This is the pergola over the back patio. We’ll need to remember this when summer comes around.
Now. If we could just get some water to come out of the faucets.
A winter has descended on Austin unlike any I have seen in the (many) decades I have been here…
The bird feeders have been well stocked (and millet-free) since before the snow started falling, thanks to the fair and industrious Trudy. Although in the early afternoon Starlings scare everyone else away, in the morning the Lesser Goldfinches own the place. They peck at the seeds in the feeders and pick up the jetsam strewn about on the snow covered ground. Every once in a while, a yellow and black flash will arrive, but mostly it’s the greyish/greenish/brownish females and juvenile males.
Trudy stands transfixed at the kitchen window watching them.
Down the street, there is a magnificent Possumhaw near the curb. Sadly, ours is male and so produces no berries. This one down the street is decidedly female, and its berries have been untouched until recently.
I glanced that way yesterday in the morning after the five inches of snow fell overnight. There was a fury of activity: Cedar Waxwings swooping in and swooping out, fluttering in the branches, frantically hopping on the ground where many red-orange berries were lying on the white snow. Today half of the berries were gone. Well gone in a sense, because strewn about on the snow- and ice-covered street and yards of four nearby houses was evidence (shall we say) of the berries that used to be.
There is a massive Live Oak on Old Fredricksberg Road just where the hill begins.
It lost a limb last night as the freezing rain coated the trees. This tree in particular is struggling since it is between the street (which must have taken half its rootball) and a sidewalk (which was poured recently as likely damaged the other half). Its canopy is thinning. The Ball Moss is moving in.
Covered in ice, the weight of all that ball moss must have been tremendous. A large limb had crashed onto the street overnight. The ice-covered branches and twigs shattered as it hit the pavement. It was no longer so much an oak limb as a pile of ice shards, broken off bark, kindling, and piles of frozen ball moss.
It took about 20 minutes to move the mess out of the road. Thanks to Pete who pulled over to help move the huge main branch.
A man in a mask sat in a chair in the performing arts center parking lot. He said to wait 20 minutes and then to walk to the blue tent.
At the blue tent, there was a man in a mask who pointed to two people in masks at a table. These two looked at my drivers license, put a yellow band around my wrist, gave me a form to fill out, and told me to give it to the people over there.
Over there, a woman in a mask took my form, checked my yellow band, took my temperature, and told me to go in through the main doors. A man in a mask pointed me to the other end of the lobby. A woman in a mask looked at my wrist band and directed me to another woman in a mask who directed me to another door where yet another woman in a mask stood.
This woman was wearing scrubs. I was getting close. The walls were lined with numbered tables, suitably spaced. There were people with rolled up sleeves sitting beside each table and nurses administering jabs. I stood on a sticker on the floor six feet behind the person in front of me. 45 seconds later, the woman in scrubs pointed me to Table 2.
“Just a little pin prick,” the Table 2 woman said. She put a bandaid on my arm, gave me a CDC vaccination card, and directed me to the far side of the room.
I listened to several more people in masks and followed long, yellow arrows on the floor down a hallway to the auditorium where yet more people in masks gave instructions. I sat in Row 15 suitably distanced from the others who had just got their jabs.
A woman stood next to our row and gave instructions from behind a muffling mask. After fifteen minutes, she said we were free to go.
Altogether, it was a well-masked and well-oiled machine.
The test was halfway through. It was time for lunch. The kids had slipped their answer sheets into the test booklets and given them to the teacher who stacked them on a table at the front of the classroom.
She was about to pass out their lunches when I walked in. I was her lunch relief. She was free to go. I passed out the sack lunches from the cafeteria: a sandwich, a baggie of carrots, an apple, and chocolate milk.
When they have lunch during standardized tests, they are absolutely not allowed to talk. Thirty minutes of silence. With lunch distributed, all I had to do was keep them quiet.
There was a girl in the middle of the room who was reading a book. She wasn’t going to be a problem. And there were several whose heads were down and others staring blankly into space. No problem with them, either. But there were four boys in the far corner who were already chatting.
“Guys,” I said in a low voice. “No talking.”
Thirty seconds later, they were whispering.
“Guys.”
After the third time I got up and walked over. I tapped on one of the desks. “Come on guys, that’s enough.”
And it was. Until they opened the baggies of carrots in their lunches.
Pop! One of them bit a carrot and it made a resonating sound.
About 30 seconds later. Pop! Another carrot. The resonant tone was different, and it came from a different part of the room.
Pop!
Pip! Pep!
Pip! Pep! Pop!
To my knowledge, there are no rules against resonant carrot popping. So I just ignored it all. And after about five minutes, the popping stopped.
I think they ate all their carrots.
We had finished the notes. They had finished the practice problems. Four students were talking on the far side of the room in voices that were gradually getting louder. One of them cursed.
I looked up. He looked at me. His hands were clasped.
“Sorry,” he said.
I smiled but shook my head slowly.
“I’m sorry to your grandmother.”
There is one rule about language in our classroom. I teach it on the first day: I expect them to speak as if my grandmother is in the room. Because, I tell them, she always is.
“You’re grandmother is in the room?”
“She is.”
This turns out to be an effective way to frame things. I am not the bad guy. And without knowing her, they somehow know her well enough to regulate their own language.
“Mr. Hasan’s grandmother!” I sometimes hear one of them whispering to another.
She is always in the room.
She let me know in advance. She was having her wisdom teeth removed. She was going to miss class. Did she return the next day? I think she did. She’s often the first one in the room, and we get to talk.
“Welcome back!” I said when I saw her. “How’d it go?”
She explained how her sister told her that as she was coming out from under the anesthetic, she was in tears.
“I wasn’t in pain,” she told me. “But my sister told me that I was distraught and that I kept telling her that I had to do my algebra homework.”
How about that?
The students have about 20 minutes at the end of the period. Most are working on homework.
Henry gets up and walks to my desk. Then he walks around and reaches for a sheet of paper from the scratch paper pile.
“Need more room, eh?”
He laughs and points to the my notes still sitting under the document camera — two pages of notes from one problem.
“Mr. Hasan, just look at how much room you used!”
“So true,” I say, thrilled that he’s emulating the teacher.
I just wish he’d turn in his work more often.
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