alumni standing in academic dress

SubscribeStar Saturday: Yet Another Round of Dubious Graduation Wisdom

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It’s that time of year again: Graduation Day. At least, it’s graduation for my students, and my last graduation as a full-time teacher. Apparently, the graduating class is so large, and seats are so limited, the admin was encouraging teachers not to attend, but I’d like to be there, so I’m going.

Our graduation ceremony is blessedly short on speechifying. The honor graduate (“third in class”), salutatorian, and valedictorian each give a very brief speech, and there are some general platitudes from the headmaster. They announce a couple of teaching awards, and the kids process across the stage with little video montages they put together. If it weren’t for those videos, it would be lightning quick; as it is, it’s still pretty fast.

Of course, every year I roleplay the alternative: what if there were more speechifying, and I was asked to deliver the keynote address? Well, here’s another round of dubious graduation wisdom from yours portly:

Write Every Day

Most of you will not pursue writing as a career—nor should you, as it’s an oversaturated market that not only competes against real people, but now robots, too. But all of you should write something—anything—everyday. Most of you will through your work; even police officers have to write up fairly descriptive reports of arrests, for example.

Indeed, writing is inescapable. The problem is that very few people do it well, with any degree of competency. The only way to do it well it to practice doing it well. When you send a text message, for example, don’t (as a rule) just type, “k” in response to a message; instead, reply in at least a clear, complete sentence: subject, verb, predicate/direct object. “Okay, that sounds great”; “I will see you at the theater at 6 PM.”

And, yes, use punctuation, especially periods. Look, no one really knows how to use commas; just plop them in whenever it feels like there should be a pause for a breathe. Don’t do that thing that some people do where they end a sentence with an entire string of “…………..” or “,,,,,,,,,,,”—it doesn’t make any sense and it makes you look stupid. It is also really, really annoying.

But I digress. Even if you don’t nail all the grammatical rules, try to write in a way that is clear and precise. Yes, some of us are wordy, verbose writers, addicted to parenthetical asides and em dashes—which are now apparently taboo because AI uses them (don’t let the robots take good things from you)—but you have to learn to walk before you can ascend into a cloud of subjunctive clauses.

Of course, in order you write well, you must…

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SubscribeStar Saturday: Baccalaureate Service 2026

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Tomorrow night I will give the sermon for my school’s baccalaureate service.  This church service is for the graduating seniors, the Class of 2026.  After hearing a sermon based on Romans 12:9-21 this past Sunday, I thought the passage could prove fruitful as a “blueprint,” of sorts, for graduating seniors (and all others in attendance).  Here is the text of the sermon I’ll deliver tomorrow:

Good evening families, faculty, staff, and graduates of the Class of 2026. You are sitting here this evening at a threshold, a moment in your lives when you will soon pass from the world you know into a different one. As you cross this threshold of graduation, a great deal is going to change: your surroundings, your friends, your goals. It is an exciting and even scary process, as you are experiencing both a world in flux and flux in yourself.

The temptation will be great, therefore, to cast aside those things that are most essential, the “first things” that are always steadfast, in favor of the siren song of fleeting experiences and pleasures. The world will tell you, “do this thing and it will make you happy and bring you fulfillment”—and then it will sell some other “thing” next month, and the month after that. That road leads to emptiness and wasted potential.

So what should we do? How do we take this moment, lingering at the threshold, to prepare our hearts and minds for the changes ahead? The answer is love, love reflected through Christ’s Love for us.

Romans 12:9-21 (NKJV) offers some insights:

9 Let love be without hypocrisy. Abhor what is evil. Cling to what is good. 10 Be kindly affectionate to one another with brotherly love, in honor giving preference to one another; 11 not lagging in diligence, fervent in spirit, serving the Lord; 12 rejoicing in hope, patient in tribulation, continuing steadfastly in prayer; 13 distributing to the needs of the saints, given to hospitality.

14 Bless those who persecute you; bless and do not curse. 15 Rejoice with those who rejoice, and weep with those who weep. 16 Be of the same mind toward one another. Do not set your mind on high things [or, “Do not be proud,” GNB], but associate with the humble. Do not be wise in your own opinion.

17 Repay no one evil for evil. Have regard for good things in the sight of all men. 18 If it is possible, as much as depends on you, live peaceably with all men. 19 Beloved, do not avenge yourselves, but rather give place to wrath; for it is written, “Vengeance is Mine, I will repay,” says the Lord. 20 Therefore

“If your enemy is hungry, feed him;
If he is thirsty, give him a drink;
For in so doing you will heap coals of fire on his head.”

21 Do not be overcome by evil, but overcome evil with good.

The Word of the Lord—Thanks Be to God. Let us pray.

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No New Music Tuesday

Happy Tuesday, dear readers!

