Sprinkles and Bazookas: A Candid Conversation Between Two High School English Teachers"

More than a year ago, I had a fun conversation about teaching with a colleague and a friend about teaching, but although it was a podcast, it needed to also have a print version. So here it is — 

Join Greig Roselli and Amira Esposito as they share their journey from strangers to best friends, their teaching styles, and their love for English Language Arts.

Introduction: Meet Greig and Amira

Hi, my name is Greig Roselli, and this is my friend, Amira Esposito, also known as Amira Boothe-Soifer. We are two crazy high school English teachers working in the Jackson Heights neighborhood of Queens. Welcome to our inaugural podcast, where we share our story, teaching styles, and passion for English.

How We Met: From Creepy to Besties

Our meeting was anything but ordinary. Greig thought he was being friendly, but Amira found his attempts to connect a bit creepy. After a month and a half of misunderstanding, they discovered a shared connection and quickly became best friends.

Our Teaching Styles: Tasmanian Devil vs. Quiet Loony

Our teaching styles are as different as night and day. Greig is boisterous and performative, while Amira is more traditional and intuitive. Despite these differences, we both believe in showing vulnerability in the classroom to make learning more accessible.

The Sprinkles Club: A Safe Space for All

Fast forward five years, and we've spearheaded the Sprinkles Club, our school's Gay-Straight Alliance. We're planning events like the AIDS walk and possibly hosting an Anti-Prom to create a safe and accepting environment for all students.

Dolly Parton, Bazookas, and Teaching Credo

From Dolly Parton's bazookas to our own teaching philosophies, we explore how vulnerability and svital topression are key to connecting with students. We believe in embracing our unique selves and encouraging our students to do the same.

Adjectives That Define Us: Boisterous, Loyal, Timid, Intuitive

We describe each other in terms that reflect our personalities and teaching styles. Greig is boisterous and loyal, while Amira is timid and highly intuitive. These traits shape our approach to teaching and our relationship with each other.

Conclusion: 

English Teachers are different in many ways, but our love for English and our students inspire and unite us. Whether we're discussing vocabulary words or sharing personal anecdotes, our passion for teaching shines through. Join us as we continue to explore the world of English, sprinkles, and everything in between.

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Three Observations from People Watching on a Recent Trip to Washington, D.C.

In this blog post, I recount conversations overheard and undertaken on a recent trip to the nation's capital.

At the Penn Station Amtrak Waiting Room, N.Y.C.
Two women from Nanjing ask me how to find the track in Penn Station for their Amtrak train to D.C. The women are surprised I know how to say "Hello" in Mandarin. Coincidentally, I am boarding the same train, so I help them out. *** On the D.C. Metro
Two deaf teenagers have an in-depth conversation in sign language at the Gallery Place-Chinatown Metrorail station. Their signing is rapid-fire, and they apparently have a lot to talk about. I feel happy for the two of them. ***
N.Y.C., Penn Station Food Court Two would-be customers in the food court at Penn Station at 10:15 in the morning are slightly miffed that KFC and Pizza Hut aren't open yet. ***
The Neighborhood of Anacostia in D.C. When I board the train at the Anacostia Metrorail station, I notice two five-year-old kids seated side-by-side on the train. One of them wears a charcoal gray t-shirt that says: "Cheer up, Dude."
***
East Hall of Union Station, Washington, D.C.

In the East Hall of Union Station, waiting for a friend, I watch two professional photographers take photographs of the station. I am inspired to take my own. Creativity is contagious.

A centaur aims his bow at a fleeing stag

National Portrait Gallery, Washington D.C.

I slightly embarrass my friend in public by shouting out exuberantly - "Hey, miss you!" - to the official portrait of President Barack Obama, whose likeness hangs in the National Portrait Gallery.

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Image Credit: Greig Roselli © 2018 East Hall, Union Station, Washington, D.C.

Eternal Sunshine of the Spotless Mind — Quote on Conversation

Kirsten Dunst plays the role of Mary in the movie Eternal Sunshine of the Spotless Mind (2004)

The human race is having this constant conversation with itself. Y'know?

Mary in Eternal Sunshine of the Spotless Mind (Shooting Script)

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"Apparently" and "Weird": A Report on Colloquial Usage

I overheard a conversation on the subway today between two college kids: "It's weird, you know, apparently she was his girlfriend, but now it's so awkward, I'm like whatever."
The words "apparently" and "weird" have taken on a nuanced meaning in contemporary Americana. Jonathan Franzen, in his novel Freedom, first alerted me to the phenomenon of "weird." Everything Patty Berglund notices that should be contested, like her son living with the next-door neighbor, instead of in his own home, is just weird, she says. Anything Patty Berglund doesn't like, "it's weird." The neighbor flicks cigarettes from her window into the baby pool below. Patty Berglund just says, "It's weird."

"Weird" no longer means oddly strange or not normal. Weird is a catch-all phrase for anything a person doesn't understand or agree with. "It's weird," a student told me. I thought she would tell me about a strange occurrence on the way to class, but she only meant her grade. "You gave me a C-."

Instead of, confused, or give me a reason, the epithet I get is weird.
"Awkward" deserves its own post. It's like weird in that it replaces what we'd rather say about a situation or unable to say, so we say weird or awkward instead. Everything is either weird or awkward. I think Franzen is keen to the usage of words, like weird, because the word becomes a substitute for whenever we rather not say what we would like to say, so we just say it's weird or awkward. It's similar to standing in front of a painting at a museum and saying, "That's interesting." We know we like the painting. We just can't give words to what we feel. Weird works like this, but it masks a moral attitude. Patty could have said the neighbor was sociopathic, or mean, or just plain bad. But it's weird. Nothing beyond weird was in her vocabulary. She avoids placing moral blame on an action by substituting right or wrong, just or unjust, with weird.

The word has taken on a moral ambiguity that Franzen links to a propensity to choose not naming an action for what it is out of fear of being labeled weird. By taking the weird stance, I protect myself from being weird.

Anything that threatens becomes weird. Weird is the neologism that defines fear of otherness. Building a Muslim Community Center in Tribecca? That's just weird.

Then there's "apparently." This adverb is everywhere in speech patterns I've overheard. It's supposed to be a useful way to suggest an inductive conclusion based on surface knowledge. "Jorge apparently had not studied because his answer sheet was blank when he turned it in to the teacher."

If something is apparent, it means I know it to be true only at the level of appearance.
People use the word incorrectly to talk about events that are known. "The J train's not running, apparently." Is it running or not? There is no "apparent" in sight. The word insinuates suspicion of a claim on certainty when no such suspicion is necessary. It's weird!

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Poem: "Portraits"

Click here for a printable copy of "Portraits" © 2007 Greig Roselli