sideways - home is where the wine is

its been a while, quite awhile. open water swimming is tough, especially with the flotsam and jetsam to avoid.

its been 8 weeks of open-water swim and much has the young padawan learnt. care and concern is essential to establishing rapport apart from subject content mastery. apart from that, instantaneous gratification through video-audio stimuli facilitates 'effective learning' as the withering attention span(s) and cravings attest to. however, i must admit, the differentiation of instructional methodology is something i need to work on in order to better myself. other than that, being stretched to one's limit is expected - if you aren't; something's wrong be prepared but always expect the unexpected. what else can i say?

what follows next is a tad hard to say but i need to say it:
"And thus I clothe my naked villainy / With old odd ends stolen forth from holy writ/And seem a saint when most I play the devil."
V for Vendetta - V quoting from Richard III, Act 1 Scene 3.

From House, MD (TV series)
HOUSE MD (Hugh Laurie)
I've been thinking about you. You lied.

DR. CUDDY (Lisa Edelstein)
I didn't lie, I simply chose not to share completely irrelevant facts.

HOUSE MD (Hugh Laurie)
Like the fact that you lied.

2 quotes from my fav movie and TV series that aptly describes my zeitgeist at present...

after a short hiatus marked by an especially delightful dom perignon 1998 amidst evergreen friends, there are more reflections to be listed. personally, i don't think its possible to list every lesson down as not everything is dignified for print

btw, for those who wonder whether i have capitulated to the hoi polloi of carbonated white grapes, fret not! am still very much a sparkling red person! how could i ever forsake the wonders of a domaine chandon sparkling red (ie shiraz and pinot blend) or the one from good folks at seppelt great western? what about andrew garrett?the list continues... ...

anyways i digress. pardon me. during the short hiatus, i remembered that i was tasked to share the wisdom handed down to me by that same smart teach. so here you go: http://finance.yahoo.com/career-work/article/102898/Getting-to-No

take a read, apparently its worth reading especially when you haven't figured out which path you want: career or sanity. or whatever else that comes your way, hahahaah...

its the end of the practicum. many lessons learnt amidst the burning and searing of mind, intellect and emotions. its easy to be disappointed, demoralised and depressed by the mistakes made. but then again, who doesn't make mistakes? think the more important question as so many have said before: have we learnt from our mistakes?another issue that follows is whether mistakes are held against you.

oh well, this is a reflective exercise and it shouldn't be one that rails against the rationality i'm in, where i'm. yes, its tough work unweeding the garden of one's soul against the root of bitterness and disappointment but as a good pastor once said: 'we have to be on guard against the world, the devil and the flesh.' the message couldn't have come at a more opportune time. but yeah, you can forgive and move on but its hard to forget. much so like a bad wine that stays in your mouth. yeah, no prizes for guessing: eaglehawk merlot. hahahahah... only fit for cooking.

anyways, back to the reflection. i think that there is a time for everything under the sun and that God has a plan for everyone, sinners and saints included. its been a blessing of-sorts to have been re-exposed to the foul stench and language of Mordor that pervades Middle-Earth. Of which, whose language i shall not utter here (just to quote Gandalf Greyhame). Hehehe. Good reminder that it is necessary to be wary of the powers that be and the rationality those powers so create, delineate, etc. such powers have enormous reach and influence...

another blessing to list would be the support network that beginning teachers have and/or should cultivate. support is so very important especially amidst the gloomy and/or darkest hours that one faces. encouragement and fellowship matter. much like the familiarity of a good red, for example, say the wonderful king's valley shiraz from de bortoli. ahr... the insouciance spiciness of such a classic shiraz, a wonderful comfort indeed!

a wise teach said that it is important to cultivate two to three friendships wherever one might be. open up to them and yes, be prepared to be betrayed. perhaps, the underlying message is that there ain't no gain without risk. such friendships are essential to surviving in the profession. i shaln't elaborate further because to me, its rather explicit, the implications of friendships and relationships. its not what you know but who you know...

