Like Spider Like Son

Although I am a competent basketball player now, this wasn't the case in college-- in fact, the only basketball skill I possessed back then was the ability to do "the spider"-- a silly drill in which you bounce the ball between your legs with two dribbles in front and then two dribbles behind your back-- and if you can get it going fast it looks pretty neat (and serves absolutely no strategic purpose, though that didn't stop me from doing it at half-court during our intramural games, after which I would chuck up a forty foot hook shot) and now I'm coaching 4th-5th grade basketball and I gave my players some "homework" ball handling drills -- including the spider-- and my own two children are obsessed with it and can actually do it pretty well, though it's probably the last thing they need to master (they'd be better served if they could make a lay-up or dribble with their heads up) but they've obviously got quite a bit of their dad in them (the other morning my wife said: "they can't be all you! they've got to have some of me in them!")

Surprise!

Fans of my idiotic ramblings know that I hate surprise parties-- I think people should be allowed to prepare in advance for social events (and I still haven't recovered from when Catherine threw me a surprise 30th birthday party-- I thought we were headed out to my favorite Mexican place for a relaxing dinner with my family, and instead I had to talk to a bunch of people that I wasn't prepared to talk to . . . it took me an hour to recover from the "surprise") and while I appreciate the planning and cleverness in order to successfully throw one of these parties, I always wonder about the purpose-- I wonder if the party is more for the planners than the recipient; anyway, I was a participant in a surprise birthday party on Saturday night and I suggested that we really give the recipient a surprise-- and I ran through a number of scenarios, including group nudity, knocking him unconscious and driving him to an undisclosed location and leaving him on the side of the road, and finally an easy one: when the birthday boy entered the house, his wife and I would make out in the living room and when he caught us, I would say "Surprise?" . . . but we executed none of my creative ideas, and just went with the traditional hiding in the kitchen and scaring the crap out of him with a shrill "Surprise!". . . and then I stayed out far too late (it's always traumatic for me when I surprise someone, and I need to assuage my anxiety with alcohol) and I was too tired to attend the big charity bash at my friend's mom's house on Sunday night . . . but Catherine went without me and later that evening I received a picture on my phone of her making out with a friend and he accompanied the picture with a text that said, "This is what happens when you don't come out" . . . surprise!

The Way We Were

For the past two weeks, my children have been starring in an epic saga of forgetfulness; they forgot their homework and the materials they needed for their homework multiple times (resulting in awkward phone-calls to their friends-- there is nothing worse than supervising nine and ten year old boys while they make phone-calls in which they actually have to glean some information from the communication) and then Alex nearly shit his pants when he realized that he forgot his saxophone-- his newly purchased very expensive saxophone-- "on the hill by the school" because he played some football right after school let out, but then his brother rushed him to leave . . . and so, nearly an hour after he left the very expensive saxophone on the hill, we raced back to school-- to find that the saxophone was no longer on the hill where he left it, and so there were even more tears, but he lucked out-- some goodhearted soul brought the instrument into the main office-- and as a result of all this forgetting, Catherine and decided that the two of them couldn't walk home for a week-- and that if either of them forgot their stuff, then they were BOTH losing TV for the night and that I would have to pick them up and check to see that they had everything they needed . . . and while I was annoyed with their irresponsibility, I was exactly the same way when I was a kid, so it was hard to actually be angry with them . . . and they do have to remember a lot of stuff; anyway, I raced out of my school last week so I could get to their school and check on them, and when I found the spot where the fourth graders were let out, I saw Ian and a few other kids engaged in an insane tackling and wrestling melee, with plenty of full speed running into each other and lots of chucking each other to the ground and it surprised me that this was happening on school grounds but they seemed like they knew what they were doing and that this was some sort of daily ritual so I forgot about it (especially since Ian had to return inside the school to find his trombone, which he forgot) and then the next day when I picked them up, my other son-- who is in fifth grade-- was also involved in this melee and I asked him if this happened every day and he said, "No, this never happens . . . but I saw them and joined in" which made me laugh because the whole thing looked so casually violent, like they always did this to let off steam after a school day, but I warned them that when some teacher or aid saw this, they were going to get in trouble and I told them about the very first after-school detention I received, which, coincidentally, was for-- and I quote this-- "play-fighting in the yard" (I'll never forget the description because I had to bring the detention slip home and get it signed) and I'm really hoping they start remembering their school materials because I don't want to see any more of this, as it's too stupidly nostalgic (and my wife doesn't care if I committed these same errors, she thinks we're all idiots).

