Skip to main content

Grandmother?

My daughter got married a little over a week ago.



I am now a mother-in-law and eventually will become a grandmother.
It's a lot to wrap my head around.

Although the title of mother-in-law does not scare me, 
the label of "grandmother" is a bit more than I can chew.

To make light of this, I have been polling my friends for names other than "grandma" 
so I can train (not really, but yes really) 
my grandkids not  to call me grandma. 
Of course, I am joking...sort of. 

The idea of being a grandma is scarier than being a "mother-in-law" despite all of the latter's negative connotations. I love my son-in-law and couldn't be happier that he is my oldest daughter's husband.

So, what do I do about becoming a grandma? Although this is not an imminent situation in the least, I am still thinking about it. And, although I joke about it, I recognize that this worry is all about getting older and coming to terms with what that means for me. After all, I'm not the first person to ever grow old or the last one; everyone grows old and many of us go through these life stages. 

Nevertheless, something's holding me back from enjoying this stage of my life fully. I know I will need to grapple with this sooner or later, so this is a first attempt, but certainly not my last.

Is it because of society's expectation that I should start to think about retirement that I am feeling this way? Perhaps.

Or, is it because I don't consider myself "old", just growing older, that I am at odds with myself? I have a lot of energy and feel like I could put in a lot more years in the classroom.

Most likely, it's the realization that a person's life is just a split second moment of time in the universe. It's part of coming of age, so to speak. The only path I can take is to embrace this new stage of my life gracefully and joyfully. 

I love the woman my newly wed daughter has become. It is a happy time for my family. 

Life is sweet. Life is good. I am grateful. 

Comments

Popular posts from this blog

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...

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...

Are we listening?

A child sits alone with a ripped worksheet packet on his desk. He appears to be singing or subvocalizing something though no one hears him. Or, perhaps they're ignoring him. The teacher stands at the front of the room teaching on the SmartBoard. The children follow along in their worksheets. Except the child sitting alone. He is in his own world. No one engages him and he engages no one. My heart aches for this child. He is physically and emotionally removed from the class. I ask him why his paper is ripped. (It's not an accidental rip.) He says he did that on a different day. When he had been frustrated about the work. He tells me that he sometimes sits by himself because the work is too hard for him. He later tells me that he sits by himself because the teacher thinks he talks too much during the lesson.  He says he does that because he wants to find out about the "lives of the other children". My first impulse is to rescue him from the wrongheade...