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| Tuesday, May 23rd, 2006 | | 8:09 am |
statement of purpose
Statement of Purpose Submitted by James Clark For the EMU College of Education Student Teaching Program During my time as a student clocking pre-student teaching hours and as a substitute teacher in Lenawee County, I am asked fairly often by students “why do you want to be a teacher?” This is a sensitive question. The school district is a fairly inclusive hub of the community it serves. Any need the community has will most likely manifest in the school system. As such, those needs can also be addressed on the level of the school environment. To answer the question, I tell students that I am a social activist; that I want the community I live in to be healthy and strong and that the best way for me, given my talents and experiences, to do this is to help young people learn the skills needed to solve the community’s problems and grow beyond materialism. My goal as a teacher is to help the community heal and grow intellectually and emotionally. In addition to academics, the public school system serves the function of initiating young people into adulthood. During the time spent in school, children are learning formal and informal social rules, folkways, taboos, and the like. Without deliberate, conscious intention to circumvent it, children will also learn the destructive habits that create disharmony in adult society. It is the lack of such intention that perpetuates the cycles of societal breakdown. We are not reaching the people who need to be reached. Although there are many well intended efforts to address societal needs, there are still a large number of children who “slip through the cracks”. It is easy to conclude that there is a great need for teachers who are willing to teach more than just their subject matter. They must also be aware of and ready to address their own shortcomings and teach children to do the same. To accomplish my goal, I intend to be involved in programs that raise this self-awareness and to be on board the efforts to find new and more effective approaches to conflict resolution, problem solving, and that emphasize the importance of community service. In an academic capacity I intend to teach mathematics. As a math teacher, my desire is to present the subject in a way that is practical and realistic. The actual use of any form of math beyond simple algebra in the adult world is rare. Those who do use advanced mathematics will have computer programs to do the calculations for them. I believe a new, more accurate explanation as to why math is required needs to be made for students. In Educational Psychology, we learn that the development of a child’s cognitive abilities corresponds with chronological age. At the high school level, most children are beginning the formal operational segment of their development. Mathematics beyond basic operations, counting, and measuring require the use of abstract thought that is the hallmark of the formal operational stage. My intention as a teacher is to frame mathematics as a training tool for the use of formal higher reasoning. The reason I teach math is because it uses the same regions of the brain that are responsible for problem solving strategies and critical thought. The kind of reasoning done to solve logistical, technical, managerial, even personal problems is the same type of reasoning used in mathematics. Therefore, the more math they learn, the better they become at using this part of their brains. Being a teacher is about encouraging the health and growth of the whole individual. Applying this belief to each student as an individual, I believe I can make a difference in the community as a whole. In short, making a difference is why I want to teach. | | Monday, May 22nd, 2006 | | 8:49 am |
Another peice
It occured to me this morning as I was answering e-mail. The mainstream culture doesn't just center on materialism. It also centers on hate. And it fits perfectly. The white-dominant culture, suburbia, god-fearing republican patriots "let's elect bush again" culture intersects perfectly with the materialistic, power/dominance-oriented, "gansta", non-white cultures. A cross section of humanity that is not restricted by race whose traits are the same (although manifested in different ways). Doesn't matter if it's your milkshake or your handshake, it is based on the same culture that values materialism and hate. Yes, hate is astrong word, but after all this time, it still manifest between racial groups and between classes. Race and class merge here. How else could someone with enough intelligence to run a business conduct that business knowing it destroys the live of it clients. Drug dealers are the epitome of materialism and hate, whether it's tobbacco or crack. | | Sunday, May 21st, 2006 | | 9:48 am |
hate
small koan-like entry: i battled self-hate for the longest time the hate in the world is worse | | Friday, April 7th, 2006 | | 7:56 pm |
| | 9:23 am |
| | Monday, April 3rd, 2006 | | 10:58 am |
Where was I going with this?