How to Write the Comment of the Year

There are only sixteen days left in 2014, so if you're looking to win the prestigious Sentence of Dave Comment of the Year you'd better get cracking; to see what you're up against, read yesterday's sentence and the comments (and you also need to read this sentence as well) and then you'll understand what you need to do:

1) synthesize elements from two or more sentences in a brief and humorous fashion;

2) offer an ironic juxtaposition; zman's comment not only juxtaposes black and white, but also sleek and fluffy AND large and small . . . absolutely masterful;

3) you should avoid making fun of Dave-- while Clarence may have gotten a laugh yesterday, he's never going to win Comment of the Year with that kind of attitude.

Physics Equation with Dark Matter

Black fleece pants + black jacket + black rainy night + black Nike sneakers + black dog = almost getting hit by a car while walking the dog.

I Finally Understand Madmen

It took me a while to get it, but I have a good excuse-- I was distracted by all the outfits: Meghan's beautiful outfits and Peggy's atrocious outfits and Pete's silly outfits, Joan's voluptuous outfits and Betty's evolving outfits-- ironically, I share the same blindness as the men on the show . . . but I can't be blamed because of the "curse of testosterone"; anyway, better late than never, and so here it is: the show's theme is essentially the title of Hanna Rosin's candid book The End of Men and the Rise of Women; Don's infinite fall during the theme song is more than a tragic symbol of his own career arc . . . it's a symbol of the decline of all men in America; as the show grinds to a close, the women are gaining power and thinking for themselves-- Joan as a partner and Peggy as a talented executive and Meghan as an actress and Betty as an assertive and intelligent housewife who realizes her talents were wasted-- while the men are dinosaurs (Lou) or hipsters (Roger doing acid, Stan and his beard) or insane (Michael cuts his nipple off!)-- and when Don and Harry Crane leave the hip L.A. party and head out to sip whiskey at the old man restaurant with the paneled decor and a stone hearth, you can sense that the good times are over . . . maybe Don will regain some tiny shred of relevance, or achieve sobriety, but that's hardly a happy ending to the show, and I'm assuming it will end far worse than that.

Six Ways to Annoy Your Friends (Now!)

If you read the new Steven Johnson book How We Got to Now: Six Innovations That Made the Modern World then you will learn lots of annoying facts about his six topics of invention: glass, cold, sound, clean, time, and light . . . but I won't bore you with pedantry (though Johnson's writing can make anything exciting, even the history of refrigeration) and I'll just summarize his theme instead: to be extraordinarily innovative, you don't want to remain true to yourself and your unorthodox principles -- you might improve the world slightly that way-- but Johnson strives to dispel this "lone genius" myth; instead, if you really want to do something groundbreaking, you've got a little lost and form new connections, explore uncharted terrain, break your routine, and let yourself be buffeted by the new ideas circulating in the ether . . . and it still might take a LONG time before the world catches up with you . . . but the inventions are out there, just waiting for the right suite of technologies to become available, and the right brains to combine them (the same way Shakespeare went about "smashing words together" to make Elizabethan English into something more modern).

In the Old Days, If You Didn't Go to Church, You Got Whipped (Cream?)

I haven't been very zealous about my children's religious attendance (let's be frank here, I haven't even been mildly interested in making them attend church) but you reap what you sow; last week my youngest son told my wife: "putting whipped cream on my ice cream is part of my religion."

