Why is Yoda on my blog? The other day I put that quote from Yoda up on my classroom board—the one about "Do or do not. There is no try"—my quote of the day.
"You've got that wrong," said a student. "I wouldn't know but my dad is this crazy fan of Star Wars. You know." He laughed and shrugged. It seems like every time I put it up, someone tells me it's wrong and so I make their corrections and I change what I have saved in my computer.
So this boy and I looked up the movie scene on YouTube, he dug out his earphones so he could listen to it, and we finally got it right.
"You've got that wrong," said a student. "I wouldn't know but my dad is this crazy fan of Star Wars. You know." He laughed and shrugged. It seems like every time I put it up, someone tells me it's wrong and so I make their corrections and I change what I have saved in my computer.
So this boy and I looked up the movie scene on YouTube, he dug out his earphones so he could listen to it, and we finally got it right.
The quote is about intentions, and it warns us that it's what we do that matters, and that "trying" isn't enough. "Trying" means we're already making excuses for what we intend to do—fail.
Three years ago I was given a class with a group of freshmen. They didn't know why they were in the class and I wasn't given much to go on either.
"What am I supposed to do with them?" I kept asking.
"They are underperforming," I was told. These were students who were not testing well or performing where people thought they could in school. Everyone was pretty sure they could do better. But "everyone" had no suggestions about how I should help them.
So we looked at reading and writing activities. I tried a packaged vocabulary and spelling program suggested by another teacher, we read stories and essays and books they chose, and we produced a weekly newspaper. There were successes, and I could see the light come on for some of these students. But it didn't go over for everyone. Some students resented the class and me for pushing them to write and read more.
At one point I talked to a student who had been giving me trouble. He talked back, he talked to his friend instead of participating, he did not seem to enjoy reading.
"What's going on?" I asked him one day.
"Here's the thing," he said. He looked at me, leaned back in his chair and shoved his feet out in front of me. He sighed and looked me straight in the eye. His body language told me that I clearly needed some basic facts explained. "I don't read, Ms. Priddy. I can read. I can, but I don't. I might look at a page and move my eyes so you think I'm reading, but I don't read." He didn't mean to be rude, he said, he just didn't do school.
His intentions were clear. Nothing much I did seemed to make a difference with this kid. I looked for drama and we read graphic novels. The class loved Maus. Whatever this young man intended, he had plans.
"I'm going to college," he told me.
"What do you want to study?"
He looked confused. Study? "I want to play football."
This boy is a young man now, and he has bigger goals, more realistic goals about his future. But his intentions wouldn't count for much if his actions hadn't changed too.
Three years ago I was given a class with a group of freshmen. They didn't know why they were in the class and I wasn't given much to go on either.
"What am I supposed to do with them?" I kept asking.
"They are underperforming," I was told. These were students who were not testing well or performing where people thought they could in school. Everyone was pretty sure they could do better. But "everyone" had no suggestions about how I should help them.
So we looked at reading and writing activities. I tried a packaged vocabulary and spelling program suggested by another teacher, we read stories and essays and books they chose, and we produced a weekly newspaper. There were successes, and I could see the light come on for some of these students. But it didn't go over for everyone. Some students resented the class and me for pushing them to write and read more.
At one point I talked to a student who had been giving me trouble. He talked back, he talked to his friend instead of participating, he did not seem to enjoy reading.
"What's going on?" I asked him one day.
"Here's the thing," he said. He looked at me, leaned back in his chair and shoved his feet out in front of me. He sighed and looked me straight in the eye. His body language told me that I clearly needed some basic facts explained. "I don't read, Ms. Priddy. I can read. I can, but I don't. I might look at a page and move my eyes so you think I'm reading, but I don't read." He didn't mean to be rude, he said, he just didn't do school.
His intentions were clear. Nothing much I did seemed to make a difference with this kid. I looked for drama and we read graphic novels. The class loved Maus. Whatever this young man intended, he had plans.
"I'm going to college," he told me.
"What do you want to study?"
