Why Every Teen Needs a Paper Planner in the Age of Device Bans

Why Every Teen Needs a Paper Planner in the Age of Device Bans

Middle and high school students juggle homework, sports, activities and social lives. Without an effective system, deadlines get missed and stress skyrockets. While there are numerous digital tools that are convenient, many schools have banned personal electronic devices during the day. That means your child may no longer be able to rely on an app or phone-based calendar system to stay organized. A paper agenda book is more important than ever.

The Proven Power of Writing Things Down

Studies show that writing tasks by hand helps students remember deadlines better than typing. Engage the Brain, a Florida-based academic support center, notes that planners “organize a student’s life, reduce frustration, and save time … writing something down makes it easier to remember.”

Why Paper Beats Digital for Students

• Better Planning Quality – Research published by faculty at Columbia Business School  and other universities found that paper calendar users create stronger plans and complete more tasks. 

• Big-Picture Clarity – A paper agenda shows weeks and months at a glance.

• No Distractions – Paper calendars eliminate pings, alerts and social media temptations.

Life Skills That Last

Using an agenda:

• Builds time management and planning skills.

• Encourages independence.

• Reduces last-minute stress.

• Prepares students for college and work life.

How Parents Can Help

1. Start Early – Introduce planners at the start of the school year.

2. Model It – Let them see you using your own planner.

3. Set a Routine – Review and update it daily.

4. Make It Fun – Personalize with stickers, colors, or designs.

5. Praise Progress – Encourage consistent use.

6. Map Out the School Year - Go online and secure a copy of your school's calendar. Then, encourage your child to go through and mark significant dates, such as no-school days, spirit weeks, sports tryouts, etc.

How to Get a Paper Planner for Your Child

• Ask the school - Many schools distribute paper planners to students at the beginning of the year. Where I teach, we call them "agenda books." Before you make a purchase, call and ask if agenda books will be distributed. The guidance office may be a good place to start, as they often help students with executive functioning.

• Purchase your own - the Dated High School Student Planner by SDI Innovations closely resembles the planners distributed where I teach. You can also get the Dated Middle High School Student Planner, designed specifically for middle school organization and success. As an Amazon Associate, I earn from qualifying purchases at no additional cost to you.

Bottom Line: 

In an era of school device bans, paper planners give teens control over their schedules, reduce stress, and build skills for life.

Read More About the Benefits of Writing by Hand and Using Planners

Scientific American, Why Writing By Hand is Better for Memory and Learning, https://www.scientificamerican.com/article/why-writing-by-hand-is-better-for-memory-and-learning/

Engage the Brain, Homework Planners: Why Students Need to Use One, https://engagethebrain.org/homework-planners-why-students-need-to-use-one/#:~:text=Assignments%2C%20due%20dates%2C%20and%20obligations,different%20platforms%20to%20assign%20work.

Columbia Business School, Defying the Digital Age: Using a Paper Calendar Could Make You More Productive, https://business.columbia.edu/marketing-press-releases/cbs-press-releases/defying-digital-age-using-paper-calendar-could-make-you

Stop Reading the Comments: How to Overcome Negativity

I was named 2024 Senior Teacher of the Year at Hammond High School. With the honor came the opportunity to address graduates at the May 22 awards ceremony. Here's the speech.

🎤🎤🎤

Good morning, class of 2024!

I am excited, grateful and incredibly humbled to be standing here addressing you today. You have had four years of amazing, dedicated and caring teachers – and you voted me as your Teacher of the Year. Thank you.

I have wanted to be Teacher of the Year for years. I think the biggest attraction was the validation. (And I mistakenly thought the distinction came with a parking spot, which would’ve been cool, too.)  But with all of the awesome choices you have here at Hammond High School, I decided a while back to just let it go.

And then, this year – of all years – you chose me. And when I say “of all years,” I mean … I have been through a lot in the past year or two. And I know many of you have, also.

I want to tell you about one of the struggles I had this year.

Back in February, I wanted to get in on the “hashtag – of course” challenge on Tiktok. It looked fun and harmless. So I gathered Hammond’s other fantastic language teachers – Madame Brower, Profe Burkett, Profesora Hall, and Señora Hart.

We made a reel: “I’m a Spanish teacher, of course I …”  It was fun!

I recruited my daughter Morgan, a Golden Bear alumna who sat where you’re sitting just last year, to edit the video. I posted it on my birthday.