Tony Luke's is Better Than Jim's (and Other Notes for Future Trips to Philly)

Catherine and I spent the weekend in Philly (sans kids) and I'd like to note some highs and lows for both my readers and my future self:

1) Not only is the roast pork sandwich with sharp provolone and long hots at Tony Luke's better than the same offering at DiNic's-- but (though it's comparing apples to oranges . . . or pigs to cows) it's also better than a cheesesteak at Jim's-- and as an added bonus, the staff is actually cordial at Tony Luke's-- the woman taking my order didn't seem to mind at all that I had a question-- while Jim's has a "soup Nazi" feel to the ordering process . . . who do I order from? . . . the guy with the metal thingie? . . . did he make eye contact with me? . . . does that mean I need to say something? . . . I'm pretty far along in the line . . . am I too far in line? . . . should I have said something? . . . is it too late? . . . did I miss my chance?. . . do they have provolone? . . . do I have to say "wit wiz"? . . .. how do you spell "whiz"? . . . should I say "wit prov"? and after all the hazing, we were still underwhelmed by the cheesesteaks from Jim's this time around (although I must admit, that past times they were delicious);

2) our next trip to Philadelphia, I am going to get a cheesesteak from Tony Luke's and see if it is as good as the roast pork sandwich (because quite a few people were eating cheesesteaks there);

3) the Good Dog and La Locanda Del Ghiottone are great places to eat;

4) the tour of the Physick House is worth doing: the guy who does the tour is the great-great grandson of Dr. Physick-- "The Father of American Surgery"-- and while he's an eccentric man, who seems to be living his life both in the 18th Century and the present, simultaneously, there is no question that he knows a buttload about the house and the history of the area, which he gets across in passionate anecdotal fashion, with loads of bad puns, and -- odd as he is, and history buffs are usually quite odd-- at least he doesn't dress in period garb, which is a big plus . . . but be warned, the good Doctor's surgical tools are rather primitive and the accompanying diagrams made me light-headed and also, I'm pretty sure he explained to us, while discussing the family tree on the wall in the room with all the surgical tools, that he's seriously inbred;

5) The Hop Sing Laundromat has a lot of rules, so I put the kibosh on going there;

6) listening to the podcast Serial while driving is dangerous stuff . . . Lynn and Connell were so engrossed that they missed the exit . . . by thirty miles (but Lynn did get an A+ on the Episode 10 quiz that Catherine and I created for my class);

7) Connel got the perfect mojito at lunch at Cuba Libre, but then couldn't get the diner bartender to replicate it . . . but he does claim that the best drinks in the world are served at the awkwardly named Franklin Mortgage & Investment Company (but Catherine and I didn't go over there, as you have to mortgage your house to afford the drinks, which run fifteen dollars a piece-- but Lynn and Connel say it was well worth it, so next time I will suck it up and pay);

8) if you want to go to Farmicia, you need a reservation; same with Howl at the Moon, and McGillin's was a madhouse at 10 PM on a Saturday night, far too young a crowd (we walked in while the bouncers were breaking up a fight . . . the place was a giant frat party-- if you want to visit Philly's oldest bar, try the afternoon);

9) it's a long walk from the Old City to the Philadelphia Museum of Art, especially when it's pouring rain and you're only wearing a sweatshirt because your wife didn't emphasize the weather forecast (she told me, but she didn't TELL me);

10) the Thomas Bond House keeps the heat too high, so you have to break the rules and open the windows-- which have no screens because it's a restored historical house.