He looked confused. Study? "I want to play football."
This boy is a young man now, and he has bigger goals, more realistic goals about his future. But his intentions wouldn't count for much if his actions hadn't changed too.
If you’ve just
deliberately stabbed your best friend, your intentions might matter to the
district attorney. It might make a difference whether you slipped the knife
into your pocket to bring with you or picked it up off the kitchen counter—the
difference between a crime of premeditation and a crime of opportunity, the
difference between life behind bars or getting out of prison in time to see
your grandchild start Kindergarten. And either way, your friend is still bleeding to death on his kitchen floor, whatever you claim you intended.
In the rest of
your life, intentions mean very little to anyone but yourself. What you
intended, what you say you meant to do, is nothing in the face of what you actually
do—what you neglect or what
you begin, how hard you work at it, whether you persist, and what you accomplish—beyond that, why should anyone care about your intentions?
Students
sometimes tell me that they intend to do better. “I’m going to do better than
last term,” they tell me. “I’m getting everything done.” Oddly, this statement usually guarantees they will continue to fail in exactly the same way they have in the past. My heart constricts and I have a hard time smiling and accepting their good intentions in a positive spirit. It's not enough, I know, those good intentions that they have just expressed. Too often, nothing is about to change because they
will continue to skip class, miss deadlines, and fail to study. They are not lying to me. I
understand that. They are lying to themselves. They want to believe intentions are enough.
We all do
this. We buy the diet book, as if having it in our possession were the secret
to losing weight. We wake up in the morning and swear we'll never do that—whatever it was we did last night—again. We tell everyone we’re going to cut back on drinking, we
purchase vitamins or running shoes or a weighty novel. We behave as if our
intentions were the point.
Action is the
point. What we do counts. Intentions count for nothing. Even if you lost your temper and the knife just happened to be there on the counter beside your hand,
you killed someone, and it’s the death that matters. Your intention only
matters when you get to court—either way, you’ve committed the crime. The best
of intentions can’t alter that.
Regret, too,
matters very little except to ourselves. We can be sorry, but it’s more important that we act
better next time. If we want to change our behavior, we must, as the saying
goes: Just do it. And we can if we don't allow our failure to become our future.
Giving up because we screw up is a cop out. Read Dorianne Laux's brilliant poem: "Antilamintation: A Poetic Antidote to Regret." Or pay attention to Cheryl Strayed, who assures us “The useless days will add up to something…. These things are your becoming”, who knows our mistakes aren't the end of us, but part of the process of living. Our lives wander until we are ready to act on what we intend instead of merely talk about it.
Giving up because we screw up is a cop out. Read Dorianne Laux's brilliant poem: "Antilamintation: A Poetic Antidote to Regret." Or pay attention to Cheryl Strayed, who assures us “The useless days will add up to something…. These things are your becoming”, who knows our mistakes aren't the end of us, but part of the process of living. Our lives wander until we are ready to act on what we intend instead of merely talk about it.
I see it all the time—every year I look at some student I've worked with for a while and say: "Wow!" I said last year to the boy who as a freshman only wanted to go to college to play football. "You are doing great this term!"
"Yeah," he said. And we both grinned because he knew it and I knew it. He was turning things around.
I asked him just the other evening during Open Library if anyone was helping him apply for college.
"Yeah," he said again. And he told me more about his plans and taking the SAT.
Maybe his situation's not perfect, but that's okay, because he's doing it. He's getting the work done.
"Yeah," he said. And we both grinned because he knew it and I knew it. He was turning things around.
I asked him just the other evening during Open Library if anyone was helping him apply for college.
"Yeah," he said again. And he told me more about his plans and taking the SAT.
Maybe his situation's not perfect, but that's okay, because he's doing it. He's getting the work done.
We can get up every day and—without even promising anything to anyone out loud, and just in that moment—we can do what we need to do and the next moment we can do it and the next and the next and the next—we can do what we intended, by just doing it.




























