A Monster Calls (and other reading)

This blog really is becoming Teenage Fiction Review Central, but reading is all I can do until I receive more paperwork from the University (apparently a book list and a Welcome Pack are heading my way).

After reading this review/ shining endorsement of Patrick Ness and Siobhan Dowd’s A Monster Calls, I thought I’d give it a try. I was not disappointed. I finished it last night (it took me about two days to read, around work commitments) and so, after drying my eyes, I posted my review to Goodreads. This is what I thought (Warning: contains spoilers):

                

 Oh my! I am somewhat devastated. I have just finished A Monster Calls and it's left me in pieces.

Simply put, A Monster Calls tells the story of how 13 year old Conor O'Malley is affected by his mother's terminal disease. But that really is simplifying things.

In order to cope with his mother's illness, Conor invents (or does he?) a monster who visits Conor to tell him three stories, with the proviso that Conor will then share a story with the monster. A story which will be the truth behind Conor's recurring nightmare. While sharing his stories, the monster encourages Conor to destroy his Grandma's living room, and attack Harry, the school bully, before finally confronting his own truth.

The book is undoubtedly aimed at a younger audience, which is shown through the style of writing, the phrases employed by Ness, and the short chapters. This did grate slightly with me; but will work brilliantly with the younger reader. Nevertheless, Ness does not shy away from the very real effects of living with a terminal illness: he portrays how Conor's life is not that of a normal 13 year old; how the looks and special treatment he receives at school don't make Conor feel any better; and how Conor, while understanding the eventual outcome of his mother's disease, does not understand fully the actions of the other adults who are affected.

In addition to Ness' fantastic writing and Siobhan Dowd's brilliant ideas are Jim Kay's illustrations. They are the perfect complement to the words on the page: they reveal just enough to fuel the imagination's fire, without giving away all the elements of the scene. I love how the main characters are never fully drawn. The colour scheme of black, grey and white really serves to add mystery and support the tone of the book. Furthermore, they are drawn to be a part of the story; not a separate picture that the reader can choose to ignore. Like the branches of Conor's monster, the words and the images are intertwined throughout the book.

Despite this being aimed at the younger reader, do read it if you're an adult. It is so brilliantly written. I made the mistake of reading the first chapter just before going to sleep. Needless to say, it was an uneasy sleep.

Seriously, do give it a try. I’m going to recommend it to everyone I know.

Aside from being scared (just a bit) and left an emotional wreck from reading A Monster Calls I’ve been compiling a book list of teenage fiction, drama and poetry. Admittedly the drama and poetry is (currently) based on what I find from searching around the school syllabus, but it’s all on my ‘intend to read over the next year’ list. The teenage fiction is a mix of books that pupils will be taught in school, and just general fiction- books to be read for interest. I’m especially keen in finding books/ authors that appeal to boys, as my conversations with current English teachers suggest that this is an area on which to focus.

I’m really hoping, also, to have an emphasis on poetry when I have my own class (dreamer, but it’s good to have goals). Poetry is my interest and my strength. I want to bring it to teenagers, to change the perception of it being seen as fuddy-duddy, boring, and belonging solely to realm of scholars. Poetry is for everyone! Anyone can read, write and perform poetry. Events such as Shake The Dust are an inspiration and are definitely things that I hope to introduce to future students. With that in mind, I’m seeking out poetry. Not the poetry that kids have to study, but – as with the teenage fiction – poetry for enjoyment. Poetry that they’ve chosen to read/perform. I think the next things that I’ll be reading are poems. I discovered the work of Caroline Bird earlier this year, and her collection Watering Can is fantastic! Caroline Bird inspired the activity that I used to get on to the PGCE course, so her work will definitely have a space within my teaching practice.  Last night I stumbled upon the work of Jen Campbell. Her debut poetry collection, The Hungry Ghost Festival, was released this week and I think that’ll be the next thing I read and blog about.

And now, I have a confession to make, I am really struggling with Pride and Prejudice. I’m not getting into it as much as I did with Northanger Abbey. I know it’ll show up on required reading during the course of the next year, so I really have to read it. I’m very tempted to get the audiobook, but I’m afraid I’ll miss out on the nuances of the writing. Northanger Abbey showed me the humour and subtleties within Jane Austen’s writing, so I almost feel as if I’d be cheating if I “read” Pride and Prejudice via audiobook.  Opinions please.

Review: The Tiger's Wife - Téa Obreht

Today I finished reading Téa Obreht’s The Tiger’s Wife and, considering I don’t count myself as a fan of magical realism, I was a bit surprised to find that I actually enjoyed the book.

Téa Obreht is a very gifted writer. Without giving away too much of the plot, I really loved the way she intertwined the many stories that run throughout the book. I love how she has the very factual, definite world of medicine laced with that of myth and superstition.  Above all, however, I loved Obreht’s descriptive writing. Her portrayal Sarobor on the eve of war is beautiful. She drew me in. I wanted to be in Sarobor, to wander the streets, to have lived there in its heyday, to experience the smells and sounds first hand, rather than through the grandfather’s memories. I finished the book hours ago, and I still wish I could have lived there. (At the same time, this could be my subconscious telling me I need a holiday)!

As I’ve already said, I’m not a fan of magical realism; and so at times I really had to force myself to suspend my disbelief. Saying that, from my point of view, The Tiger’s Wife wasn’t completely absurd: it wasn’t overly difficult to buy into this world of the deathless man. What I found most difficult about the book was the narrator, Natalia. I had to constantly convince myself that she was female because, for some reason – to me – she sounded and acted very male for most of the book. Even once I knew she was female, I still pictured her as male. I’m still trying to figure out why I thought like this: was it the author? Is it my own prejudices? It’s certainly something for me to think on.