Sarah Koenig, Laura and the Dude Profanely Grapple in the In-Between Place (Philosophical Shit Part 2)

If you go 38 minutes and 40 seconds into Episode 8 of Serial, then you get to hear Sarah Koenig set up what she calls "her favorite piece of tape from all her reporting so far"-- and then you hear a friend of Jay's named Laura stumble and stutter and curse her way to the conclusion that she's very confused and things are extremely complicated-- there's just too much conflicting information; Sarah Koenig says that Laura's stream-of-consciousness equivocating could be her own . . . and all this reminds me of the scene in The Big Lebowski when the Dude proclaims, in the same stuttering, stumbling epithet-laced manner that "new shit has come to light" -- and the Dude and Sarah Koenig occasionally strike me as similar, though Koenig is a far more seasoned and professional investigator, but she still seems slightly over her head-- digging away at the case with her "little garden spade" . . . and open to all possibilities, as the Dude is, and though this is a wonderful trait, it means Serial may end like The Big Lebowski . . . an excellent picaresque journey that disappears into a scattered collection of phenomenal fragments (at the start of Episode 9 of Serial, Koenig presents the "new shit"-- three things that are fairly well substantiated, but actually increase the fog, complexity and ambiguity of the case).

Philosophical Shit

I think teachers often forget Aristotle's idea that "the roots of education are bitter, but the fruit is sweet" because they are already educated, so they know how to do the tasks they assign, and find it hard to imagine themselves stumbling around in the shadowy ignorance of Plato's allegorical cave; and while I do my best to empathize with the plight of my students, I certainly know some of my material too well to remember what it's like not to know it -- which is why teaching the podcast Serial has been so difficult and enlightening . . . I've learned that I am much better at reading than I am at listening, and that I have trouble with details, timelines, and auditory descriptions of geography . . . I made my students write an essay connecting Plato's cave metaphor to Episode 7 and 8 of Serial and one essay explained that Sarah Koenig couldn't be manipulating us (the audience) because she is also in a shadowy cave of ignorance, the maze of her investigation, and we are -- like Inception-- inside an even shadowier cave within her cave, and then I added another layer to this: though I am the teacher, I'm not great at organizing things this dense and detail-oriented, and so I am in an even darker cave within that cave; anyway, I am listening to the episodes two or three times, in order to plan and teach each one, and the students are helping me as much as I am helping them (and often summarizing and analyzing things in ways more eloquent and precise than I am capable of, which is impressive . . . and the main thing you should learn from all this, is that if you're life is on the line, you don't want me arguing your case).

Can Anyone Peel an Egg?

I've got decent fine motor skills-- I can shoot a dart, play lead guitar, and tweeze an ear-hair with unerring accuracy-- so why can't I peel a hardboiled egg?

What the Kids Are Saying . . .

Here is some of the slang I've picked up from the teenagers this school year: apparently, if you are over forty and some young person has nicely groomed eyebrows, then it's really funny if you tell this person their eyebrows are "on fleek" . . . also, if you're a teenager and you've got a BAE (a boyfriend or girlfriend) then you can say that you and your significant other are "cuffed."

Fermi's Paradox and The Great Filter Wish You a Happy Holiday Season

This year I'm not going to get so upset over the rampant materialism and consumerism (and the resulting environmental disaster) caused by the holiday season, and one of the things that's helping me cope is Fermi's Paradox and its evil twin, The Great Filter: when several physicists were discussing the high probability of extra-terrestrial life (based on the vast number of stars like our sun and planets that could support life) then Enrico Fermi ended the discussion with the question "Where is everybody?" and one possibility is that there are Great Filters which are very, very difficult to pass through on the road from inert matter to intelligent life . . . and one of these "Great Filters" might be the technological ability to destroy the very planet on which you live, and we've reached that capability, and we seem to be fairly intent on activating this Great Filter (for more on this, listen to Dan Carlin's podcast Blueprint for Armageddon II) and so I'm not going to worry about the earth any longer-- I'm going to live it up, because apparently every other intelligent civilization in the galaxy destroyed itself before figuring out interstellar travel, so why should I expect anything more from humans?