support takes many forms and shapes. some even point you to the appropriate resources, say "the one minute teacher" by spencer johnson. timely reading, an evergreen i dare say. apart from that, the tapping of the experience senior teachers who have weathered the myriad changes. they have much to offer... ...

of course, the perennial favourite: lie low, watch and observe. most of all, never personalise any evil that comes your way nor the urge to visit such revenge back but always be professional. easy to say but hard to practise. we're only humans afterall...

lastly, there will come a time (season) in one's life where one has to choose either one's career or sanity. are the tradeoffs worth it? much akin to asking yourself: do i want to drink the bad wine served and enjoy the ambience at the party OR should i switch a more suitable 'poison' that you will enjoy? afterall, the liver is gonna smashed regardless of the 'poison' selected so whatever goes down the gullet ought to be enjoyed. there is a price to pay for every 'yes' and 'no' uttered so do weigh your responses carefully before deciding.

well, those are some of the advice and/or observations i've received and noticed over these ten weeks. it definitely opened my eyes, corrobated my impressions and ideas about the service (expectations, demands, etc) apart from reinvigorating the importance of humbleness and a strong spiritual focus on the Lord especially when one is all at sea. am glad that its over. to the same wise teach (quoted above) that i met, thanks for ya advice. it was timely and invaluable...

it hasn't been terribly inspiring for me of late, no brilliant reds. just the put-putting along of wolf blass' budget offering to the masses, the inconspicous eaglehawk merlot (2005). damn unhappening, just a little better than a jacob creek's merlot or cab sav i reckon... doesn't even enhance the taste of ya pasta... decent budget wine but definitely not inspiring for the senses at all. and yep, not like jamieson rum's coonawarra cab sav (2001) was that good either. sighs.

well, thankfully, there's other sources of inspiration apart from the wonderful world of oenology, such as the myriad of themes and ideas that only celluloid can deliver

i guess as an educator, ya're predisposed or swept wilfully against your well-meaning cineaste/celluloid preferences to a mishmash of movies glorifying the education profession or even highlighting the issues that blight it. afterall, its not only to trawl for ideas and pedagogies but perhaps to stay 'in-tune' with ya students...

anyways, the history boys deserve a mention. despite its 80s' setting, the issues the boys and their teachers face are a 'real and present danger'. yes, a tonne of cliches from the movies. but hey, till i find a better red or cool crisp white that brings me into another realm; that will do. the pressure by the headmaster on the teachers and students to raise the educational prestige and image of the school, the dilemmas the teachers (hector and irwin) face over the 'right' philosophy and pedagogies to employ in aiding the students to do their best, et al. and also, the flaws and fallacies teachers live with and create - how does that make them more human and perhaps, a better educator? i don't believe the movie answers all these questions and more, but it does give the educator much to think about: what kinda teacher should i be? hector or irwin? or a combination of both... hmmmm.

whats interesting to note about the movie was the lack of ICT apparatus in the school and ability of the teachers to engage their students in their subject but more so, the inculcation of love for language, for words as words are a mean to meaning... ahhh, the lost art of socratic and roundtable discussions. gone never to return amidst the declining attention span of our youths and the ever-rising tide of ICT utilisation that threatens to swamps us all...

anyways, enough of of my verbose verbiage. perhaps, its time to move along and find that illusive wine...

its been awhile. it isn't my kinda style but felt the need to say something to me fellow labourers out there who are already in the heady throes of their teaching practice. its interesting to notice/observe the fluidity of words and actions that belie the deeper currents that run beneath an otherwise smooth flowing river...

power and rationality. the shadowplay of power, the allure of power and its influence to rationalise, the corruption of reason by fear (to borrow V's words)... ahr, the entertainment quotient just increases while my mental stimuli decreases inversely amidst the smooth flowing waters. anyways, enough of flowing waters. waters ought to bring life not sweep people away in their torrential unidirectional flow.

anyways, moving on. was just reviewing and reflecting upon some wonderful movies i caught recently. wonderful as they are, they had a myriad of lessons for all and sundry but more importantly for, individuals without a name in the rivers where they are now placed...