What is it exactly that the ghigh school is attempting to provide for the children of a community? And what is it exactly I am trying to provide for the children of the community? On the one hand, there is the social aspects of indoctrination into the work force, and into adult society in general. On the other there is the academic functions. On a third hand, there is social change. The question that this thinking is generating is; to what extent do I ask the children what they want to learn? There is that whole thing about experience and brain development. There is a lot of stuff they need to be prepared for that they don't see coming, but other than that what do they want? | | Tuesday, March 28th, 2006 | | 9:13 am |
Buenos Dias
Welcome to __________ (Transitional math, Algebra I, Algebra II, Geometry, Math analysis, A.P. Calculus). My name is Mr. Clark, or you may refer to me by my Spanish name, Jaime. You will be graded on the following: Your ability to comprehend and reproduce the various mathematical principle presented in this class and your level of self-awareness as demonstrated by you behavior. Each of these will account for fifty persent of your grade. I have a philosophy about high school that might be different than the other teachers in the building, but the end result should be the same. You will be given opportunities to learn this philosophy and in so doing secure for yourself a high grade in self-awareness. High school is the modern version of a "rite of passage". Whether or not you care about the academics, whether or not you care about "conforming to the expectations of this society", you will be expected to go through this rite of passage into adulthood. How will you know if you have completed the rite of passage? At the end of your senior year, you will be given a peice of paper that says so, it is called your diploma. In this classroom, we will study two things: Mathematics and ideal adult behavior. I will outline the requirements for the demonstration of competence in both areas as we go along. Here is the first lesson in adult behavior. "Adults come prepared". I used to work in a hotel as a cook. Every morning I had to have three things with me before I even walked into the building. I needed to have my uniform, my time card, and my locker key. If I did not have those things, I would be in trouble. In this class, you will come to this room everday with the book for this class, a pencil, and any homework or projects that are due or pending ("pending" means something we are still working on). As I take attendance, I will be checking to see if you have these things. I will give you a point everytime you come to class fully prepared. If you want to know how to get the easiest A in this class, count up the number of days we will be in here this trimester starting with tommorrow. Get that many points and you will have an A+. That grade will factor into the Self-awareness grade you will get for this class. Anyone who is fully prepared right now will receive one point extra credit. (attendance) | | Sunday, March 26th, 2006 | | 1:35 pm |
Currency
Making classroom cash with pictures of various mathematicians on them. Cash can be used for priveledges or prizes. Cash is earned by grades, behavior, and of course for acts of compassion, selflessness, and kindness. | | 12:23 pm |
Yep, could have told you that...
| You Are Lightning | 
Beautiful yet dangerous
People will stop and watch you when you appear
Even though you're capable of random violence
You are best known for: your power
Your dominant state: performing |
| | 10:43 am |
Beginning of class
The homework for each class will be to read the next section or chapter. There will be a quick, short no-fault quiz at the beginning of every hour. Students will come in and get ready for the quiz. There will be five or six definitions or concepts. Each one correct will earn extra credit. | | 10:28 am |
overall teaching techniques
I've just decided that I will give cumulative final exams (groan, gasp, man, that vacuums). In almost every text book nowadays there are little boxes that contain definitions, techniques, and theorems. at the beinning of each chapter, the very first assignment will be to copy all of these little boxes into a notebook that will stay in the classroom. This notebook will also be used for taking notes during activities and for doing classwork problems. All tests will be designed around these notebooks. Students will be able to use the notebooks during some tests (not tests of memorization) and for some portions of the cumulative final. | | 8:26 am |
I found Darryl