Real vs. "Real"

Birdman or (The Unexpected Virtue of Ignorance)  is a film with many layers-- but the layers are shallow . . . we never leave the epidermis-- and in the end, though there's some good performances and some interesting irony and meta-irony (Michael Keaton plays an actor past his prime trying to stay relevant, but all people can remember him for is his role as the superhero Birdman . . . sound familiar?) the movie is overwrought and forgettable; Edward Norton does his impression of the best actor in the universe, the arch-fiend is a critic-- who might destroy Michael Keaton's play and might even destroy the movie as a whole, but then Keaton saves the day with his performance and his "performance" and for some inscrutable reason (perhaps to make it more "real") this is all done in one long Steadicam shot, giving the illusion that the film is one long take . . . but all this does is make the film far too long (two hours) for this kind of comedy, there's too much time to "get" the irony and the ambiguity (and maybe all this quality TV has ruined me, but I'm used to brevity now) and so while there are funny and profound and vivid moments, as a whole the movie is ponderous (JCVD does it better) and Emma Stone's various rants and lectures about Twitter and social media are annoying and dated, but if you want to see something real (rather than "real") then check out On the Ropes, a 94 minute boxing documentary from 1999 that tells the story of three boxers and their trainer Harry Keitt; Keitt has been homeless, shot his cousin over a drug deal, and addicted to cocaine, but he fought his way out of trouble and now tries to inspire his fighters . . . but even if you train hard, it's tough to defeat the ghetto: Tyrene Manson is a Golden Gloves contender, but she gets screwed by her crackhead Uncle Randy, who sells drugs to an undercover cop, and Tyrene gets charged with intent to sell as well (simply because some drugs were in her room, which is hardly "hers" as she lives in a house with many other people . . . watching her incompetent lawyer and the cold-hearted judge that sentences her is heartbreaking); George Walton is a young fighter with professional aspirations and ability, and he leaves his trainer behind and learns some hard lessons about trust and talent; and Noel Santiago is a likable slacker who finds inspiration and enthusiasm in the boxing gym, but also learns that even if you try, sometimes success is elusive . . . Birdman takes a long time illustrating a few things about some shallow and insipid characters, but On the Ropes cuts to the bone much quicker, and though the film is gritty and at times ugly, there's some unforgettable moments in it.

It Works For Me

I've found that in the winter, if I take my dog for a bike ride or a hike through the park, I get far less muddy if I tuck my sweat pants into my socks, and while I realize this looks ridiculous, I'm just going to apologize in advance and do it anyway.

Enough of That . . . Or Is It?

I finished Dana Goldstein's book The Teacher Wars: A History of America's Most Embattled Profession and while there's certainly fascinating stuff in there (the reason, in the1800's, politicians embraced females invading a traditionally male job was because they would work on the cheap) and the book lays out, in a comprehensive and unbiased manner, the history of teachers and unions, education and desegregation, the various attempts to use testing and teacher evaluation to improve schools, the political and moral panic that often resulted in teachers being persecuted for reasons other than incompetence, the charter school movement, Teach for America, the Race to the Top, No Child Left Behind, and all sorts of other things that I knew only passing information about, but for the layperson the interesting part of the book is the epilogue, where she makes some recommendations based on all her research, and these are logical and worth taking a look at; but for those of you who don't feel like it, which I totally understand (you could be reading a Don Winslow book) here is a short summary:

1) teacher pay matters and while teachers aren't paid poorly in America, they aren't paid nearly as much as in countries with very successful education systems,  such as Finland, South Korea, and Japan-- if teaching jobs aren't coveted, and if teachers aren't as respected as doctors and engineers, then you won't be able to attract excellent candidates;

2) we need to focus on using good teachers as models and creating communities of excellent practice, rather than creating systems of evaluation purely to ferret out the bad teachers-- as these systems always fail because of the insane amounts of paperwork and data they create;

3) tests need to return to their rightful role as diagnostic tools, not as methods to achieve high stakes funding-- which resulted in teaching to the test, gaming the system, and all sorts of illustrations of Campbell's Law;

4) the principal matters as much as the teachers-- exceptional leadership improves the bottom third of teachers and the top third of teachers-- not excess evaluation paperwork;