perhaps, the movie that ought to be made compulsory viewing (ie part of the syllabus) for the philosophy of education would be the last king of scotland. i do believe that the movie has an evergreen message about the perils of idealism and youthful exuberance. it is essential to believe in the truth that one might serve effectively but it is even more important that the truth one clings to dearly isn't sincerely wrong. moreover, the sagely advice should be heeded or at the very least rigourously assessed before deposed off. as wise godly men have said: right theology makes right living but that has to be practiced in the midst of a community hence the importance of 'shape' as so eloquently put by a best-selling author. the effectiveness of individuals depends on their 'shape' and the 'fit' achieved within the perceived and/or obvious niches/holes/needs in the community. needless to elucidate, the wrong 'shape' in the wrong place is bound to cause more harm than good...

perhaps, the other lesson to be drawn from 300 aside from the importance of good leadership, and good physical conditioning; would be to do what is right because it is the right thing, regardless of ya circumstances, and even to die for it. another more important message would be to choose your battles wisely, ie, you might lose the battle but win the war... the bottomline counts!

alrighty, its enough of preaching/nagging for one day. perhaps, House's quote: 'the truth begins in lies' might just help us cope better in the days ahead

talking about relationships is a funny one, more so that of social studies education and society. here i am, ruminating about what to say when the oscar peterson's an utter temptation let alone the excellent te mata (2002)cabernet merlot...

i honestly don't know what to say or start because social studies? i do geography and english. its a bad copout but then again, i am not nick naylor from the academy of tobacco studies (i.e., thank you for smoking. btw, its a great movie!) so its hard for me to clearly elucidate the relationships between social studies education and society. is it like varietals? like a cabernet merlot? particularly famous down under as well as across the tasman straits as the good people of te mata would say. or maybe australia's famous blend and gift to the vinos of the world: the cabernet shiraz? or perhaps, newer ones such as a shiraz viognier? tatachilla and pepper jack make some awesome ones. whatabout a 2004 hanging rock cabernet merlot mourvedre or a campbell shiraz durif? those new blends are simply awesome... really GREAT wines

much like the different blends of reds, the relationship between society and social studies education is complicated one because much like blending different grapes together, the relationship between such education and society is constantly evolving. hence, the relationship between social studies education and society is bound to evolve across time, mirroring at times the tensions and/or concerns that belie society at large or perhaps, the educational and moral lessons that society wants to pass on to its young. but is there a more virtuous relationship? no. i don't think so... ...

anyways, here's something to tunnel into. thot that the embedded literary devices could shed some light about 'em relationships between social studies education and society, academically or otherwise. enjoy... ...

Depeche Mode - Somebody
I want somebody to share
Share the rest of my life
Share my innermost thoughts
Know my intimate details
Someone wholl stand by my side
And give me support
And in return
Shell get my support
She will listen to me
When I want to speak
About the world we live in
And life in general
Though my views may be wrong
They may even be perverted
Shell hear me out
And wont easily be converted
To my way of thinking
In fact shell often disagree
But at the end of it all
She will understand me

I want somebody who cares
For me passionately
With every thought and
With every breath
Someone wholl help me see things
In a different light
All the things I detest
I will almost like
I dont want to be tied
To anyones strings
Im carefully trying to steer clear of
Those things
But when Im asleep
I want somebody
Who will put their arms around me
And kiss me tenderly
Though things like this
Make me sick
In a case like this
Ill get away with it

what makes a good social studies teacher? think that question begets a more fundamental question: what makes a good teacher? as a beginning teacher, the more pertinent issue is what kind of teacher do i wanna be regardless of the subjects i have to teach...

somehow i don't think that any answer i have will suffice because i believe that teachers are like fine wine, they ought to get better as they age! and well, in oenological terms, it sure ain't harvesting time so we can't talk about how the wonderful flavours of the french and american oak barriques will have upon the wine let alone the alcohol content or the pH level but at least we know what influences the terroir has had...

anyways, moving forward, a quote that might help shed light on my personal vision about the kind of teacher i wanna be would be the one listed below:

