“Trump is a bawheid.”
Whilst I didn’t directly prompt this declaration (because, of course, I couldn’t possibly indicate what my personal feelings on current US politics are…) it ended up being the natural summation of a fascinating – and hilarious - conversation with a group of sophomore students at Montpelier High School this past Friday. But first...
Montpelier is Vermont’s capital and the smallest in the United States. It is the only US capital without a McDonald's, Starbucks or Walmart. It is definitely one of my favourite cities in the states. I hope it isn’t sacrilegious to say it feels quite ‘Canadian’… For one thing, it was -15 degrees (Celsius) as I wandered around town. Until this moment, I had always cited my January 2009 open-top bus tour of Paris as being the coldest experience of my life. No longer. This kind of cold almost doesn’t even register as cold; it’s a whole different ball game. It feels like nerve pain that instantly stiffens the entire body. My truck froze! There was a literal layer of ice all over the doors and sides. (Thankfully, I have no further car drama to report at this stage.)
Montpelier’s Bear Pond Books is in my top three bookstores of all time, tied closely with Booksmith in San Francisco and Shakespeare and Co. in Paris. The store has the creakiest floorboards in the world, a great selection of books and a tortoise called Veruca! My PT (‘Faculty Chair’) has agreed that we should procure a tortoise for Dunfermline High School’s new Reading Retreat – he or she can outlive us all and, thus, our legacy is born. It’s officially in writing now, Linda… get ready for tortoise-shopping upon my return. I also finally found a copy of Scythe in the whimsical children’s book department – is there anything more magical than the kids’ section in a bookstore? - and treated myself to an excellent tote bag (see photos.) Oh! I almost started a new paragraph without mentioning Vermont maple syrup! As someone who is not shy of offensive levels of sugar intake, I had to try it before leaving town. I confess that I had arrogantly thought 'but how good can it be?' whenever a native Montpelierite insisted it was a must-try. The answer lies in me shaming myself in The Skinny Pancake, trundling back up to the counter with a mouthful of crepe, syrup and maple sugar (where have you been all my life, sweet condiment?) to order a second SugarShack. I offer no justification for my behaviour and I anticipate my type 2 diabetes diagnosis with grim acceptance.
Okay, back to the research. On Friday, I spent the day at Montpelier High School. I had come to be in touch with one of my new favourite humans, Kerrin McCadden - English teacher and award-winning poet - when I read an interview she had given with Lit Hub. (https://lithub.com/teaching-high-school-students-the-wildness-of-poetry) In it, she spoke of "breaking the mould" when it comes to teaching poetry and teaching the writing of poetry. She advocates: "The adolescent years are a great time to teach students how to organize their thoughts, for sure, but when that’s all we do, we lose a tremendous opportunity to teach wild-mindedness, which is a way to respect the human mind itself. Adolescents are vulnerable creatures. Teaching a way into their own minds, as they are - wild, half-broken, stumbling, sorting - through writing poetry and other creative work, can save lives.” "Wild-mindedness"? I knew she was the teacher for me and, luckily, Kerrin was happy to have me spend the day with her on Friday.
Montpelier High School is ranked in the top 2.8% of all American high schools and is the highest-performing in the state. It's difficult not to love the school on first sight. The corridors are adorned with murals and art work, they have a solar-powered greenhouse for growing produce to be offered in the school cafeteria and a large library that reminded me more of a university than a school. There is a pizza oven in the yard and they keep chickens that the students are responsible for caring for! There is a liberality and inclusivity to the way the school operates: restrooms are for all genders and the students I spoke to were keen to tell me about their self-led activism. The school has fewer than 400 students and there is a real 'family' feel around the building. There is a relaxed (but not lackadaisical) atmosphere and most students address their teachers, including the Principal, by their first name. I was lucky enough to be taken on a tour and witnessed students with free time curled up in the armchairs that are dotted around, talking and studying. Again, there is a no phones policy at Montpelier and impact of this is clearly monumental. Young people move around the school or sit in the library during study time and actually engage with the world. I'm actually finding it quite upsetting to see the stark difference this makes. I'm more convinced than ever that phone usage in schools is having a colossal, detrimental impact on the academic and social development of our kids. It is an epidemic. Whilst that might seem a dramatic statement, I have now witnessed first-hand the way students behave, focus and engage with each other when phones are removed from the equation. What our schools back home could be by implementing the same policy.
Kerrin's maximum class size is 25 but a typical class has around 19 students in it. My own classes - and my colleagues' - average at around 30 pupils, with some reaching the legal maximum of 33. It goes without saying that this poses challenges in many ways but one that particularly frustrates is the difficulty in creating a writing environment that is cosy and low-key. Kerrin's classroom is set out with the desks in one large square, with all students looking in. She also sits with students at the desk. Creating an environment of equality and solidarity is a key factor in establishing what Kerrin feels her classes are - "communities of writers." She believes, in no uncertain terms, that the best way to create such an ethos is by regularly sharing her own work as a poet. She will ask for her students' advice, share her struggles and lay herself bare in the most authentic way. Something I loved is that Kerrin addresses the feelings associated with the idea of sharing one's work. She leads a discussion about the body and everyone takes time to identify and articulate the physicality associated with nervousness or fear, thus taking a kind of ownership and control over the process. They have an awareness of how they feel and why, plus they know that most of their audience is in the same boat. I think it's an incredibly empowering concept to have that knowledge and then to go for it, despite the way your pesky body insists on feeling. Feel the fear and do it anyway, as they say.