I found Darryl's present day teenage counter part while subbing at the high school. He was the kid in class with a mohawk (the one that looked like all the other non-conformists). He was evaluating quadratic equations, given a value for x, in his head. I got him up and participating in an activity designed to demonstrate the axis of symetry for a parabola (must have been the hope of tieing up the sub). Later in the week (yesterday) Kristen and I were walking in the park and we found the goth kids playing with padded weapons (Dagohir for short). The mohawk was there. I broke out the hacky sack. He was pretty good with it so I said "looks like you've got a little hippie in you." We played for a while and later he offered "you said I have a little hippie in me, I don't know about that, but I do have some narcotics in me." I kind of let that go for the moment. Later I said to him "I used to have a little in me to, but it started driving my bus for me." He laughed and then offered "I'm legally insane" to see if I spoke the lingo. I responded "Lucy in the Sky?" He said "yup, made a retard out of me." Here is something I am thinking of saying to him, next time the opportunity rolls around. "I won’t lie to anyone, especially not you. But because of the way the system works, in order for me to be able to teach what I want to teach here, I am bound by certain adult codes to censor myself when talking to you. This is a sticky subject. I must tell you that I do not approve of you doing drugs. The rule in my house is “no sex, no drugs until you are eighteen.” I’ll tell you about that rule if you want, but for now, suffice it to say that is my rule. I will tell you that I am a recovering alcoholic. Remember when I said I used to do it but it started driving my bus? I said that because LSD and THC started making my decisions for me. I do not know what I would say now if I wasn’t an alcoholic, all I can give you is this perspective. I can also tell you that I understand the mind-expanding aspects of these dugs, and on that basis, I understand why you do it. So let me tell you this, I am certain that the same effect can be achieved without using the drugs. Nature has built into us the ability to go for mental vacations and let our minds expand. Three reasons why I would encourage you to follow this route: one is because of the status quo, you take a huge risk everytime you ingest a controlled substance. Our society is not set up to deal with the side effects of using these drugs. Two, like it or not it’s against the law and in order for our democracy to function, everyone has to follow the law until enough people agree to change it. I know you’re probably into anarchy, that’s another conversation. (Please note, I do not completely DISagree with you on the anarchy issue.) And a third reason is if you attempt the natural methods for inducing altered states of consciousness, it will be more difficult the longer you let the chemicals do it for you. Having said all that, let’s talk about what you know of shamanism…" | | Wednesday, March 8th, 2006 | | 8:13 am |
infunk/outfunk
Such a yo-yo these days. The biggest demon I am staring down is the one that says I have nothing of interest to offer. This comes from my step father who invalidated just about every breath I took. What's funny is just about every subbing job I've had so far, at least one kid has told me I as "a cool sub". I've been tutoring some boys at the local high school. Yesterday they played a practical joke on me, one I've played before. Maybe Sith and Void remember this one; both were standing in thier bedrooms in the Ashley house in Ann Arbor. I was in the hallway. I kept asking Void to tell me his true feelings about Sith (Void didn't know Sith was in his own bedroom, in earshot). Void spilled his guts and then Sith rounded the corner. We all laughed. The kids did that to me yesterday, and we laughed. I have a feeling they are coming to tutoring more to get out of thier class than to learn math. but as we move along, I will teach them a thing or two. In the meantime there's a lot of joking and "off-task" behavior. In any event, they wanted a handshake at the end of our session. I'm writing about this because I spent most of last week in a funk because of one of those boys. He wanted help with his homework and I tried to help him but got confused by the layout of the textbook. While I was trying to figure out what I was doing, I lost him. He got terminally bored and wouldn't focus to save his life. Then he said "this is lame, we've been working on this for a half an hour and only got two problems done." The demon translated for me, it said "you are lame." I'm on "fake it til you make it" right now. there is nothing I can do about my past. I really wish I had kept up with my math skills over the years, but there's nothing I can do about it now. I'm not a salesman, never wanted to be. I think I can demonstrate my ability to control a classroom, and have fun in the process. I think there is enough here for the powers to be at the high school to see that I would be a good addition to thier staff. And I beleive I can surmount this obstacle (the confidence demon). It's just a matter of time and persistence. | | Monday, March 6th, 2006 | | 10:26 am |