The main reason I read The Tiger’s Wife was because, at the time, it popped up in almost everything I read, and it intrigued me. My copy, however, contains a section at the back of discussion points which seem directed at the younger reader. This has certainly given me something to consider with regards to its PGCE/teaching potential.

Wherever I take The Tiger’s Wife, I will definitely be reading future works by Téa Obreht. And, if you haven’t read The Tiger’s Wife yet, I suggest giving it a try. It might just surprise you.

It’s going to be a bit of challenge deciding what to read next.

Inspirational

Here is the post-placement blog.

What the hell was I so worried about?  I have had a FANTASTIC week. I’m going to break it down into some kind of order otherwise I’ll just splurge everything as and when I remember it, and produce something scrappy rather than something vaguely coherent.


On Monday I arrived nice and early, armed with all my valid CRBs, a notebook (plus notes on the Cambridge Primary Review), the handbook from my university, and (of course) a packed lunch. Aside from lunch, I didn’t need any of these things. I met the head who asked a few questions about what I needed, and then he introduced me to the class teacher, who was fantastic. Honestly. He basically gave me free reign- access to anything I wanted in the class, including his laptop; the option to use the school’s PPA room for any note taking I needed; and even the chance to teach a lesson, should I wish! What he did highlight though was that this week wasn’t going to be a typical week because the kids had just done their SATS, so they were having a relaxing week and focussing on their school production, rather than individual subjects. This wasn’t a problem as most of my observation was to be focussed on classroom management, rather than how each subject was being taught.

Then I met the kids! I was introduced and told them a bit about myself. They didn’t seem even remotely phased. It was very much a case of ‘new person, we don’t need to change what we’re doing. No big deal’. Brilliant. Everyone: staff, support staff and pupils were so relaxed around me – and really helpful – it definitely helped me to relax.

Once the production rehearsal got started, I had been allocated/part volunteered to be involved with props- my prop being backdrop. So I spent most of Monday, Tuesday and Wednesday designing, drawing and painting a Greek street. Some of the kids really admired it; others said my (frankly awesome) Greek houses looked like tables (until they were painted, that is). Having a role in the production enabled me to integrate – and feel less like a lemon – while observe how the staff managed the pupils. I had the best of both worlds.

By Thursday and Friday the kids and staff had truly relaxed around me, and I around them. The pupils were happy to tell me stories in the morning, or talk about what they were reading, their favourite subjects, secondary school hopes and the like. It was really great. The staff were also chattier in the staffroom. I think it helped that I live in the same village as the school, so local concerns could be talked about. It was also great to hear what primary teachers thought about secondary schools – the teaching, the use of displays, and the workload. I would never have had that insight without this placement.

This blog seems slightly sparse given that I spent a truly wonderful week on placement; and I didn’t only make props, I did quite a bit. However, I don’t want to divulge too much out of respect for the school’s privacy and confidentiality etc.  What I can explore are my feelings towards the whole experience. Obviously, my feelings are positive; especially compared to how I was feeling this time last week about the whole situation. If you’re reading this and are planning to teach in a secondary school, I would strongly recommend going into a primary school. I have found it incredibly valuable to see where the pupils are coming from, and to see primary teaching with fresh eyes (at least, not as a pupil, or as a 16year old work-experience kid). This week has been so rewarding, and a real eye-opener. I actually am going to miss being in school next week. It was such a fantastic atmosphere.

So, I guess, if you’re going on a placement such as this, my advice would be: don’t worry overly. Do some research on the school.  And when you get there, try to help out as much as possible- fetching, carrying, holding doors, people appreciate it. Oh, and saying hello and smiling to people helps dispel that awkwardness of being ‘the new guy’. But most of all: be yourself.

A small warning though: I only spent a week in school, but it was so brilliant that, at one point, I genuinely considered swapping my PGCE Secondary for Primary. Then I remembered how much I appreciate English, and really want to teach Secondary English, rather than Primary science or PE. But, when you’re in a great school, the enthusiasm and atmosphere is highly infectious.

Ps, on Monday, in assembly, the head teacher announced that his word for the week would be ‘Inspirational’. This week has been truly inspirational for me. I am ready to get stuck into this PGCE.

Primary Issue

Tomorrow I begin what is, technically, the first placement of the course. I really am looking forward to spending time in a primary school.  After my week in school, I’ll be writing a report about what I’ve observed. I have to take this with me to registration, although I’m not sure what role it’ll play in my assessment. I’m thinking the placement is to gain some experience of what the pupils are learning/their learning environment immediately before starting secondary; and that the report is to enable the university to establish my ‘base line’. That seems logical to me, anyway. I could be completely wrong.

The university sent me a list as long as my arm (quite literally) of observation points/areas to include in the report. I have, therefore, spent the last week researching educational reviews and factual details about my placement school. I quite enjoyed reading up on the Cambridge Primary Review: it makes valid points. I’m looking forward to seeing how its findings have been incorporated in school.

Thanks to the list from the university, I’m not too concerned about what I’m going to do when I get there. And I know my role there is as an observer. What I am concerned about is how the teacher is going to feel about my presence in his/her classroom. Without meaning to be, I will be a distraction: I’ll be a new thing in the room. My intention is to help around the class as much as I can, to get involved without losing the observation focus. I know I mentioned some of this in my last post, but it’s been preying on my mind the closer I get to tomorrow. Primary school teachers, tell me if you would, how do you feel when you have an observer in your class? Would you prefer him/her to sit at the back and just observe? Or, would you rather they get involved: help you set up, interact with the pupils?

In other news: exactly two months today I will be moving to my university city. Two months and two days until the course starts. I hope I receive a book list soon. I would love to get cracking on the selected texts.