And guess what? The TikTok video went viral. Like legitimately viral: 1.9 million views; 119 thousand likes; 1,363 comments; 3,818 saves. Who knew so many people would like a silly video made by a few language teachers.

@nerdyteachermom #ofcoursetrend #ofcourse #ofcoursechallenge #spanishteacher #frenchteacher #teacher #teachersoftiktok ♬ original sound - NerdyTeacherMom

But then …

I started reading the comments. OMG! The trolls and haters … the haters were cooking me! Like deep frying me, y’all.

They came for all of us. But they were particularly brutal toward me. They criticized my pronunciation of the only two Spanish words I even said. They dissed me for being a Spanish teacher who is not Latina. A few even accused me of misappropriating the cultures of Spanish-speakers. Some even went as far as to comment that they thank God that their Spanish teacher was Latino and not somebody who learned the language in school.

The comments were awful. And hurtful. But I kept reading them. And, to be honest, I started obsessing over them.

I wanted to defend myself – to post a response that demonstrated that I am, in fact, a good teacher. I wanted the haters to understand that I KNOW I’m not Latina. That I KNOW my Spanish is not perfect. That I choose to teach Spanish because I’m a verbal person who loves the idea of learning languages.

I wanted to tell them that I get nerdily thrilled when students ask me grammar questions. I wanted to reply that I actually tell my students that I want them to speak Spanish way better than I do.

I wanted to post that it is so overwhelmingly fulfilling when students tell me that they’ve used their Spanish to help somebody.

But I didn’t post any of that. Instead, I just kept reading the comments –  over and over. In fact, I allowed the comments to affect me so deeply that I started questioning my teaching skills and abilities. Nevermind that I have taught Spanish for 19 years. The negative comments had me thinking that maybe I am not a good teacher after all. Heck, maybe I’ve never been a good teacher. The comments were destroying my self-esteem and confidence.

So how did I get from questioning my entire career just a few short months ago to standing here in front of you as your Teacher of the Year?

I decided to stop reading the comments.

I looked back at some of the Hammond 100 surveys. (Yes, we teachers save stuff like that). The surveys reminded me that so many of you indicated that I am one of your trusted adults in school. I was reminded of your notes, cards and conversations about how I’ve helped you during your high school years.

I had to tell myself that those clowns in the comments don’t even know me. Heck, they’ve probably never even taught a high school class full of teenagers.

Why did I tell you all of this today? Because I want to encourage you, the royal Hammond High School Class of 2024 to STOP READING THE COMMENTS.

You have spent your high school years at the school “where people are important.” Remember that YOU ARE IMPORTANT.  Don’t allow trolls and haters to convince you otherwise.

Now, while recognizing your worth, remember that your participation in a community where people are important means that you are accountable. Now it’s YOUR turn to be, break and show, as Principal Reid says.

You, be the person to post something uplifting, rather than hurtful. Or simply keep strolling. You build relationships to break down barriers. In a world where hundreds of thousands of people can react to a single post, remember that there is actually a person behind the profile. (Well, usually.) You show others that they are important.

Mary Kay Ash, a great American businesswoman, said this: “Pretend that every single person you meet has a sign around his or her neck that says, "Make me feel important." Not only will you succeed in sales, you will succeed in life.”

I’d like to modify that message for you today:  Pretend that every single person you interact with on social media has a line in their profile that says “Make me feel important.” You never know what a person is going through or how many people are counting on that one person to stick with it. Your kindness may be exactly what is needed to counter the negativity.

So, class of 2024, please remember to be kind … even online.

Congratulations! I am so proud of you!

A Poem for Weary Teachers

Image edited using PicsArt: https://picsart.com/ 

A Poem for Weary Teachers

Tonight I will sleep.

I will forget

about school,

papers to grade,

lessons to plan.

I will not wake up

thinking of a plan 

to save those students --

that young woman,

that young man.

I will close my eyes and drift away 

from the event I forgot to pencil in, 

the chores I omitted from the to-do list,

the calls I missed.

I will fall asleep before my prayer is through.

Tonight I will …

--Stacey Carter

Teacher Health Matters: Addressing the Bathroom Dilemma in Education

Designed by Freepik

Teacher Health Matters: Addressing the Bathroom Dilemma in Education

It was a Saturday morning. I was doing small chores around the house, and I had to go to the bathroom. But I kept holding it. I was home alone, so there was no need to wait for a family member to get out of the bathroom. And I wasn't expecting anyone to knock on the door.

