Mary Eva

Mary Eva is a teacher at Heritage Regional High School in St-Hubert, Quebec. She serves on various committees and is the vice president of the Association of Teachers of English of Quebec (ATEQ). Mary has been teaching senior high school English Language Arts for over 25 years and holds a Masters Degree. When Poetry Quebec caught up with Mary Eva, she was busy scheduling a group of poets to visit her school during National Poetry Month.

 

 

Off the top of her head, Mary Eva doesn’t remember when she started inviting poets into her classroom:  “I honestly don’t recall how far back; however, in the last ten or so years, I have tried to bring in authors of all sorts to Heritage. I do avow that my first poet to visit Heritage (Macdonald Cartier, at the time) was Louis Dudek – and he addressed the staff only.”

 

Mary always prepares her students for a visiting poet. She tells them about the author and reads the class excerpts from his or her work.  In general, it is all about garnering interest and excitement at the prospective visit. And because of this kind of preparation, students are interested, she says: “Many come prepared with questions to ask in Q & A time; a few bring in their own writing to share – they like the feedback from established writers. …Some will say that they don’t like writing, but like to listen to the authors speak.”  Each year, she asks her students whether they attended author sessions the previous years and those who have usually recall it as a positive experience. “In general they all look forward to listening to someone in the profession.”  

 

Kids like it when the writer offers insight into the process

 

Visiting writers are expected to lead a workshop at Heritage. “Some students already keep journals of short stories or poetry, and so they like to write more and share. Others are more timid; so when an author asks them to write following a lead-in exercise, they go for it and are generally pleased with their attempt. Fear and failure issues inhibit, and sometimes just getting past that initial step is empowering.”

According to Mary, kids like to listen to authors read from their books – especially when the writer offers insight into the process. They like to know, for example, where the idea for a story or poem came from. Both the students and accompanying teachers also tend to enjoy the Q & A after the presentation, she says.

But the foray into the creative process doesn’t end after the writer’s visit, she explains. Mary continues to engage the students in follow-up activities: “I usually ask students their opinion and impressions of the writer, his work, and always their connection to what they heard and did. If the author has given them an email, some may actually submit their work; many will check out their websites, though this was also encouraged before the meeting. I think we often underestimate the interest of students – some appear blasé about it all – but invariably, some are affected.  Returning students always mention an author they met while in high school; just the fact that some were affected by someone is an achievement and an important reason to continue.”

We must continue to nurture this side of the whole being

 

Mary Eva is passionate about the importance of bringing in real live authors to meet her students, saying that they are constantly bombarded with the importance of the sciences and math, but often need to be reminded that there are other valid and important ways to contribute to a society. “We must continue to nurture this side of the whole being. As long as we can validate this aspect, we will be able to reach [all] levels of students. I still remember the student who told me he didn’t want anyone to know he liked to write poetry – how tragic. He had talent and kept it hidden. The musician will let others hear his music; the artist will share his art; but the poet keeps his emotions in check. Our students must realize the power of words and make it work for them.”

 

Poetry Quebec wondered how she could keep this up all year. “As much as I would like to do this throughout the school year, I know it is impractical – and that is why I focus my “poetry” energy on April (National Poetry Month) – sending out poems every day. These are read during homeroom. Sometimes, I send out “an activity to do” with the poem. Everyone has the opportunity to hear a poem, maybe even look up more poems by that author.”

She has also spearheaded another innovative activity at Heritage called “Poem in your Pocket Day” whereby “…kids choose a favorite poem, lines from a poem, or write their own. They then share their poems with others. The first year we did it, kids kept stopping by the foyer boards to read poems posted. We kept it up longer than anticipated. This activity was also shared with other schools. I also think that by the very nature of its length, kids will take the time to read a poem. More reading – increase in literacy!”

Mary, who collects books and loves to write herself, says that she, too, benefits from the experience of hearing poets speak about their work. And she emphasizes it poetically:

 

“Let me count the ways! I am always amazed by a student’s ability to write poetry. Oh, I know he may not be Tennyson but, hey, it is a start. And … this is what counts. Personally I feel “alive”… right now that says it all… I learn more and use some of the information in classes that did not have the opportunity to attend the sessions that year. Possibilities are endless. Do I benefit? Of course….. I get to hear what others have written; I am inspired; and, above all, I get to share my love of words. [Now, I wish I could express …………..]”