http://oxforddictionaries.com/definition/english/shift?q=shift
Shift: (verb) move or cause to move from
one place to another, especially over a small distance; change the position of
one's body, especially because one is nervous or uncomfortable; change the
emphasis, direction or focus of; (noun) a slight change in position, direction,
or tendency; a key on a typewriter or computer keyboard used to switch between
two sets of characters or functions, principally between lower- and upper-case
letters; the gear lever or gear-changing mechanism in a vehicle; American
Football- a change of position by two or more players before the ball is put into
play; each of two or more recurring periods in which different groups of workers do the same jobs in relay
_______________________
Two themes surface over and over in the definition of shift:
change and the size of that change (small, slight). For all the time I've
worked at change--the really deep, impactful, sweeping kind of change that
impacts the whole range of an individual's life--I might have served myself
more, had I focussed on shift, both the activeness of the verb form and the
being-ness of its noun form.
Unlike a keyboard, I don't have a key which regularly enables
that shift nor, as in a vehicle, do I have a reliable lever. Are there keys or
levers which when turned, depressed, pushed, or pulled advance the whole of me
in increments or enable me to advance myself in a flip book of forward movement?
Probably. On the flip, there are keys and levers which when turned, depressed,
pushed, or pulled stop me--which disable my momentum--which restrain me.
Keys and Levers
cool air in
to warm air out
of bed
before
you're up since
seven isn't time
enough to think
on
nothing in
particular
circumstances
warm air in
with warm
air
out ties
and gags
bags me
a casual
corpse depressed
buttons
held
down steady
myself
shiftless
I can
recognize the keys and levers, but they shift...there isn't a safe bet, and I like safe
bets.
While I may meditate on any
given image for what it is in that moment, in a flip book I am not fascinated by
the individual pages-- in an animated movie I'm not drawn to individual
drawings. What I am interested in is the story and the story is about the
movement, or more specifically, about recognizing the movement. To recognize
the movement, you must see a previous state and you must see a present state.
To understand the movement, you must see states in-between previous and
present. You need to pause long enough to see the individual page, and then the
next page, and the next.
In our
first class this week, I asked my students to share their name, what they prefer
to be called if that is different from their given name, what they are majoring
in, and what they hope to do with that major OR why they were drawn to the major
in the first place. What happened next left me feeling like a priest at
confession or an AA meeting facilitator. "I am ___. You can call me ___. I am
majoring in ____. I'm here because I failed the writing proficiency exam ___
times." Better than half the class confessed the number of times they'd failed
the test, or that they were taking the course because they didn't want to take
the test. I never asked for any kind of confession, and told them, mid-way
through the group of 20, that I certainly didn't expect to be told. Clearly,
many of these students come to the class feeling less than warm and fuzzy about
writing. But they don't know what they've done wrong. The exam is pass/fail
and, if they speak the truth, they aren't told why they fail when they do...and
so far, I also don't know what errors in proficiency have pushed them towards my
classroom. In a survey of what things they want to learn from the course, the majority mentioned grammar (or, as it is on their cards 'grammer'), spelling, and punctuation. So how are we going to work together to move them to a different
place? In increments...with shift...
It is likely
that, over the course of a 15-week semester, I will not be able to teach them
over all their struggles and challenges with the written word, despite how badly
I want to give that to them. I try to focus too big, that is a part of my nature. I want to move them from
one place to another, though, because they are uncomfortable. So let's nail down to,
too, and two. Let's work on our 'grammer' and spelling. Let's talk about punctuation using the 'Let's eat Grandma" versus "Let's
eat, Grandma" example. If they walk away shifted forward, I have made a lasting
change and I have helped to fan their flip-book. They help to shift me.
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