I just kept delaying. I threw in a load of laundry. I put some shoes in their boxes in the closest. I even vacuumed a room. I knew I had to go, but I figured I'd get a few things done and then go.

Why was I holding it? What sense did that make?

I realized that I have conditioned myself to not use the bathroom when I need to. I have had years of practicing this awful habit. And I am not alone. I suspect that the majority of the more than 4 million American school teachers are used to holding it, too.

The Importance of Regular Bathroom Breaks for Teachers

We teachers simply don’t tinkle whenever we need to. Our jobs and workdays are not designed to accommodate it. Some of us hold it for hours. And going number two ... who has time for that? We complain about it to each other. We commiserate. But when it's all said and done, not being able to go to the bathroom when we need to is chalked up as part of the job.

We need to change this. We need to normalize using the bathroom when necessary.

Health Risks Associated with Holding It In

The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDKD) advises us to "go when we need to go." Holding it weakens your bladder and makes it difficult to empty the bladder completely, the organization explains on their Web site. "Urine left in your bladder can allow bacteria to grow and makes you more likely to develop a urinary tract infection (UTI)."

"Holding it" is what we do. We’ve been doing it for years. What can we do about it?

Just go, you say. Sounds logical enough. But it's not that easy. No teacher wants to leave students in a classroom unattended, although I must admit that I've done it a handful of times over the years. Those potty runs are stressful in themselves. I've been in the bathroom thinking, "Please, God, don't let there be a fire alarm or lock-down while I'm away from my kids."

Strategies to Ensure Teachers Can Use the Bathroom When Needed

One solution is for teachers to recruit a bathroom buddy who would be willing to check in with them during their planning period and cover their class during a brief bathroom run, if necessary.

Some female teachers preach the virtues of period panties. Others simply wait until they get home to hydrate.

Still others recommend Kegel exercises (contracting and relaxing pelvic muscles) to avoid team Teachers with Bladder Problems. Kegels at the ringing of each bell would be quite the workout!

Advocating for Teacher Well-Being in Schools

In advocating for teacher well-being, it’s crucial that educators take an active role in promoting their own health and wellness. 

Designed by Freepik

Teachers can start by having open discussions with school administrators about the importance of taking regular breaks, including bathroom breaks, to prevent burnout and improve productivity.

Joining or forming teacher unions can also provide collective bargaining power to address these issues on a larger scale, ensuring that policies are in place to support teacher health. 

Additionally, educators can encourage their colleagues to share their experiences and advocate together, creating a unified voice for the well-being of all teachers. 

By working together, teachers can create a culture of care and respect within schools, where their health is seen as just as important as the work they do for their students.

Below are some helpful resources that can provide additional support and guidance for teachers advocating for their health and well-being in the classroom.

Additional Resources About Teacher Health and Teacher Burnout

• National Education Association (NEA) magazine cover story on "teacher bladder" and its associated health issues: https://www.nea.org/nea-today/all-news-articles/teachers-need-bathroom-break

• National Institute of Diabetes and Digestive and Kidney Diseases (NIDDKD) on urinary health and preventing urinary retention: https://www.niddk.nih.gov/health-information/urologic-diseases/urinary-retention/prevention

• American Federation of Teachers (AFT) on teacher burnout solutions: https://www.aft.org/news/tackling-teacher-burnout-real-solutions

Share Your Thoughts on Teacher Health

Comment below with your ideas on how to deal with having to go on the job. And if you’ve had any experience advocating for self-care in the workplace, please share.

5 Tips to Prepare Your Teen for the SAT

The Scholastic Aptitude Test (SAT) is tomorrow. Is your child taking the exam? Are you wondering how you can help? Keep reading for tips!

I have worked as a proctor for the SAT for many years, and I view the exam with an unusual, threefold perspective.

As the mother of test-takers with very different learning styles, my two children have taken the test a total of six times. As a teacher, I am interested in seeing students perform well and preparing them for success. And, as a proctor, I aim to provide a comfortable testing environment for nervous teenagers who are often stressed out about the test.

Getting your high schooler ready for the SAT can feel overwhelming. Many of us haven’t solved for "x" in ages. For some of us, the letters "S-A-T" are triggering. In addition, as this NerdyTeacherMom can attest, being knowledgeable about grammar, test-taking and academics does not guarantee that your teen will listen to your advice.

