Foreign Languages

        I don’t have a natural affinity for foreign language. Six
years of publically taught French, a semester of college Italian and I can confidently
say in both languages: Je parle français; io parlo italiano.

But I don’t.

In either.

I do, on the other hand, speak a wide variety of Kid.

When they were little, I translated body language and
syllables into needs and wants. As they got older, I inferred meaning from
actions.  And alongside them, I learned the
varied languages of their newfound interests.

Pitch, box, yellow card, red card.

Horse stance, knife strike, sensei, gi.

When Alex started playing soccer, I had to learn an unfamiliar
game with its own lexicon. Same with Michael and Karate. My limited knowledge of
his sport had been gleaned from the first Karate Kid. Nothing in that flick,
though, had hinted to the forthcoming acrobatic practice strikes performed in my
kitchen or the proudly growing pile of hand-broken boards in his bedroom.

These were new and odd languages, but I soon became fluid.
Adapted. Got interested. Because my kids were.

I didn’t speak baby or toddler until I did. And I
certainly had had no effective tutelage to teenage.

That language, in particular, was set in code. Especially
as (not) spoken by my son. Years of incessant chatter had given way to sullen
and sometimes seething silence. There were piercing looks and shoulder shrugs.
Grunts, monosyllables. I had to master intent and outcome from a whole lot of
words not being said, decipher a new vocabulary without translation guide or
codebook.

But like the results from a language immersion class, I
got it. Because I listened. And because I was willing to follow the instruction of native speakers.

Michael’s been teaching me again. A new vocabulary, a new
language. Hookups and pickups (not the kind you think), capacitors and
compressors, reverb field and phase cancellation, C12s and Telefunken U47s.

It’s his language.

And if I listen -allow him to be the teacher- I’m in.

It’s not so much a difficult lesson, as it is one that can
be a bit disorienting. Dizzying, even.

But it is learning and I still love to learn.

I actually don’t understand how others do not.

I learn a lot from my students. I think it’s supposed to
be the other way around. But if that were the only paradigm I was willing to
consider, I also think I’d be worse off. We all would be.

Although most buck the concept, some of my students understand
the merit of peer evaluation. They get the idea of learning not only from their
professors, but also from their classmates. A few of them, anyway. Fewer still
believe that their own ideas can be instructive; that they can be both student
and teacher at the same time.

As parents, maybe we should embrace a bit more of this fluid
concept of instruction. We’ve got a lot of lessons to teach, wisdom to impart.
But we can also learn from our kids and the other children in our lives.

We just have to listen and be willing to twist our
tongues around a new syllable or two.

 

Imaginary Lover

Who
could have foreseen that a 70s song could so aptly foreshadow 21st century
relationships? Imaginary lovers never
disagree. They always care. They’re always there when you need, satisfaction
guaranteed.

Can
it really be so shocking, then, that Manti Te’o opted for imagination over
reality? In fact, maybe it’s more surprising that his peers aren’t doing the
same.
 

Or
maybe they are.
 

For
all the accurate images of college life picked up and portrayed by the media, a
foot-on-the-ground stroll across an American college campus might be more
telling. Particularly if you get the full tour. Weekdays and weekends included.
 

From
my mini-view on my little campus, the numbers from the studies seem sound:
three-quarters are hooking up. The boys with more partners than the girls, but
the ladies are nonetheless hot on their heels.
 

The
weekends are wild, with the majority of students pretty willing to lay themselves
naked -just not metaphorically so. When it comes to weekdays and daylight,
there’s much less of laying themselves bare.
 

In
Monday morning classrooms, they interact not with one another, but with smart
phones and laptops. Avoiding eye contact is its own art form and they’ve got it
nailed. Their eyes are glued instead to their screens, tapping and texting, but
not talking.
 

When
my students share stories—and they always do—I often have to interrupt. So was
this an actual conversation or a
cyber chat? They rarely differentiate. But as they relate their tales, they
include an ascribed tone and intent for the sender. My suggestions that they
may be misreading their text readings are usually soundly dismissed. They heed
my interpretive warnings only with regard to student-professor correspondence.
 

Of
course it’s generational.  I get that
they communicate differently than we do. But it seems not to be just a
different means of a communication, but 
a
lack of one. Rather than face-to-face interaction, with real-time dialogue,
they’re texting and waiting, and filling in the spaces. They read between the
lines and create gaps where there are none, mistaking humor for insult, lust
for love, a casual friendship for a meaningful relationship.
 

