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Those Who Can't Do
Say their names—
The students’ names—
Firstly—
Loud and proud and hair a-blaze!
Think defense
In eloquence, and
Monday morning stuff.
Windows filled with gray,
Bluffing like a prison guard to them—
Missing something, say?
Say their names
In your head now, too—
Frequently, if not for them
Then for you—
Design your day.
Happy lives the brick layer,
Woefully that scanning, close-by cousin—
Sun-lit paths and
Subjects of a play present,
Rolling ‘round in green and sun-lit colors—
Stay—
Like a singer I’ve become—
Having neither grift nor mastery
All in sum.
Saying names to hear their
Music on a beating drum
Before they drift away.
The students’ names—
Firstly—
Loud and proud and hair a-blaze!
Think defense
In eloquence, and
Monday morning stuff.
Windows filled with gray,
Bluffing like a prison guard to them—
Missing something, say?
Say their names
In your head now, too—
Frequently, if not for them
Then for you—
Design your day.
Happy lives the brick layer,
Woefully that scanning, close-by cousin—
Sun-lit paths and
Subjects of a play present,
Rolling ‘round in green and sun-lit colors—
Stay—
Like a singer I’ve become—
Having neither grift nor mastery
All in sum.
Saying names to hear their
Music on a beating drum
Before they drift away.
I didn't understand this. Without the title, I'm not sure I would have gotten anywhere, but with it, I presume it's from the POV of a teacher. In that vein, it does have some discernible message about the teacher feeling intimidated by the class and feeling like a phony barely holding sway over them. Inadequate to the job, more a day care provider than an educator, etc. Not a bad message of insecurity. There's kind of a structure, and there are some rhymes, but not in a consistent pattern. I'm not sure why there's such a focus on names, unless the teacher feels that's the only thing they can get right.
>>Pascoite
Thanks for your feedback. The conceit here might be a little hard to understand, and that's my fault. It is less about insecurity and more about an overlooked part of how a teacher builds relatiosnhips with students (saying their names). We take it for granted when there are only a few faces to remember. Some of the imagery needs context.
No scheme of sound pattern, but I did hear the sound of "-ay" coming out of this poem, and it seemed to fit the theme of enunciated speech.
Thanks for your feedback. The conceit here might be a little hard to understand, and that's my fault. It is less about insecurity and more about an overlooked part of how a teacher builds relatiosnhips with students (saying their names). We take it for granted when there are only a few faces to remember. Some of the imagery needs context.
No scheme of sound pattern, but I did hear the sound of "-ay" coming out of this poem, and it seemed to fit the theme of enunciated speech.