Shaundalyn Elliott's Diary
The First 180 Days

Life Lessons from Literature

Week 32

As the end of the year draws near and I try to more fully utilize the time I have left with my students, I find myself more frequently surprising both them and myself. This week, for example, began as normally as any other -- with a test on nouns. It ended with an eye-opening masterpiece!

Following Monday's test, I explained to the students my plans for the rest of the week. By the end of the week, however, all those plans had fallen by the wayside. Wednesday night, the professor in my human development and behavior class handed out copies of one of my favorite poems, "Autobiography in Five Short Chapters," by Portia Nelson (There's a Hole in My Sidewalk, Beyond Words Publishing, Inc., 1993). I immediately knew what I had to do.

On Thursday, I distributed copies of the poem to my students. I hoped studying the poem would serve two purposes: first, that it would help my students learn how to interpret poetry, and, second, that students would apply the poem's message to their daily lives. This is the poem:

Autobiography in Five Short Chapters
by Portia Nelson

I.
I walk down the street.
There's a deep hole in the sidewalk.
I fall in.
I am lost ... I am helpless.
it isn't my fault.
It takes forever to find a way out.

II.
I walk down the street.

There is a deep hole in the sidewalk.
I pretend I don't see it.
I fall in again.
I can't believe I am in the same place;

but it isn't my fault.
It still takes a long time to get out.

III.
I walk down the same street.

There is a deep hole in the sidewalk.
I see it is there.
I still fall in ... it's a habit.

My eyes are open.
I know where I am.
It is my fault.
I get out immediately.

IV.
I walk down the same street.

There is a deep hole in the sidewalk.
I walk around it.

V.
I walk down another street.

After distributing the poem, I asked my students to read it silently. Then I asked them to explain how they felt about the poem. Most said they thought it was stupid because the author continued to do the same wrong things over and over again. That was my cue to help the students find the true meaning of the poem.

I asked the students to pretend that at the beginning of the year (represented by stanza I in the poem), they have failed several tests, neglect to turn in their notebooks, and rarely complete their homework. At the end of the first grading period period, they had failed my class. I pointed out that they might think the failure was my fault, either because I did not like them or because I didn't explain the content and assignments adequately. Whatever the reasons, however, they don't believe the failure is their fault.

I then asked the students to move to the next grading period (represented by stanza II). During that time, they continue the same work habits and fail again. They are once again surprised by the failure and still believe the fault lies outside themselves. Bogged down in a pool of self-pity, they doubt they can ever pass the course.

I then told the students to imagine that they fail again during the third grading period (represented by stanza III). This time, however, they begin to realize that they are the cause of their failures. They begin the next grading period (stanza IV) by working harder to raise their test scores, complete notebook assignments, and turn in homework.

Finally (stanza V), they vow to start the next year off right.

Following my presentation of this familiar scenario, many students were speechless. Some applauded; others cried. I took advantage of the moment by pointing out to the students that they are rulers of their own destiny and the choices they make now will affect them later in one way or another.

I noticed a change in my students that day. I assumed it was because they now understood that they were the only ones who are responsible for what does or does not happen in their lives. I made an impression on them that day. I know I did because I felt it in my heart.

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Shaundalyn Elliot
Education World®
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