The clear connection between academic success and emotional wellbeing was again evident to me in a moment I found really touching. On account of my visit, one of the sophomore classes was enthusiastic about 'checking in' to begin the lesson. Simply, everyone introduced themselves, stated what their favourite cereal was and said how they were feeling today. Perhaps this doesn't sound like much but after bonding over Lucky Charms and Cap'n Crunch (I know, dear UK reader, I know - it's a different and magical world), every single person in the room had identified, articulated and let others know how they were feeling. What a simple thing to do, but what a starting point for any lesson, especially if that lesson then called for a writing activity, which also involves externalising the internal. Now, because it's America, the land of innate good cheer and home of the optimist, the most negative comment in the room was "doing pretty good...". I am under no illusion that this would ever be the case in a classroom crammed with crabbit Scots!
Speaking of misery, something that seems to elicit unanimous groans over here is the dreaded 'five paragraph essay'. In other words, the prescriptive, restrictive structure that the majority of academic writing must adhere to, in line with state testing standards. Students brought this up as a bugbear and passionately told me that writing should be individualised and experimental, it should be about what you love and it should be relaxing. They feel the balance is tipped very much in favour of analytical writing in the curriculum and that this stifles their creativity. Did I mention how wonderful these kids were?
Some of the Montpelier students filled out my aforementioned questionnaire that I have also given to my own pupils. I was so impressed with their answers. Below are some sample responses:
What do you think the benefits of creative writing are? "The benefit that I appreciate the most is the creative outlet to process my life." (Auden, age 17)
How would you feel about your teacher sharing their writing with you? "I really enjoy it. It makes them vulnerable." (Isaac, age 17)
What one word sums up your school? "Community-centred." (Piper, age 15)
Additionally, I had the privilege of conducting a one-on-one interview with one of Kerrin's creative writing students. Talking with Shyloh was one of the highlights of my day. I was going to choose some select comments to transcribe but I was blown away by the perceptive and thoughtful responses to my questions, so here it is in full:
1. Do you enjoy writing? Why/why not? Sometimes I really don't and it drives me a little crazy because I have a really high expectation of myself. But I can't not do it. I love writing and sometimes the things you love aren't always exciting.
2. Do you think of yourself as a writer? Why/why not? I guess that I do... It's hard to proclaim myself as something! I'm constantly discovering new ways of writing and I guess it is part of who I am.
3. If you had total freedom, what would you choose to write about? Things I observe. I always think we should cross some boundary in writing, so there should be some kind of restriction on myself so that I can push past that.
4. What do you think the benefits of creative writing are? It's really a way to memorialise your thoughts and leave a mark. We observe things other people don't think about. It's a way to connect with others through your inner musings. Writing is an art, even if it's a boring essay!
5. How do you feel about sharing what you have written with:
a) a friend or two I mean, if someone asked... yeah, sure.
b) your teacher I usually do and I'm comfortable with it.
c) the rest of the class it depends on the topic. If it was a smaller class then there's a closeness and comfort. Otherwise it might be a struggle.
d) a public audience? I actually have been pushing myself to give public readings. I've also been published in the local papers and the Young Writers Project* has published me on their blog and anthology. Reading aloud and speaking your words aloud is so interesting because you're thinking as you're reading. Often your thinking changes and the meaning of your work can even change in that moment.
6. What might put you off sharing your writing? If people seem uninterested or there's a lack of care. Or if I don't think my work is good. Especially in a large class it can get a bit lost in the crowd and there can be more of a variation in attitude when there are more people. So, I actually prefer reading in a public space than a classroom because then people are there by choice!
7. How do you feel about hearing your peers share their writing? You can learn a lot from that but sometimes it is hard if something is overly emotional or is just bad writing. Everybody writes bad things and it can definitely be a bit 'cringe'! Despite that, you can still find good parts to comment on and offer some constructive criticism. Mostly, students are respectful of each other's work because there is a shared scariness and vulnerability.
8. How would you feel about your teacher sharing their writing with you? When they have shared their work we connect as writer to writer rather than teacher to student and can share the process and our struggles.
9. What do you think are the benefits of sharing your written work? Different perspectives. Work is always unfinished until someone reads it. There is the writer's half and the reader's half.
10. If you could give any advice about writing to a Scottish student, what would you tell them? Even if everything in your head tells you to be scared... just go for it. The only limit to your writing is what your mind places on it, and you can choose to go beyond that. Writing is about pushing yourself. Think about the writing itself as a living thing. What does that writing deserve? It's not always about you! What are you going to give to that piece of writing? How are you going to give this art something beautiful?
Shyloh, thank you for your time and, despite your modesty, for sharing some of your incredible poems with me. I cannot wait to buy your first collection of poetry.