5) star teachers were not necessarily the best students--so simply hiring people with higher math SAT scores isn't necessarily going to improve American education-- research shows you're better off hiring someone with excellent communication skills, who adeptly uses a large vocabulary, and can explain things well-- even if they once struggled to learn them in the past (and I agree with this, because I was a horrible and disorganized student, and so I know how to contend with this in class);

6) teachers benefit from watching each other work-- but there's usually no time for this (although since I started teaching Serial, a number of my colleagues have observed my class, and it's great-- they're not administrators filling out paperwork while I teach-- so there's no pressure-- and I can ask them for suggestions during the lesson or afterwards);

7) end outdated union protections-- there needs to be a faster way to fire incompetent veteran teachers, and a streamlined way for the teacher to appeal being fired (because teacher appointments and terminations have certainly succumbed to political whims in the past);

8) we are not as homogenous as Finland and there are limitations to our educational system, which is very decentralized, so it's near impossible to use top-down reform to improve our schools-- there's no federal body to check how schools are implementing federal standards, and federal funding is fairly minimal (compared to state and town funding) and we have schools in America with incredibly different study bodies and educational problems, so every school might need a slightly different plan to improve;

and finally, if you want to hear something more condensed on these issues, which features an interview with Dana Goldstein, then listen to this week's episode of Freakonomics: "Is America's Education Problem Really Just a Teacher Problem?"

Miraculous Ironic Juxtaposition with Exceptional Significance

As I got in my 2001 green and tan Subaru Outback (this will be important later in the sentence) at the local Quikcheck, I noticed that a guy from my pick-up basketball game was sitting in the mini-van parked next to my car, and a fluffy little white dog was sitting on his lap-- and I took a look at my dog, who happened to be in the backseat of my Subaru, and I felt deep sympathy for this guy next to me, because my dog is excellent looking-- he's sleek and black and streamlined, like a sports car-- and I had a moment where I felt great pity for all dudes that have fluffy little white dogs, instead of super-cool muscular black dogs-- and then the moment passed and I pulled out of the Quikcheck and was nearly run off the road by an intimidating '70's era muscle car-- a Charger or a Mustang, I think-- it was wide and mean looking, blue, with a thick white stripe on the hood (it looked like the car from Saxondale)-- and I'm sure the dude driving it felt the same way about me and my lame Subaru Outback that I felt about the guy with the fluffy white dog; and there are two ways I might interpret this miracle of juxtaposition:

1) I should respect people's choices-- maybe some guys likes fluffy white dogs and it's none of my business to think otherwise, or . . . .

2) I need to purchase a vintage muscle car so that I can pity people driving Subarus and minivans (and I'm leaning towards #2 because in six years, I'll be fifty and then I get to have a mid-life crisis).

Ring Out the Bells!

Let it be known that on the morning of 26th of November, in the year 2014, at approximately 6:55 AM, that Dave parked his minivan perfectly . . . equally distant from the outer lines, and just inside the back line of the spot . . . and if you don't think this is a big deal, then this is because you haven't seen some of my other attempts at putting my car between the lines (and take a look at some of the other cars . . . granted, we have to be to work very early, and it's dark, and we're tired, and thinking about the day's lessons . . . but still, it can be ugly).

Reading for Pleasure is Fun, But What About Reading For Anger?

I am bashing my way through Dana Goldstein's comprehensive history of public school teaching in America, and while I'm not exactly enjoying the book (look at the cover, you can tell there aren't going to  be any jokes) I am learning something: all this shit coming down the pipe right now has been tried before: merit pay plans, complex evaluation schemes that overburden administrators with paperwork, test data collection, tying school achievement to test scores, and strict productivity measures . . . and none of it has worked any miracles, so it's sad and frustrating that the nation is wasting time on the re-institution of these ideas, when the key to good teaching is the same as it ever was--  attract smart, passionate, and creative teachers who know their stuff and put them in an environment that is conducive to learning (but of course, it's hard to measure how smart, creative and passionate a teacher is . . . which is why the business world has gotten away with byzantine evaluation systems . . . but education, ironically, is always the last to learn anything).