I’d
like to support my kids and this written word connection of theirs, but they
seem to have it all wrong. In the brevity that allows them to leave out so much
out, they’re missing out on too much. Then, when they do share—often alcohol
fueled and impulsively sent—it’s too much with too many. They’ve jumped in the deep
end with no arm band floaties.
 

And
then too there’s that other part of human connection –the actual connection. Eyeball-to-eyeball,
hand-to-hand. You can’t read body language in a Tweet; words can’t replace touch,
and in spite of the emoticons to the contrary, you really cannot send a hug via
text.

 

 

I-Dream

Our generation has been telling the next since the day they were all born: do what you love.

I think they’ve gotten the message loud and clear.

Unfortunately, as we were setting a bright beacon on which they could universally focus, we didn’t necessarily include instructions on how to reach the star. We failed to offer them much of a map or for that matter, a real destination.

Ooops.

Big oops, actually.

We told them all—over and over—to find the one thing they loved to do above all others –as if it would hit with epiphany-like clarity, as if there were a single answer to their single selves.

Talk about setting them up for disappointment.

My college has jumped on the bandwagon we’ve all driven as parents by bringing onto campus The Dream Share Project. While the mission of the endeavor—to empower young people to chase their dreams—may seem a noble goal, more than a few of my students came out the other side of the presentation with an enough-already plea.

See, the problem with telling our kids to chase their dreams is that if they don’t quite know what those dreams are, they feel like losers. So, they grab onto something, anything, just to fit in.

One of my students recently said that she was no longer sure of her major but was too afraid to switch because the decision could affect the rest of her life. Rather than upset the status quo, she was going to stay on a forward path, with no regard to the inevitability that it might not
allow her to reach a dream which hadn’t quite become clear to her yet.

She’s not alone. Too many kids measure their goals by a furiously ticking clock which demands they decide right NOW what they’ll be doing 20 to 30 years hence. And it’s not just the college kids with this mindset; it’s high schoolers and younger. Kids not through puberty are planning
strategies now to assure some ninth grade ideal of a future success. Instead of taking chances, they’re taking courses; rather than exploring, they’re bent on securing the next rung on the imagined upward ladder –even if they’re not quite committed to the top of the climb.

Of course we want our kids to follow a passion, find a dream, do what makes them happy. But there’s a backfire in forcing the ideal down their throats. In making them choose too soon, we set some kids trotting along well-worn paths with blinders on against intruding distractions. And those distractions aren’t just of space and scenery; they’re opportunity and experience and life. While following a straight path may indeed be the quickest route to a good job, the truth
is, our kids’ dream jobs may not even exist yet. So many fields—think social media—weren’t even imagined 10 years ago. Who knows what the future holds? While dreamers of the past may have been accused of having their heads in the clouds, today’s kids may well find their dreams jobs in iClouds and beyond.

 

It Could Always Be Worse

 After pounding rains hit the area a few years
back, I casually commented to a neighbor –It could be worse.
Not for me, she replied. 

From that single statement, I knew. We would
never be friends.
 

Her home had been severely flooded, much of
her basement’s furnishings ruined. But seriously, it couldn’t have been worse?
 

Of course it could. 

It could have been sooo much worse. 

Regardless of how little may be in my glass,
I always regard it as half-full. And generally, so do the people with whom I
surround myself. Even when my friend plays out every imaginable scenario to
reach worst-case, she comes to the conclusion that it’s something with which
she could live. It may be horrible –but it could be worse.
 

I sometimes deal with students whose vision
of the world is so narrowly focused that they cannot see a bigger picture. When
they find themselves lost in a battle on campus or at home, rather than fortify
their efforts to strengthen a position, they crumble.
 

To a large degree, I believe that resilience
is something with which we’re born. When the parenting experts were not long
ago penning books teaching resilience, I passed on a purchase. My friend noted
the resilience in my own daughter and asked how’d
you do that?
I quickly admitted –It wasn’t me. Alex came that way.
 

And she had. 

Those first few hours of her life were some
pretty powerful foreshadowing of things to come. Regardless of the challenge –she
would meet them—and succeed or fail—move on to the next one.
 

I can’t teach my students resilience, but I
can sometimes talk them off the ledge. With my just-outside-their-lives
perspective, I can usually prove that the reality with which they’re dealing
isn’t quite as bad as they think it is. Or –sometimes it is. And then, I can
only offer assurances that they will come out the other side of it. It’s
interesting that the ones who have been so fully tested by calamity seem also
to be those with the most positive life view.
 

