follow this link: CAMPUS.
Then, there is this blog. The work I do here is becoming increasingly important to me. It allows me to have a voice, even if it is small and sometimes a bit whiney. I hope you will keep coming back to read more. I appreciate my readers. I am so grateful to all of the contributors to Teach. Write. as well as those who listen to my podel. You guys keep me going.
And to my teacher friends. Please know, no matter what level you teach or what subject, you are important to the world, and you are blessed in a special way because you have so many opportunities to change people’s lives for the better.
Yes, yes, you do.
Busy trying to teach my heart out (which means writing my fingers to the bone since I teach completely online this semester), attending fantastic auditions for our drama department’s upcoming series of short films called Haunted Hendo (I am directing a script my daughter wrote, and she is directing one I wrote), and unfortunately, satisfying the economic and data gods (at least 1/3 of my job these days), so I do not have much time at all to write.
I must express my deep discontent with the state of higher education during this time, only a very small part that can be blamed on the pandemic. I will do so with one of the most romantic of British Romantics, Percy Bysshe Shelley. Take it away, Percy Bysshe!!!!
I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”
Yes, Scarlett, I know. Tomorrow is another day.
And it’s the last day, August 31, to submit to the fall/winter edition of Teach. Write. Here are the submission guidelines. I will be glad to take a look at your work.
CAMPUS, I haven’t forgotten you, you silly little satirical novel that wants to be a musical and is now being podcasted. Thursday, September 2, is the goal to air Season 2, Episode 2, so look for the link here at Hey, Mrs. Winkler, and to all my teacher friends, Hang in there! It’s almost Tuesday, but Monday (Labor Day) is comin’!
Classes start tomorrow.
Yes, they do.
That is about all I can say except very soon, I will have a new episode of CAMPUS: A Novel That Wants to Be a Musical and is now a podel (podcasted novel). Fasten Your Seatbelts. It’s going to be a bumpy episode.
Also, back with a couple more book reviews, AND there is still time to submit to Teach. Write: A Writing Teachers’ Literary Journal (deadline is September 1), so send in your work, teachers, since you have all that extra time on your hands. Remember, writing is therapy–get it all out!!! And then get back to the “business” of changing people’s lives forever for the good!! Look here for submission guidelines.
I can’t say what is going on, but it makes Mrs. Winkler quite peeved.
However, I will leave you with the lyrics to one of my favorite German folksongs taught to me years ago by my wonderful German professor Brunhilda Rowe during an intensive summer workshop when I was in undergraduate school:
Die Gedanken sind frei, wer kann sie erraten,
sie fliegen vorbei wie nächtliche Schatten.
Kein Mensch kann sie wissen, kein Jäger sie schießen
mit Pulver und Blei: Die Gedanken sind frei!
Ich denke was ich will und was mich beglücket,
doch alles in der Still’, und wie es sich schicket.
Mein Wunsch und Begehren kann niemand verwehren,
es bleibet dabei: Die Gedanken sind frei!
Und sperrt man mich ein im finsteren Kerker,
das alles sind rein vergebliche Werke.
Denn meine Gedanken zerreißen die Schranken
und Mauern entzwei: Die Gedanken sind frei!
Drum will ich auf immer den Sorgen entsagen
und will mich auch nimmer mit Grillen mehr plagen.
Man kann ja im Herzen stets lachen und scherzen
und denken dabei: Die Gedanken sind frei!
An English Translation
Thoughts are free, who can guess them?
They fly by like shadows in the night.
No person can know them, no hunter can shoot them
with powder and lead: Thoughts are free!
I think what I want, and what delights me,
still always quietly [well, maybe not] and as it is suitable [okay, I slip up some].
My wish and desire, no one can deny me
and so it will always be: Thoughts are free!
And if I am thrown into the darkest dungeon,
It is a wasted act
because my thoughts tear all gates
and walls apart: Thoughts are free!
So I will renounce my sorrows forever,
and never again will torture myself with fanciful thoughts.
In my heart, I can always laugh and joke
and think all at once: Thoughts are free!
All the best to my fellow teachers whose hearts and minds are with their students and colleagues right now!! We have done what people thought could not be done, yet more is demanded of us now than ever. NEVERTHELESS, we are strong, we are resilient, and we will not only survive but thrive!!