Better post now
Sitting here reading all my freinds posts and taking the silly surveys. I gotta get something done to justify not working today. but, I must share this. It's all coming down to confidence. Confidence in myself and in my calling. In the grand scheme of things, Nothing Matters. Life Is Meaningless, Be Empowered Or Despair. That's my new religion. Having said that, I want to live in a world without intentional, unnessecary violence (to acknowledge that some violence is inevitable and even nessecary sometimes). I want to live in a world where everyone has three priorities in this order: 1) Everyone's needs are met. If your's are met then you go to the next person you see and help them get thier's met. This is our chief occupation. 2) Everyone is trying to answer this question: "Who are we and How did we get here?" No one has the answer, no one ever will, but we must keep asking. 3) Everyone is having fun: Love is the law and all that... Idealistic? yes Possible? yes End to all conflict? No, but that isn't the point. the point is to make the inevitable conflict worthwhile. Like it or not, this is what I am going to teach, because that is why I beleive I am drawn to be a teacher. To have access to the minds of the next generation. To plant these seeds. And here is where my shadow work kicks in. I beleive thoroughly in what I am saying here, but I do not beleive I can be convincing enough to let these beleifs work for me, in other words, to live what I beleive. I also beleive in the subject matter I plan to teach. I will tell students the first day of class that they will most likely never use math beyond basic counting and measuring ever. And that even though the government is going to require four years of it, nobody really knows why it's so important. I have the answer to that. Math has the unique trait of creating an uncomfortable resistance in the mind. If it is practiced over and over again, that resistance becomes easier to overcome. Simply put, math is weigthlifting for the brain and if you do it over and over again, you will become smarter. Math also teaches us how to use our minds. If you look at some of the new fangled calculators, the kinds that can do calculus, and several other brands of math, you would need a semester long course on how to use it. Well, hey, guess what, your brain can do all that and more... How 'bout if I teach you how to use your mind instead of the calculator? One category I plan to grade students on is "flexibility of thought". Doesn't matter if you are a brilliant mathematician or not, if you simply refuse to learn it, you will never learn it. My step-father did a good job of making me question my own validity to the point that it generally renders me impotent. This is a death warrent in public high school. I might as well go commit a crime and get sent to prison. I better get back to work now. In fact, I am going to start doing homework problems from the text books provided by Adrian High School. One route to confidence is knowing the subject matter inside and out. The rest is going to have to come with time. As it has been. jim | | Thursday, February 16th, 2006 | | 10:56 pm |
I made the paper
Newspaper archive powered by » New Search » Pricing » Help » FAQ Return to results Printer Friendly February 14, 2006 Section: NWS; NEWS Edition: METRO FINAL Page: 1A TOO FEW TEACH MATH, SCIENCE SCHOOLS SCRAMBLE TO FILL POSITIONS LORI HIGGINS FREE PRESS EDUCATION WRITER Second of two parts By the time James Clark hits the job market in 2007, he'll be a hot commodity. And that's a problem for the Michigan public schools that will likely clamor to hire him. Clark is a math major, an Eastern Michigan University senior from Adrian who has a passion to teach high school math. That makes him a rarity in a group whose members typically find themselves headed to higher-paying jobs in engineering and other fields, educators say. But if schools across Michigan are going to meet proposed high school graduation requirements that mandate more math and science