I’m here to tell you that you are NOT helpless when it comes to preparing your child for the SAT! I tell my daughters frequently: I am your biggest fan.

YOU are your child’s biggest fan. Thankfully, your vital role as facilitator, motivator and cheerleader requires zero algebra skills.

Here are five things you can do the night before the SAT to improve your child’s chances of kicking butt on the SAT.

1. ENCOURAGE THEM.

Remind your children that it’s just a test. Tell them that you believe in them. Text and tell them how awesome you think they are. Tell them you’ll be proud of them for simply doing their best. (And mean it!)

2. REVIEW THE GAME PLAN.

Briefly discuss some of the strategies your child plans to use on the test. (Note the emphasis on "briefly." Avoid lecturing and droning on and on.) Ask them a few questions, such as the following:

• What will you do if you feel yourself falling asleep during the SAT?

• What’s your plan if you have only five minutes remaining in the section but seven questions left to answer?

3. GATHER MATERIALS.

Help them collect the items they’ll need the night before, so there’s no scrambling in the morning. If possible, place the small items in a clear storage bag, page protector or pencil case. Remember the following:

• Admission ticket (Print it out.)

• Identification (School IDs, driver’s permits, or driver’s licenses are all suitable.)

• #2 pencils, sharpened (Your child will need old-fashioned, wooden pencils, not the fancy mechanical ones. Make sure they have at least two pencils. Don’t rely on the testing center/school to provide these. If possible, also include a small, manual pencil sharpener.)

• Eraser

• Calculator (Charge it, and add fresh batteries, if needed.)

• Water bottle (See-through is best.)

• Snack (Pack something quick and easy-to-eat that won't be stinky or make a mess.)

• Sanitary and personal hygiene products (If it’s that time of the month, pack sanitary products in a small purse. Don’t rely on the school/testing facility to have feminine products. Not all school bathrooms are stocked with feminine products. Because the test is usually administered on weekends, resources may be locked away and unavailable to proctors.

• Lip balm (Am I the only one who can't think clearly when my lips are chapped?)

4. PROMOTE SLEEP.

Encourage your child to get a good night’s sleep. Create a calm, stress-free environment at home. 

I’ve seen students fall asleep during the test. Some students have shared stories of studying until 1 o’clock in the morning and not being able to sleep at all due to anxiety. One student said he stayed up until 4 a.m. playing video games. He had forgotten that he’d signed up to take the SAT in the morning. 

Let your child know that you, too, will set your alarm and will get up in the morning to help things go smoothly. Also, plan a breakfast that your child likes. The testing room will be quiet, and your child’s stomach growling might be distracting to the other students. (Trust me! It happens!)

5. PLAN SOMETHING FUN.

The SAT is a long exam. The test starts before 8 a.m. and typically dismisses well past noon. That’s more than four hours of phone-free, brain-busting intensity. Something to look forward to -- like a yummy lunch or fun activity -- may be uplifting and motivating. Whatever treat you decide to offer, it will undoubtedly be an appreciated and deserved reward for a job well done.

For more on How to Prepare for the SAT, visit the College Board.

Comment below if I've missed anything or if you have questions.

High Schoolers' Top Picks: Word Games to Spice Up Your Day

I recently started playing Wordle. I'm hooked!

It took me a while to get into it, though. When I would see my friends post colored squares on Facebook and comment about the difficulty of the day's word, I figured I would try it one day. But I was in no rush.

Then, I started to notice that my first period class was so engaged in Wordle each morning that I had trouble getting their attention to start lessons. I couldn't beat 'em, so I decided to join them. 

My students walked me through the process of trying to guess the word of the day. Start by placing a random, five-letter word in the squares. If a letter turns green, it is in the proper position. If it turns yellow, it's a correct letter in the wrong position. And if the letter turns gray, it is not part of the word. I enjoy word games and got the hang of it quickly.

Today, a rock-star student started a list on the classroom whiteboard of games that are similar to Wordle. As the day progressed, a few students added games to the list. Here are the Wordle-style games recommended by a few high school students:

1. Wordle - Players have six attempts to guess a five-letter word.
2. Quordle - Guess four words in nine tries.
3. Worldle - Guess the country in six guesses, based on its shape.
4. Globle - Figure out the mystery country in as few guesses as possible.
5. Nerdle - Guess the calculation in six tries.
6. Wordle.danielfrg.com - Guess the Spanish word in six attempts. (Wordle in Spanish)
7. Semantle - Guess the word based on its meaning, not its spelling.
8. Mathler - Find the hidden calculation in six guesses.
9. Poeltl - Guess a mystery, current NBA player in eight tries.
10. Octordle - Guess all eight words in 13 tries.
    