*Vermont's Young Writers Project is one of many ways that students at Montpelier High can develop their identities as writers outside of the classroom. A community of writers, artists and mentors, the YWP holds workshops and events as well as celebrating young voices in publication. Teacher pals: bookmark their 'Weekly Challenges' page for some excellent creative writing prompts. (https://youngwritersproject.org/about)
Further opportunities for Montpelier's young writers come in the form of an after-school writing group and also in 'real' writing events. Kerrin told me about an upcoming poetry evening she is reading at where she has invited three of her students (including Shyloh) to publicly read alongside her. I am struck by the genuine and authentic connections Kerrin creates both in and out of her classroom. It's no wonder her students could not have spoken more highly of her.
Much like the focus on pupil empowerment and voice back home, Montpelier High advocates for student-based learning. Their school motto, All Means All, encourages variation, personalisation and, pleasingly, a little bit of rebellion! To illustrate: in addition to the standard curricular opportunities available, MHS offers Independent Study, Community Based Learning (where students undertake work placements in an area of their choosing) as well as online learning programmes. There is also an affiliation with the local university, UVM, where students can serve their senior year in college rather than school. Ultimately, this all boils down to flexibility, a quality that features strongly in Kerrin's classroom. Because MHS follows the Proficiency Based Learning system (https://www.greatschoolspartnership.org/proficiency-based-learning/about-pbl-simplified/framework-for-proficiency-based-learning-how-it-works), students need to demonstrate their proficiency in certain skills and can be afforded a degree of flexibilty about how they do so. If, for example, the skill being assessed is organising a piece of extended writing, the student may elect not to write a critical essay on The Book Thief but on - and these are real life examples - 'The (Lack of) Evolution of Taylor Swift' or 'Rape Culture in Downton Abbey'. This is particularly effective when it comes to challenging the most able students. Kerrin and I were both in agreement that, so often, the interventions, or "safety nets", put in place for students are geared towards low attainment and that it is difficult to always ensure appropriate challenge is available for our most able students.
All in all, the word that kept coming up at Montpelier High was "community". Although I work in a school with four times the number of pupils and, sometimes, double the class sizes, I am determined to find ways to foster a culture that is community-based, where I am a writer along with my pupils, where I am flexible and allow my kids to personalise their learning and, maybe, where there is a pizza oven in that under-utilised patch of grass beneath my classroom window...?
A final recognition of community initiative has to go to Vermont Reads, run by Vermont Humanities. It's essentially a state-wide book club where everyone is encouraged to read the same book and take part in activities related to the book's themes. Swoon! There is absolutely no reason this shouldn't be happening back home in the Kingdom! Fife Reads? Watch this space...
Now, back to bawheids. One of the great joys of my conversations with young Americans is their fascination with Scotland, Scottish food, school uniform, my weird accent... and so I found myself expounding the delights of Irn Bru, haggis, a chippy, anything deep-fried... On the other side of the coin, apparently I haven't lived until I've had mac 'n' Cheetos. A meeting of two health-conscious nations it was not. I received a charitable round of applause as I showcased my best American accent and I laughed so hard listening to the student's valiant attempts at "loch" and "dreich". A lot of saliva was produced. I couldn't resist sharing one of the nation's greatest (repeatable) insults: "bawheid". And thus, an enlightened, impassioned young man declared "Trump is a bawheid." Reader, there is hope for this country yet.
To top off a glorious day, Kerrin invited me to attend her son, Cal's, high school basketball game that evening. An actual high school basketball game! With half-time hotdogs! Needless to say, I was not cool about it. Go Redhawks! As if that wasn't enough excitement for one evening, Kerrin and her husband Cliff took me out for a night on the town! We first had a wee pitstop at a local liquor store so that I could buy some of the local gin - Barr Hill. All in the name of culture, you see. Al's French Frys is a South Burlington institution and a classic American diner in every way. I have now experienced the best strawberry milkshake ever and discovered that $2 cheeseburgers are the gift I didn't know I needed in this life. After a quick tour of Burlington (it's a beauty) we headed to an arcade and bar that specialises in local beer. I would, here, like to extraneously and smugly mention that this almost-35 year old was 'carded' at the door. Basketball and carbs clearly agrees with me. We had fun amidst a bar full of college students, playing pinball (some with more success that others...) and unwittingly entering into an intense, endless Tetris tournament. What a Friday. I cannot thank Kerrin and Cliff enough for their excellent hosting skills and can't wait to repay the kindness when they visit me in Scotland!
Before I leave my cosy station at the Inn at Crystal Lake's fireplace to head for Portland, Maine, please take a moment to view the following video from my time in Montpelier. Like a balanced, respectable professional, I ran down the street to record this. (The poor lady in the video is probably running away from the creepy girl trying to film her...) Montpelier, Bear Pond Books, maple syrup, Kerrin, Montpelier High, Al's French Frys: I loved my time with you all so much and I would hate to pick favourites... but you will never be a doggo flumpily crossing the street in snow boots...
(Coming soon: Portland, Maine.)