I am hurricane watching, and you might ask why. I will always keep a wary eye on any Gulf or Atlantic hurricanes--even before Hurricane Helene came to my neighborhood, I was this way. This week-end, I'm headed to Indianapolis, and Hurricane Isaias is too. I was going to drive on Sunday, but since the hotel could add Saturday night to my stay, I've decided to pack the car later today and leave tomorrow instead of Sunday.
I will avoid much of the heavy weather (I hope), but there's no way to know what that weather would be on Sunday. Maybe the remnants will park themselves over Kentucky and just produce random rain showers. Maybe it will be a huge amount of water falling from the sky for all the midwest. Maybe the system will scoot on out of the picture on Saturday. Regardless of what happens, I hope to be in my hotel room, safe and secure. I'm glad I thought to call the hotel on Tuesday and extend my reservation, just in case. If the hurricane had fizzled, I could have canceled that day and kept my Sunday travel plans. But I'm predicting no fizzle, so off I go tomorrow morning.
I'm taking sewing and books as if I'm staying for an extra month, not an extra day. I'll have my laptop, and I'm hopeful I can do all sorts of writing throughout the week.
When I look back, I know I'm likely to remember this time of hurricane watching. Let me also record some other events from early October that I want to remember:
--It's the time of year when it's time to do the HR training for not just one school, but both schools where I teach. This year, it's been surreal to be doing the anti-sexual harassment and Title IX training against the backdrop of the frat house rape case at Cornell.
--I have continued to have such good teaching experiences. At some point, I want to write a post about my increased use of small groups this semester. Or maybe it's enough to note that I'm doing more, and I'm amazed at how well it's working. A case in point: for yesterday's Creative Writing class, I put the seven students into 2 groups. I asked them what makes a good spooky/scary/Gothic story. They had good conversations. I had them each make a list of the top 5 elements. Then I had them do the Build Your Own Spooky/Scary Story worksheet. It went so well that I'm going to have my English 101 class do the same thing.
--I have also done a lot with setting up the classroom tables in stations. In my Wednesday Nonfiction class, I wanted the students to see how smaller pieces of writing could be included in larger pieces of writing: blog posts into books, Facebook lists into books, Twitter tweets into a book, teaching handouts into a book, recipes and restaurant reviews into memoir.
Students moved from station to station, making notes, and then filling out a worksheet about insights they had. I was impressed by how serious they were as they studied the artifacts.