11. PALABREJA - Create as many Spanish words as you can from the letters provided.
    

Comment below with your favorite. Feel free to share others. I'll add them to the list.

Why I Still Wear a Mask to Teach at High School

It's been a week since the mask mandate was lifted at the high school where I work and where my teenage daughter attends.

On the first mask-optional day, I announced to my students that I would be wearing a mask but that I was totally fine with whatever they decided to do. I would neither judge or make assumptions. I meant it. 

Here are the three main reasons why I'm still wearing a mask to school.

1. I have not had a cold in more than two years. And I'm one of those people who typically catches a cold at least twice a year. I'm convinced that the mask (along with my other heightened sanitary practices) has protected me from the common cold.

2. I'm uncomfortable with the attitude that COVID-19 is no longer a threat. I have no idea how the latest variant could affect my body, and I don't want to find out.

3. Several of my coworkers, and some of the students, have expressed a great deal of anxiety. Being around mask-less people in a crowded, school environment makes them fearful. Out of respect for them, and for their comfort, I wear the mask. 

We teachers are constantly reminded of the importance of Maslow's hierarchy of needs. If students don't feel safe in the classroom, their learning is impeded. I would feel awful if I thought my masking behavior caused a student to worry about transmitting the virus to loved ones at home. 

Surprisingly, most of the students in my classes are still wearing masks. The students have been kind to each other regarding their choices. I have not heard any student criticize or belittle another for choosing to wear a mask or to not wear a mask.

My teenager has opted to wear a mask in the classrooms of teachers who wear masks and around students who prefer masks. I am particularly proud of her decision to express empathy in this way.

I encourage everyone to be understanding and respectful of the masking decisions of others. Many people have experienced trauma during the pandemic that some of us cannot imagine. Removing the mask -- and perhaps even wearing the mask -- might carry its own emotional load.
Let's be kind with our interactions and reactions to both the masked and unmasked.

Logging community service hours can be a struggle -- especially during a pandemic

My eleventh grader needs to earn some community service hours. She needs them to stay active in several honor societies. Plus, she needs them to be competitive among her peers this fall when she begins applying to colleges and for scholarships.

In a 2018 Forbes article, writer Derek Newton reported on a survey of college admissions officers and the value they place on community service. 

"Fortunately, a new survey of college admissions officers and staff shows that targeted community service may be a shortcut to scoring college admission or serve as a powerful tie-breaker among competitive applicants," Newton wrote.

Of late, I have been questioning the equity of service hour requirements and expectations. Are they fair? I've also been beating myself up a bit for failing to be a better example when it comes to serving in the community. Perhaps if I did more community service, and did it more consistently, then my daughter would see it as a natural part of our family's lifestyle and wouldn't be struggling to find time to earn hours.

I do consider myself a servant. I've been teaching high school for 13 years (after teaching middle school for 4 years). I teach in a public school where more than 35 percent of the student population receives services through the Free and Reduced Meals program. We teachers have no idea who receives these services, as that information is kept private. But as a result, we quietly assist students in countless ways outside of the job requirements. My daughters have witnessed this level of service -- from stocking a classroom cabinet with granola bars to slipping a student a dollar to catch the local bus after missing the school bus.

Outside of school, they've seen me do small acts of kindness, like hand a few dollars to a beggar and pick up trash in the neighborhood with my sorority sisters. Their dad has shoveled for the neighbors and makes regular drop-offs to the Goodwill. My point is that we are not a selfish family. No, we are not the community service rock stars like a few friends in our circle, but we do things for others.

I typically try to avoid comparing my two daughters. They are so different in so many ways. But on this topic of service requirements, the comparison is what has the question of fairness stuck in my head.

My older daughter, now a sophomore in college, got into the National Honor Society with relative ease. She had all three of the required tenets: scholarship, leadership and service. But I suspect the decision to admit my younger daughter was a bit more challenging. She had the grades and the leadership roles, but her service tasks were not as impressive as her sister's. (I am grateful to the school's selection committee for adapting with the changing times.) Ironically, my younger daughter is more apt than her sister to jump up and help others. She has a big heart, but that's not always quantifiable. 