classes, they're going to need a lot more people like James Clark. "I love teaching. It's hard for me to understand why people don't want to teach," Clark said last week. The reality is that many Michigan schools already struggle to fill math and science jobs. In Holly Area Schools, openings for elementary school positions typically attract 50 to 60 applicants. But when a high school math job opened up in 2005, the district got only 12 applications. "It's a seller's market," Holly Superintendent Kent Barnes said Monday. The State Board of Education has proposed standards that would require students to take four years of math and three years of science, and that means more teachers will be needed. President George W. Bush, meanwhile, also wants to find 70,000 new math and science teachers for the nation's schools. No one knows exactly how many new math and science teachers Michigan will need to meet the requirements, which still must be approved by the Legislature. But educators said it will almost certainly be difficult to find enough. Having enough math and science teachers is also a national problem: U.S. Secretary of Education Margaret Spellings said in a forum on the White House Web site this month that studies show two-thirds of the nation's math and science teachers are expected to retire by 2010. Some local districts are already looking at the numbers: If the state requirements are put in place, Macomb County schools, for instance, will need nearly 70 new teachers - many of them math and science instructors - in three years, said Gayle Green, assistant superintendent for curriculum and instruction for the Macomb Intermediate School District. Districts already compete with one another for staff - and the ones that fare well are those that can offer top salaries and benefits. "Financially, we can't compete," Roderick Martin, superintendent for the Tahquamenon Area Schools in Newberry, in the Upper Peninsula, said Monday. "We can't compete with a school system that is willing to pay more to attract the best." He learned that the hard way last summer when he was trying to recruit an experienced teacher from the Detroit area who was earning nearly $70,000 annually. She agreed to take a pay cut, to $50,000, but even that was too much for the district. She decided to stay in her current job. District officials in urban and suburban areas also say they'll struggle to compete. "It's a supply-and-demand situation. The supply will be far outweighed by the demand," Joel Carr, superintendent for Romulus Community Schools, said Monday. Needed: Incentives, new attitudes Part of the problem stretches back to the public schools themselves: Educators say K-12 schools aren't producing a lot of high school graduates interested enough in math. And it's difficult to convince those who are that teaching is an option when they can draw higher salaries in careers such as engineering. "There's an attitude by many that this isn't what you do when you're really good, which is a shame," said Bette Warren, head of the mathematics department at EMU. In the past, schools had more latitude in filling spots in science and math. A district could have shifted a chemistry teacher to math to fill a need, for instance. But under the federal No Child Left Behind legislation, teachers must be highly qualified in the areas they teach. Warren said colleges and universities need to do a better job of recruiting math experts for teaching. But there are other incentives that could be tried as well: higher salaries for math and science teachers, special scholarships for students who commit to teaching in those areas or loan forgiveness programs designed to spur interest in math and science teaching. But unions may question any attempt to pay some teachers more than others based on the subjects they teach. Currently, teachers are paid based on seniority. Margaret Trimer-Hartley, spokeswoman for the Michigan Education Association, which represents school employees statewide, said the organization would have to look at the pros and cons of such a suggestion. "We recognize we're going to have to do something significant to increase the number of people with science and math backgrounds going into teaching," Trimer-Hartley said Monday. Some educators, however, say the nation won't produce enough qualified math and science teachers until a culture that discourages students from excelling in those areas changes. "Americans and American parents tend to be more likely to believe math is an innate talent, versus something that is both important and you can actually learn," Warren said. No one encouraged William Timmerman to