"the best wines are those that take you through themselves and out into another world that you could not have gotten to on your own. great wine has a strange subterranean current of beauty. it is not something you can summon from a wine; but a great wine can take you there" - wine spectator

well, enough said. and yes, a glass of mt langi ghiran (2003)cliff edge shiraz would be an excellent way to round up the discussion

a favourite author of mine (bill bryson) once said that 'for all intents and purposes' is rather tautological and he couldn't be further away from the truth... but when ya're asked whats the value and purpose of social studies education here, it makes ya feel like the be all and end all, begins verily with 'for all intents and purposes' followed by some hallowed motherhood statements that would bring a cheshire grin to the powers that be.

but truth be told, its more than that if i may ramble/elucidate. perhaps, a quote from Gregory House (M.D) might help us out although its rather cynical and sarcastic. then again, would Hugh Laurie win the Best Actor at the Golden Globe w/o the witticism of House?

anyways, back to the point:
"People like talking about people. Makes us feel superior. Makes us feel in control. And sometimes, for some people, knowing some things makes them care." [Dr Gregory House, Season 1, Episode 13]

perhaps, if we dig deep enough, to the subterranean level at least, we might realise the value and purpose of social studies (SS) education here is to create a robust, positive self-concept about ourselves. afterall, we are but a tiny little red dot? nyet? but then again, doesn't a positive self-concept begin from the inside out? how are we to punch above our weight at regional and global forums if we don't have a clear concept of what we are and what we can do?

but more importantly, SS education is to inculcate a sense of graciousness that we need if we are to be conscious, caring global citizens. not just at the local level, i.e., about staying rooted and being compassionate towards the less fortunate too but also across international borders. its about knowing yourself, how to care for yourself that you might care for others in return as the biblical proverb says: 'do unto others as you would have them do unto you'.

in some ways, the gems of truth hidden under House's cynicism underlines the value and purposes of SS education here. airy fairy as it may sounds, its the bigger picture that we educators have to keep in mind as we simplify it for our students to apply it in their daily lives with the hope that one day, they will understand the meaningingful relationships behind their actions... ...

hungry? ever thot what goes into your food or you are what you eat? what about the cumulated side effects of ingesting too much of a particular food group? or why you like a particular food so much?

perhaps, a little wine would help the degustation or rather the reflecting. here's a little something to get you thinking:

http://geographyoffood.sphosting.com

did it with me classmate kevin, and ya, help yaself to a red, it might help the thinking process...

of late, its both interesting and amusing to note the downturn in energy and interest in various classes with the semester winding down to an end. with the holidays in sight and as the days free themselves up, priorities shift hence the focus and mood. but i'm no authority on the definitive mood of the student population so whatever dude...

anyways, as the days run down much like the legs of a big alky red, its worthy to reflect upon these last days (ie not to be confused with ridley scott's attempt at humour. believe he does action-storytelling best). apologies for my digression. over the last four sessions, we're on the topic of assessment. assessment by whom and for whom apart from the hows and whats of assessment are issues that we're dwelling on. much like assessing the merits of a single grape compared to a varietal or as some would say: blends vs. single malts.

from a macro-perspective, how good a varietal or the single grape is, actually depends on the occasion as much as the pairing of the wine and food. similarly, it begets the question, when do you wanna partake of the single malt or blend: over dinner vs an apertif or as a nightcap? looking at assessment after microteaching isn't quite the pairing we expect, nyet?

amidst all the sawing up and rejigging, perhaps, the comprehensiveness and completeness of critical and constructive friends/comments during the micro-teaching component could be enhanced if assessment was done before not after. that would boost the double-loop learning curve (if we get there) apart from the learning experience of us geographical teachers to be. afterall, the teaching activities were some form of assessment, weren't they or weren't they not?

so if given a choice between a brokenwood cricket pitch circa 2001 (cab sav, merlot & shiraz), i'll opt for a saltram mamre brook circa 2002, shiraz (barossa). afterall, 140 years of traditional wine-making in the Barossa Valley can't possibly be wrong?