What were the differences between the two girls with regards to service hours? I see three significant ones.

First, and most obvious, was the pandemic. My older daughter's high school career ended in quarantine, but she had 3-1/2 years of traditional community service opportunities. My younger daughter was in high school for a little more than a semester when the COVID-19 outbreak shut down opportunities. She spent the rest of 9th grade and almost all of 10th grade attending classes from her bedroom. The child who had enjoyed ushering at church and tagging along at my sorority service events found herself struggling to stay "up" emotionally and socially. She did not have the energy or motivation to come up with creative ways to log community service hours from home. Many students did, and I truly applaud them. But my child was in survival mode. (Mom was, too!)

The COVID factor also influences the other differences I see between my two daughters' experiences with community service in high school. While both girls played soccer throughout high school, my younger daughter also ran track in both the winter and spring. The demands on her time and energy were considerably different. And quite frankly, after seeing my teen sulking in her room for months, I was most happy to see her outdoors, running around, getting exercise and socializing with teammates.

The third major difference has to do with money. 

My older daughter worked during the summers, but never during the school year. She didn't want to, and mom and dad didn't want her to. My younger daughter, on the other hand, was adamant about getting a job. I suspect that after months and months of online shopping (hopefully not while she was supposed to be logged in for class), she wanted to be able to buy her own clothes, room decorations and knickknacks without having to ask.

I wasn't thrilled about the idea of her working during the school year either, especially with the commitment to two sports. But, again, I was open to almost any opportunity that got her out of her room. And, to be honest, now that we were paying college tuition, her paychecks lightened the financial load a bit. The money I had been transferring to her account, in an effort to lift her spirits, could now be diverted to bills and essentials.

This is where the question of equity comes in. At the moment, we don't require our daughters to contribute to household bills. I recognize that we are blessed and privileged in this way. But I think about the many families that must rely on their children's income to support the household. I see them at my school. During virtual learning, I had several students tell me they missed class because they had to work. During that time, one student in our building shared with a colleague that they were the sole breadwinner for the family. I'm confident that this expectation of high school students to contribute to their families' finances did not start with pandemic.

I intend to help my daughter work out a plan to get service hours this semester and summer. She needs to maintain her status in honor societies. And God knows we'll need some scholarships, so the service will bolster those applications, too. If necessary, she'll have to pass on a shift or two at work and commit some time.

I know that the importance of encouraging children to serve extends beyond honor societies and applications. Service is about helping others, not using it to position yourself for personal accolades.

Giving back allows students to "get the attention off of themselves and onto someone that needs assistance," writes author Torry A. Johnson. He devotes a chapter to the importance of community service in his book, A More Excellent Way: The Family Guide to Academic Success and College Planning.

Johnson, a fellow Syracuse University alumnus, encourages parents to lead by example. "You must model it before the next generation," he writes. "Show them how to give back."

I know I need to make some improvements in this area. Out of necessity, I've put work ahead of service. But I am also reminded of how we all can serve someone else in some capacity, even if that service is not easily documented. As the daughter of a storefront preacher in a poor city, I grew up in a household where service was the norm. We were poor, but we were always doing something for someone else. And, ironically, we never called it "community service." We never called it anything. We just did it!

It is my hope that admissions officers, scholarship selection committees, and others who must evaluate the community service efforts of others -- particularly teens -- will at least be mindful of the obstacles. If service hours are lacking, dig deeper. Don't blindly use the lack of documented service hours as a tool to preserve exclusivity among elite organizations.

💟 Comment below with your thoughts about community service. 💟 

• What's your favorite service activity? 
• Do you know of any cool community service opportunities for teens? 

Remembering the Taste of Childhood: A Poem about Government Cheese

I wouldn't consider myself a cheese lover. But I do like cheese, especially on pizza and macaroni and cheese and pasta and gouda on crackers and cheesecake and ...

Ok, maybe I am a cheese lover!

Today is National Cheese Lover's Day. In recognition of this arguably insignificant but quirky day, I am sharing a poem I wrote a few years back. It's about the first cheese I actually remember. Those cardboard boxes had a special spot in our refrigerator!

Comment below with your favorite cheese memory!