teach math. But it was in the back of his head as he started college at the University of Detroit Mercy, majoring in architecture, he said last week. He liked the classes. And he found himself helping his classmates. He changed his major and is now a math teacher at Southfield High School. "I'd rather have, say, not as huge of a house and be happy doing what I enjoy, as opposed to possibly devoting my life to the architecture and not being able to enjoy life," Timmerman said. (SIDEBAR) HOW TO CONTACT THE LEGISLATORS The Senate Education Committee and the House Education Committee are considering separate pieces of legislation that address the proposed Michigan graduation requirements. Here are the names of committee chairs and local legislators on the committees and their contact information. Senate Education Committee *Chairman Wayne Kuipers, R-Holland, 517-373-6920 or SenWKuipers@senate.michigan.gov *Vice Chairwoman Nancy Cassis, R-Novi, 517-373-1758 or SenNCassis@senate.michigan.gov *Minority Vice Chair Irma Clark-Coleman, D-Detroit, 517-373-0990 or SenIClark-Coleman@senate.michigan.gov *Burton Leland, D-Detroit, 517-373-0994 or SenBLeland@senate.michigan.gov House Education Committee *Chair Brian Palmer, R-Romeo, 517-373-0843 or repbrianpalmer@house.mi.gov *Majority Vice Chair Leslie Mortimer, R-Horton, 517-373-1775 or lesliemortimer@house.mi.gov *Minority Vice Chair Hoon-Yung Hopgood, D-Taylor, 517-373-0852 or hoon-yunghopgood@house.mi.gov *Kathy Angerer, D-Dundee, 517-373-1792 or kathyangerer@house.mi.gov *Robert Gosselin, R-Troy, 517-373-1783 or robertgosselin@house.mi.gov *Fred Miller, D-Mt. Clemens, 517-373-0159 or fredmiller@house.mi.gov *Gino Polidori, D-Dearborn, 517-373-0847 or ginopolidori@house.mi.gov *Virgil Smith, D-Detroit, 517-373-0589 or virgilsmith@house.mi.gov *Aldo Vagnozzi, D-Farmington Hills, 517-373-1793 or aldovagnozzi@house.mi.gov To find the name of your senator or representative, visit the following Web sites: * http://senate.michigan.gov/SenatorInfo/find-your-senator.htm * http://house.michigan.gov/find_a_rep.asp You can also contact your legislator by calling the state operator at 517-373-1837, 7:30 a.m. to 5 p.m. weekdays. Contact LORI HIGGINS at 248-351-3694 or higgins@freepress.com. MEMO: SIDEBAR ATTACHED;SERIES; SECOND OF TWO PARTS;SPECIAL REPORT HIGH SCHOOL REQUIREMENTS DISCLAIMER: THIS ELECTRONIC VERSION MAY DIFFER SLIGHTLY FROM THE PRINTED ARTICLE Copyright (c) Detroit Free Press. All rights reserved. Reproduced with the permission of Gannett Co., Inc. by NewsBank, inc. | | Monday, February 13th, 2006 | | 10:34 am |
oh no not again
Went to observe a middle school math teacher today. Been there before. Tried setting up several observation times with him, but life keeps getting in the way and I keep moving it around. I think he's fed up. Went in today, he didn't introduce me to the class (which he has done before) and at the end of the class told me hw wasnot interested in having a student teacher (something we had discussed before). The general feeling I've been getting from the school system across the board is one of defensiveness, secrecy, and protectiveness. People are not willing to open up as much as I thought they would be. Startling and disturbing. Especially for someone like me who needs a little reassurance from time to time. What happened today seems like the kiss of death. "I don't like you, don't come back". I did something and no one will tell me what I did. A frustrating theme in my life. I feel like an outsider, I feel like a fool. It is obvious that I am there to learn how to be a teacher of children. How hard would it be for someone to say "do this, don't do that"? Ah yes, there are people who would not respond well to such criticism. A world that will not offer a hand because it is also a world that bites the hand that feeds it. My resolve: I am an educator. WHEN I get a job, I will not hesitate to tell a new adult to the scene how things go. Not much different from the way I am now. | | Sunday, February 12th, 2006 | | 8:39 am |
Suprised? NOT!
 | You scored as Angel. Angel: Angels are the guardians of all things, from the smallest ant to the tallest tree. They give inspiration, love, hope, and positive emotion. They live among humans without being seen. They are the good in all things, and if you feel alone, don't fear. They are always watching. Often times they merely stand by, whispering into the ears of those who feel lost. They would love nothing more then to reveal themselves, but in today's society, this would bring havoc and many unneeded questions. Give thanks to all things beautiful, for you are an Angel.