My friend is again dealing with one of those
real calamities of life. In a ten minute conversation she expressed a range of
emotions usually associated with the stages of grief: denial, anger,
acceptance. And one most wholly associated with her: resilience.
 

She will come out the other side of this. She
knows. Not because she’s been handed some guarantee, but because she sees the
glass as always half-full and she still believes -it could always be worse.

 

Brand Loyalty

coffinMy friend’s dad passed away recently. Sad, but at 84, he’d lived a good, full life and leaves a legacy of family, friends and service. 

At the bottom of a lengthy obituary, I read that the wake would not be held at the local funeral home with which we’re all most familiar. I asked my friend –why not? After all, her parents had called our town home for nearly 50 years. They were both public school teachers, avid churchgoers, active in their community. And this other funeral home was in a town to which they had no affiliation or allegiance, no connection. 

But for one. 

See, the funeral home was owned by Lou’s friend. A childhood friend. 

Nuf said. 

Her dad and mine grew up in Eastie, stood on different street corners of the same small neighborhood of a big city. Graduated from East Boston High, married Eastie women. Had Eastie friends. And they took a piece of that culture with them wherever they went. 

They went far. 

Both sets of parents quite literally travelled the world. 

But home was still home and roots were set deeply. And friendships were forever. Just like family. 

So of course Lou would honor his friend by choosing the alternate location. Fully his decision, it made total sense to anyone who knew him or men of his generation. 

I hate when people make sweeping generalities. 

But I’m about to. 

The generation of young adults with whom I deal every day cannot comprehend that kind of loyalty and they never will. 

They may be members of teams, schools, and communities, but those connections never become as intrinsically a part of who they are as it did for the generations before them. My parents’, and even my own. 

I’ve asked my students and my own kids if they think I’m giving their generation short shift here. They don’t. Even those who quickly vouch for the genuineness of their own friendships are still reluctant to say that their peers and they have anything resembling what I and my parents have had –friendships which have lasted a lifetime. Relationships with people who can revel in your successes at the same time that they put you in your place. People who will stand by you regardless of the missteps you make. People who have your back. 

Sure, these kids haven’t lived as long as we have. Only time can truly test my premise. 

But then time may also be the culprit at the crux of where the roads of allegiances diverge. 

From the time our children were impatiently interrupting our phone conversations—and we allowed it—these kids have demanded immediate gratification. And as parents we enabled this warp-speed mentality by enlisting them in every sport, club, activity, that came along. 

And then came the internet -making the world smaller, while at the same time exacerbating isolation. 

When they spend hours faux-chatting with people they don’t acknowledge in daylight; when they can “unlike” someone by the click of a mouse; when more of their relationships occur online than in-person, it’s easy to see why their interpersonal skills might be underdeveloped. 

I frequently drive by bus stops, or walk by kids on campus who have their eyes glued to handhelds, intensely involved in their cyber-relationships, while ignoring the real people in their lives and by their sides. 

Maybe they’ve got something there. Maybe fast and furious is an easier path. After all, face-to-face requires effort and planning and interaction. It’s time consuming. It can be difficult and messy –and it can’t be ignored. 

On the other hand, no lol comes close to belly laughs shared with longtime friends; L can’t replace tears, and nothing feels quite like a hug.

 

Goodbye –forever

    I related a story to my son the other day. 

    Don’t laugh –I do this sometimes. I speak, he sort of stands there. I pretend he’s listening. Like when I read him these blog posts. He may not appear actively engaged, but he doesn’t, on the other hand, flee. I consider this a good sign. 

    The story had one of those sledgehammer messages. (I’ve learned that subtlety is overrated when dealing with teens.) But behind the most obvious point I was trying to make was another with a more universal message, which he may have missed. 

    Maybe not. 

    Because teens live more in the instant than in anything long-term, it’s hard for them—or many of us, for that matter—to think far-off. Because we don’t sometimes plan for the inevitability of the future, we often miss chances in the here-and-now that we later regret. 

    It’s a hard lesson, and one most of us have probably learned in the hardest of ways. Only in retrospect do we realize that we had a chance, but let it pass. 

    Most of the time we don’t know it’s the last time we’re saying goodbye to someone–until it’s too late. 