Interested in the history of government cheese? Check out this article at History.com:  How the US Ended Up With Warehouses Full of 'Government Cheese'

Remembering bell hooks: She signed my books but wouldn't let me take her coat

Earlier this month, we lost the physical presence of a great intellectual, bell hooks. 

I had two memorable encounters with this amazing woman. The first happened while working at UMass Boston. The second was at Goucher College. Prior to teaching, I worked in public relations at several organizations. These positions afforded me opportunities to meet and listen to some phenomenal thinkers, scholars and entertainers.

At UMass Boston in 1998, hooks had visited the university to discuss Brazilian educator Paulo Freire. I covered the event for the University Reporter, the campus newspaper.  The article was titled "bell hooks Addresses Packed Faculty Club." In the piece, I mentioned that the venue was so packed, guests had to sit on the floor. Clearly someone had underestimated the popularity and reach of bell hooks.

University Reporter - Vol. 02, No. 08 - April 1998

I can't honestly say that I remember much about the event. But I recall being impressed with so much about bell hooks. 

With her strong cheekbones, creamy complexion and glasses, hooks reminded me a lot of my own mother. They looked like they could be related. 

I remember being surprised by her voice. I had expected a Black feminist to be loud and intimidating. She was neither. In fact, she was rather soft-spoken and came across as caring and genuine.

bell hooks chose the spell her name in all lowercase letters. This resonated with me. A recently married writer with dreams of more significant publications, I had initially intended to keep my maiden name. I had a byline, after all! But my husband was super uncomfortable with my not taking his name.  Even my own family would address mail to me using my husband's last name. So, I compromised. I chose to hyphenate. Controlling my own name the way bell hooks controlled hers -- down to the unconventional use of lowercase letters -- felt far-fetched to me at the time. 

bell hooks was a prolific writer. I honestly don't think I knew what the word prolific meant prior to researching hooks. But I absolutely loved everything about the word. I, too, wanted to be called a "prolific writer."

Fast forward to 2003. I was working in the public relations office at Goucher College. My second encounter with bell hooks happened while assisting with publicity for a symposium commemorating James Baldwin. 

The details of this event are a bit hazy now, too. However, I remember that part of my job was to greet speakers, coordinate greenroom amenities and make people feel welcome at the college. It was in this capacity that bell hooks politely refused to let me hang up her coat. She opted to keep it with her.

"We New Yorkers have a thing about our coats," she said.

I remember thinking that this was some strange superstition that I, a non-New Yorker who grew up in Chester, Pa., simply didn't understand. But it stuck with me. Over the years, I've wondered if bell hooks' not wanting to hand over her coat was, in fact, a metaphor for the guarded mistrust that Black women have been forced to employ to survive in America. Why put your covering in the hands of another, when you can maintain control yourself?

I was blessed to have bell hooks sign two books during the symposium at Goucher. She signed one of her children's books, Homemade Love, for my then one-year-old daughter. She also signed a copy of Wounds of Passion: A Writing Life. I recall her chuckling when she saw it, saying "Wow! You went way back with this one!"  

Unfortunately, I have no idea where my signed copy of Wounds of Passion: A Writing Life might be. I hope that whoever has it will appreciate its specialness.

I found out first about bell hooks' death from my daughter, now a sophomore in college, who forwarded a post from social media. I searched for the copy of Homemade Love and sent her the image of hooks' note on the title page. I followed it with a note of my own: "You are special!" 

As my daughters approach womanhood, I pray that they will be open to reading bell hooks' writing and watching her lectures. I see that they've already embraced aspects of feminism that I was not ready for at their ages. 

bell hooks made us think. She modeled self-growth and taught us how to articulate many of our struggles as women and as Black Americans. I am thankful for her voice and that it will live on for generations through her prolific writing.

You can watch bell hooks' keynote address at the James Baldwin Symposium at Goucher College in 2003 on C-Span.

* University of Massachusetts Boston, "University Reporter - Vol. 02, No. 08 - April 1998" (1998). 1996-2009, University Reporter. Paper 65. http://scholarworks.umb.edu/university_reporter/65

Look it up! Paper Dictionaries Offer Perks

I recently wrote an article titled "How to Teach World Language Vocabulary with Flashcards: The “Old-School” Strategy Still Works." The post prompted me to think about how I approach vocabulary learning in my own home and what I can do to help build my own children's vocabulary.

