Skip to main content

Footsteps

I subscribe to a word of the day prompt for writing. Although I haven't done any writing responding to one of these daily prompts yet, I decided to try one for today's SOL. I'm not necessarily a big fan of prompts for writing. However, sometimes they help to get me writing when I'm stuck, or they give me a new way to look at things and get me writing in a different way. Today's prompt was "footsteps". My first response was, "Woah! What am I going to write about that?" Then, I remembered the recommendation not to see a prompt as limiting, but full of possibilities. Prompts simply require a response. What that response turns out to be may be of little consequence. What's important is that it gets you writing. So, yes, this response has me thinking and writing. 

Footsteps...in the night?
Footsteps...behind me as I'm walking down a dark street?
Footsteps...of people in my past?
What kind of footsteps can I write about?


The word "footsteps" makes me think of something scary. Something to fear. Something that's bad and out to harm me, but footsteps can also be symbolic. Representative of something bigger, more important. The footsteps that I've taken to get to where I am today. The life I have right now.

Footsteps through my Cuban town. More like skipping, rather than walking, to the houses of neighbor kids. Skipping to my elementary school. And, finally, footsteps that led me to the airport to get on the big bird that took me, my brother and my paternal grandparents to the Big Apple, the place I was to call home for the next dozen years or so. Footsteps through the streets of New York, mostly Brooklyn, sometimes Manhattan.

Footsteps to college in Massachusetts...far away from those other footsteps that led me there. So much so that I lost my way. I forgot my mother tongue. There were no footsteps to help me find my way back. Footsteps through the Berkshires, as distant from Cuba and NY as I could possibly get and still be on the same planet. Footsteps in the snow. Where are those footsteps now?

After college, there were many footsteps in the south, thinking that I could save the world. Footsteps west, when I realized I couldn't or at least, not yet. Footsteps to Northern California. For another dozen years or so. Footsteps with my husband and my two daughters. Big footsteps and smaller ones, too.

Footsteps to Louisiana. Footsteps full of gumbo, jambalaya, gospel music, Zeydeco, jazz, blues, and more. Footsteps carefully traipsing through the French Quarter and Uptown. Footsteps...

Footsteps south to Ecuador the first time, and footsteps way north to Canada years later. But in between, my son left tiny footsteps in the concrete of this place and that one, too.

Footsteps back to Ecuador the second time. And, here I am. Footsteps to retrace my footsteps closer to where it all began.

Cross posted to Two Writing Teacher Slice of Life March Challenge, Day #26

Footsteps

Comments

Popular posts from this blog

The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension

The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to  have  focused conversations about books?  The answer is easy: teach kids  strategies to help them develop effective conversa...

Partner Reading and Content, Too Routine (PRC2)

I'm a hoarder. There, I've said it. I try to deny that I'm a hoarder but it comes back to haunt me every time I move houses, or pack up my classroom at the end of the school year. I have old articles, lesson plans, handouts, folders brimming with teaching ideas, past issues of profesional journals. I hardly throw anything out though I've learned to be more selective over the years. My one rule of thumb, and I really try to stick to this, is that if I haven't used or referred to something in a year, then it's time to toss it into the recycle bin. One exception to this rule (you knew this was coming, didn't you?) is past issues of journals from professional organizations. However, with the ability to locate articles online through my professional memberships, even this exception is becoming less and less useful, which brings me to the topic of this blog post. I am currently reading a copy of The Reading Teacher from 2010. I've clipped a cou...

Rewards and Punishments

I'm always surprised and disappointed when educators I respect support the use of rewards and punishments to control student behaviour. Whenever I feel like my students are "misbehaving" or not behaving as expected or agreed, it's usually because I'm "misbehaving" or not behaving as expected or agreed. Sound odd? Perhaps, but think about this for a minute. When something goes wrong, i.e. not according to plan, it's usually because the kids have responded in unexpected ways to what I'm teaching or presenting to them. Unless I'm prepared to handle these contingencies I can lose focus of the lesson and the children. I find that the best way to deal with these "disruptions" isn't to control behaviour through carrots and sticks but rather to take a deep breath and think about what may be causing the problem. Often the cause has to do with one or more of the following: how I've presented the lesson (it's confusing, ...