Angel | | 100% | Mermaid | | 67% | WereWolf | | 58% | Faerie | | 50% | Demon | | 8% | Dragon | | 8% | </td>
What Mythological Creature are you? (Cool Pics!)
created with QuizFarm.com |
| | 8:07 am |
subbing juvie
I got to substitute for half a day in Lenawee's version of juvenile detention. It broke my heart. Even though I know the kids were put there for some heinous things they've done, I could still very easily see the child in them. There was an innocence that stayed on the surface. Even though I was told a few times, not to turn my back on them, not to leave the room or let them leave the room by themselves, if it hadn't been for the two story fencing, I wouldn't have known I was in a prison. They played. I was subbing gym. The first hour was girls p.e. I took out some super balls I had brought and the game was "keep them moving" the girls squealed like... girls. Second hour was the hardest - boys P.E. detention unit. Something for me to think about next time I have to sub for a detention monitor in a regular school. I can tell those little assholes "this isn't detention, this is a free pass out of your classes for the day. Detention is where you have to ask permission to do everything or you get locked up in a little box for a day." Of course I wouldn't say that because most kids have no idea how long a day is. I taught the detention boys how to play "fruit basket". They thought it was lame, but they were all smiling while playing. I think there willingness to learn and play the game came from being locked up, but the advantage that gave them is they got a chance to see that doing something innocent and lame could be fun. I told them since they cooperated with me and kept an open mind about the game I would let them play whatever they wanted, which of course was basketball. One guy asked if I would be on his team the same way a third grader would. I really had to work to get the lump out of my throat. I told him I wasn't very good, but for some reason he still wanted me on his team. Of course there was probably some dark plot, just in case it wasn't the genuine affection I felt. The second half of the day was easier from a teaching point of view, I was the primary teacher for the first two hours, then I handed off to the regular teacher the last two (classes are taught with teams). I talked to the regular teacher while the boys were geting ready in the locker room (open unit is less strict than detention). We were talking about recidivism at this age. He said a lot of the kids here today he has known since they were old enough to come here. On the average about 3 years. (I'm already plotting) "why do you think they come back?" I asked. He replied "If you saw some of the places these kids go back to, you wouldn't have to ask that." Well, actually I kind of figured that was the answer. Current Mood:  optimistic | | Wednesday, February 1st, 2006 | | 9:42 am |
Self-analyzer
Lemme establish a definition. "Self-analyzer" for one, what ever it is, it is something I would ascribe to almost all of my present set of freinds. It is someone who can look inside themselves and accept what they see no matter how ugly it is, nor how beautiful (and then go on and accept there is such beauty without listening to the ugly stuff screaming "it's not true!"). It is generated by self-love. This is so because it is a tool for self-healing. Something that happens when you love yourself. We want to heal, we want to grow because we love ourselves. In the same manner that we want a child to be safe, happy, and learn the skills it needs for survival and evolution. It isn't generated by inadequacy, it doesn't happen because we are self-critical. We have the humility to know that we still have more to learn, that we aren't perfect, and that all human beings have room to grow. I single out "self-analyzer" because it is a level of communication that most people do not spend much time in. Mostly because they are afraid of what they might find if they take their own inventory. And granted, it can be scary. but we know what is on the other side of that fear; freedom. It is a mode of communication, an aspect of the culture of recovery. the world is sick, few would deny that. We are born into this culture and have inhereited that sickness. those who could be called self-analyzers, or who practice this form of communication are those who seek healing of this sickness. sudden, inexplciable ending. | | 9:22 am |
self-mutilation
You are HITTING. Synopsis: Hitting could pertain to hitting yourself or hitting other (hard) objects to cause bruises or cuts. This can lead to serious injury, including breaking bones. After being angered or mistreated, you probably sit and stew in it for a while before actually injuring yourself. Positive trait: You accept others for who they are Negative trait: Low self-esteem Color: Green Emotion: Tolerance Animal: Fox Quote: Dont try to fix me, Im not broken. This is freaky. The questions were kind of random, the one about music I picked only because I recognized most of the artists. Others were not exactly how I'd describe myself, but were closest. The results however, astonishing. sooner or later (or later) I'll figure out how to add pictures. This is exactly the kind of alcoholic I am. sit and stew, drink and spew. Another quote that would have worked:"Get drunk and break shit". I have broken more glass when drunk than I can remember and that is NOT a figure of speech. ask me about the scar on my thumb. |
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