    Sometimes we have to scratch at our memories to even think to the when of a last encounter. Often, we can’t recall those last words we spoke as we were leaving. 

    And then there’s the leaving. 

    One kind of leaving is like the distant voyage away from a shore. The people, the buildings, the horizon simply become less. They slip from our sight, become specks in our memories. They’re like the healing of a wound, the fading of a scar. 

    Another leaving comes when the end is inevitable. There’s a chance, an opportunity -for those of us willing to take it.  A way to say goodbye. 

    Maybe the worst is the kind that hits like my sledgehammer message. A lightning bolt out of a blue sky; a chirpy ringtone heralding a  horrible message. 

    My story was one of those. A death. But one that had that magic goodbye and one last I love you. 

    We don’t always get those. 

    And it’s not always about death. 

    My son has been saying goodbyes to classmates and friends. I don’t think he thinks any of them will be a last time. He’s unlikely choosing his words with forever in mind. 

    As my seniors left after our last time together, they gave me thank-yous and gifts and goodbyes -and promises that they’d keep in touch –for sure. 

    I chose my words more carefully than they. 

    Be we
ll, be happy -have a good life.
 

    Michael’s more apt to offer a quick see ya later. Because he assumes he will. 

    I’m less sure. 

    Maybe then I should treat those goodbyes with a little more respect. Because until it’s upon us, we really don’t know if it’s a goodbye-til-later or goodbye-forever.




Peer Review

    Now they transition from being reviewed by their professors to being reviewed by their peers.


    But then, they’ve always been judged by their peers -often disconcertingly so. 


    Ever since the first mom posited the query –if all your friends were jumping off a bridge?….peer pressure has been given a bad rap. 


    It’s not too difficult to see why. After all, peer pressure is at the root of much that is wrong with our kids’ self-images and their actions.   


    On the other hand, there’s something to be said for being put in your place by your peers instead of your parents. By being held accountable now by those who will do so into your future, and for your whole life. 


    In the college where I work, seniors are given a yearlong Thesis project that begins with a lit review and ends with independent research. No shock that the students aren’t fans of the assignment. It’s long, arduous and requires work. They want short-cuts, easy answers and all through the process, they just want it over. 


    I offer up solid arguments as to its scholastic merit and real-world value, but I suspect the few who nod are doing so just to forestall any further cheerleading on my behalf. 


    One of the universally detested (among many) portions of the project is the second semester peer reviews. Despite the fact that they’ve just spent months reading dozens of articles, intently filtered by that “peer review” label, they still balk at the concept when it comes to their own work. 


    On peer reviews days, they must critique the work of their fellow classmates. For some of them, the task is daunting. They’re often not fully confident in the quality of their own work; certainly, then, they don’t feel qualified to pass judgment on another’s.  Ah judgment -they really don’t want to judge; lest they be judged. 


    But they should –on both counts. 


    The feedback we get from our peers is unlike any other. It hasn’t the unconditional support of a parent, or the inherent threat from a boss. It isn’t generally tied to reward or consequence, like a grade or a raise. In its best form, it’s simply unbiased review. We did something well –good job. We messed up –whoops. 


    Because little of who we are and what we do exists in black and white, peer review can be convoluted and complicated. But offered with clear vision and good intent, peer criticism can also be priceless.


    That is, if we’re willing to accept it. 


    While my students readily receive even my harshest critique of their work, they’re less inclined to do so from their peers. 


    So far, anyway. 


    I’ve warned them of an upcoming evolution where their career peers (and even their bosses) will begin to look a whole lot like them. I’ve also urged them to embrace the network they already hold with that soon-to-be-reality in mind. 


    I am lucky to work with peers I consider capable, intelligent, good-intentioned. Because of the nature of our work, though, most of what we do is independent. As peers, we can choose to interact often, minimally, or even not at all. 


    No surprise, I fall somewhere in the middle. 


    On occasion, I have both sought and offered peer counsel. I like to think I’ve given good advice; I know have received it. Real critique, however, is a bit harder to come by. 


    I have told my kids and my students too many times that we learn more from our mistakes than our successes. I really believe that clichéd sentiment. If I screw up and hear about it from my boss (and I have), clearly it carries weight. However, if a peer lets me know I’ve messed up, it may mean even more. 


    Most of my students are pretty confident. They’ve been well supported by family, friends –and me. We all tell them they’re smart and capable. We tell them they’re wonderful. 


    Sometimes, it’s only their peers who will truly tell them when they are not.