She listened carefully, watching his face, watching his lips. When he finished speaking, her eyes looked up and to the left, thinking. Remembering. Nodding.
Her eyes, then, returned to her 61 year old son. “So your patient wants you to travel with him to Houston,” she paraphrased. “That’s wonderful! He must respect you and trust you… and have a lot of money!”
“Mamá, he wants someone to accompany him and yes, he trusts me. I worked with him and his wife when she was sick. But we can’t do the type of surgery that he needs.”
“I see.” She paused again.
“Impressive.” She nodded again.
“How much will you charge?” she asked, looking him right in the eyes.
“Oh mother! I don’t know. I have never been asked to do something like this before.” He took a sip of coffee.
The answer didn’t matter and she knew he wouldn’t say… but maybe he would. No harm in asking.
The conversation went silent for a bit. Then she turned to me and said, “And you just returned from that overseas training your company sent you to. How did that go? They must think the world of you, sending you off to a training in another country! They wouldn’t send just anyone, now then, would they?” She looked up again, not waiting for an answer.
Then I understood. I could see it in her eyes. This conversation was not about accomplishment or money, per se; this was about social currency. Later in the evening she would go on her evening constitutional to the casino. Some people find community at church or with their neighbors. Some go to a bar where everybody knows your name. She goes to the casino, every night if someone will take her; she can no longer go out alone with that bum leg of hers
Yes, I understood: When she gets to the casino she will slowly find her favorite machine, talking to friends and relatives amid the rings, dings and bings of the one-armed bandits (that mostly worked with the press of a finger). With her cane and her attendant she will stop and talk to everyone she knows, perhaps someone new. What will she say? Not much has happened since yesterday evening. She spent the day with meals, the newspaper and Netflix so what will she add to the conversation?
“How are you tonight?” Someone will ask as she walks the aisles looking for her machine.
Putting her hand on the other’s arm she will take out some of that social currency and say, “I am good. You’ll never guess where my son is going to go…”
By the end of the evening she will have talked to many who passed by to share their stories. She will listen carefully while watching their faces and lips. She will ask questions, thinking, remembering and nodding as they speak. Tomorrow, we will be brought up to date on the members of that community. We will ask questions that she will be sure to get the answers to as the carousel takes another spin.
Teachers, at times, argue about silly things. Years ago I walked into a classroom and into heated discussion that pitted Bloom’s Taxonomy against Webb’s Depth of Knowledge. (Really, I did!) While there were teachers on either side of the discussion, they were all arguing for the same thing: Good Questions! After listening for a while, our literacy coach wondered aloud, “How about using both to get the students think in lots of different ways about many different ideas?”
That’s the ticket! Let’s use the ideas of Bloom and Webb to motivate student thinking, speaking, and writing. If you haven’t revisited Bloom and Webb in a while, now might be a good time to review the questions you ask, think about your wait time, and consider who does most of the talking in your class. (Someone once told me that the person in class who is talking is the one who is doing the learning. It was probably that same literacy coach).
S. T. Fleming 