Back in the Day

When I was a kid, the dictionary sucked me in -- kind of like the way video reels on social media hook our children today. We always had a good dictionary in the house. And by "good" I mean a huge, unabridged beast of a book that was too doggone heavy to carry around. It rarely moved from its place on the cluttered family desk that we all shared but where nobody ever seemed to actually sit. My siblings and I also kept smaller, student-style dictionaries in our bedrooms. 

I would frequently approach the dictionary to find a word or two while doing homework or reading for pleasure. I'd often look up and realize that I had spent the equivalent of a sitcom engrossed in the dictionary. I soaked up word origins, pronunciations and formal definitions for words I wasn't permitted to say out loud. (Yes, I've been a nerd my entire life!)

Don't Just Google It

In our home today, we have a gigantic, 4-inch-thick Random House Webster's Unabridged Dictionary. It's red, and it rests on a bookshelf in the office. Okay, "rests" might be an understatement. The dictionary lies comatose on the bookshelf in the office. We also have Webster's New World College Dictionary and a small, paperback Student's Dictionary.

After a few years of hearing moans and groans from my children, I finally realized that telling them to "look it up in the dictionary" was not the free pass to explore new worlds and ideas that the statement had represented for me. Google, with its Tesla-style speed and convenience, had outclassed my horse-and-buggy paper dictionary. 

"At least use a dictionary app," I would say in a fuss. "The first definition you see might not be the appropriate one."

"I'm good now," my girls would each respond. "I know what the word means."

Hardcover Benefits

Knowing how to use a hard copy dictionary is a skill I wanted my children to know for many reasons.  The most obvious, grown-up reason (that usually went in one ear and out the other) is independence. What will you do when the wifi is down? That was my go-to question during these conversations. When I heard "switch to data," I knew I'd lost that battle.

Using a paper dictionary teaches a variety of lessons about language and culture. Dictionaries teach us about structure, consistency and organization, including alphabetization. (Putting words and names in alphabetical order is alive and well -- even online.)

Spending some time in the dictionary can also give us a better handle on parts of speech, which help us to become more eloquent in our conversations and writing. 

As a Spanish teacher, I usually get blank stares when I teach parts of speech. Many students struggle to articulate the differences between nouns, adjectives and verbs. For example, when the time comes to teach how Spanish adverbs that end in -mente correspond to English adverbs that end in -ly, a student undoubtedly raises his or her hand. The grammar nerd in me gets excited, until I hear the question: ¿Puedo ir al baño? At least they asked to go to the bathroom in Spanish.

I'm convinced that students who spend more time reading and looking at words have a much easier time understanding grammar explanations.

Dictionaries can teach us about context. When we look up a word and see that it has more than 20 definitions, we understand a bit more about the depth of meaning we can glean from a single word. In fact, some words have dozens of definitions. (Look up the word point for example, to see what I mean.)

And, of course, there are the random words that we learn because we just happen to see them (or the little illustrations next to them) while flipping through the dictionary. These words catch our eye and hijack our vernacular. 

For me, paper dictionaries invoke a respect for linguists and an admiration for language, complete with all of its complexities.

How to Get Your Kids to Use a Dictionary

Here are a few strategies that might help your children learn to use and appreciate a dictionary. Some are from experience. Others are ideas that I wish I had tried with my daughters when they were younger.

1. Take matters into your own parental hands. Don't assume that your child is using dictionaries in school. Many classrooms (include the rooms where I teach) do not have dictionaries, due to space and/or budget constraints.

2. Keep a dictionary handy. Dust off your dictionary, or purchase a more up-to-date one. (Use the affiliate links above to grab one from Amazon.) If money is an issue, ask your child's English teacher if there are any dictionaries in the school's book room that you can borrow for the remainder of the school year.

Place the dictionary in a convenient place where your child does homework. Keep it clear and easy to access. Avoid allowing it to land at the bottom of a pile of books or papers, or else it will never be touched.

3. Be the example. Let your kids catch you using the dictionary yourself.

4. Adopt a family word-of-the-day. Choose a word. Have your child look it up. Use the word throughout the day, and challenge your child to use the word, too.

5. Offer a reward. Hide a dollar bill in the dictionary. Tell your children they can keep it when they find it and earn it. Encourage them to earn it by sharing a new word and its meaning from the page where they found the bill. Give them an extra quarter for using the new word correctly in a sentence.

Share your strategies

Have you ever caught your child in the act of using a dictionary? What works in your household? Share your comments and suggestions below.