No New Music Tuesday today, I’m afraid.  With the school year winding down, several aspects of the job are winding up as we enter into exam review season.  I’m attempting to squeeze in one last mini-unit covering the Renaissance, the Protestant Reformation, and European exploration in the span of three lessons, so my unstructured time has been spent putting together slides for  those quite vast topics.  We’ll see if I can speed run the biggest events of 1300-1600!

The point is not an in-depth analysis of these major movements, but to keep the students a taste before they head into United States History next year.  The first part of United States History examines the political, social, and religious context of late medieval/early modern Europe, as that context is significant in the exploration and colonization of the Americas.  I’d like the students to finish the “story” of World History in such a way that it dovetails with the “story” of United States History.

I’ve tinkered with my latest composition, “Japanese Trapdoor Snails,” slightly, but have hit a bit of a block with it.  As with writer’s block, the solution is simply to write—in this case, music.  To do that, though, I need to have a bit more unstructured time, and what I’ve had has been dedicated to more pressing matters.

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Lazy Sunday CCCLXXXVI: Spring Concert 2026 Posts

A quick Lazy Sunday today, dear readers, looking back at the recent Spring Concert.  I’m looking forward to (God Willing) a relatively normal week of work!

Rock on—and Happy Sunday!

—TPP

Monday Morning Musical Theatre Review: Disney’s Descendants

My school is giving its annual Spring Musical tonight.  They’re doing a stage musical adaptation of Disney’s Descendants, which follows the lives of the children of the various Disney villains and heroes.  It’s a cute little musical and it’s always cool seeing what our Drama teacher manages to put together.

The plot of the play itself, however, is classic modern Disney propaganda.  It essentially presents a naïve view that evil is not a real threat; instead, it just needs to be neutralized with tolerance and a proper environment.

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Lazy Sunday CCCLXXXV: Production Week

This past week was slammed with preparation for the Spring Fine Arts Festival, which commences tomorrow and culminates in my students’ Spring Concert on Tuesday.  As such, I thought I’d look back at this past week:

Happy Sunday!

—TPP

SubscribeStar Saturday: Spring Concert 2026 Preview

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The last Spring Concert of yours portly career (at least in its current iteration) is coming up this Tuesday, 28 April 2026.  It’s my swan song as the music teacher at my little school, so I’m going out big.

This concert will be the biggest, most stacked concert I’ve ever programmed.  It will feature a total of twenty-six (26) pieces (appropriate, since it’s 2026, but I did not plan it that way; I just realized the connection while typing this post)—ten selections from the Middle School Music Ensemble; three solo pieces; one small group performance; and twelve tunes from the High School Music Ensemble.

The Middle School Music Ensemble’s set takes about forty minutes from top to bottom, and they’ve played it all the way through every day this past week.  The High School Set is a bit longer, and we have not been able to play the entire program in a single class period.  A class period at my school is about fifty-six minutes; by the time we get through attendance and tuning, we have maybe fifty minutes remaining.  Our best run yet was getting through ten of the twelve pieces.

As such, I’m estimating that the total performance time of the concert will be about two hours—100 minutes between the two Ensembles, and about twenty minutes for the solo and small group pieces.  That’s about the upper limit of where I (and, I imagine, my administration) would like to go. Factor in some shuffling between pieces and what not, as well as transitioning students on and off the stage, and we’re probably looking at around two hours and fifteen minutes.

There’s always this weird pressure to rush on through these concerts.  My point (and the one I’ll make to my admin if they object to the length) is that we routinely have sporting events that last three or more hours.  Baseball frequently has double-headers on school nights, which can easily run until 9 or even 10 PM.  Us wrapping up around 8:15 or 8:30 PM is not going to ruin anyone’s ability to come to school the next day.  Frankly, if the admin doesn’t want to stick around (understandable—they have to make an appearance at a lot of events), I don’t mind.  I can lock up the building myself (as I have done many times before)!

Ahem—but I digress.  No need to get defensive on the front end.  That said, it’s going to be a pretty awesome concert.  It’s not just two hours of lame filler.  We’re going to rock—and pop, and soft rock, and so on—and it’s going to be a fitting display of my students’ talents.

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Production Week

This week the Drama kids have been rehearsing for the school play, which is this coming Monday (my students have their big Spring Concert this coming Tuesday, 28 April 2026).  That means yours portly has been rehearsing with the kids this week.

I run the sound and lighting for these plays.  It’s not too difficult, but it’s quite an undertaking nonetheless.  I essentially do what would typically be done by three or four  people, in that I mix the sound; play the sound cues; run the lights; and troubleshoot any sound and/or equipment issues that arise during the play.

Issues always seem to arise.

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SubscribeStar Saturday: SCISA Reaccreditation Team Visit

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Reaccreditation is the process that private schools go through periodically to assure they’re meeting minimum education standards.  As I explain it to my students, having accreditation gives their diploma value in the eyes of colleges, universities, and employers.  The reaccreditation team makes sure that the school is still meeting and/or exceeding those standards, so that the diploma from those institutions will still mean something.

There are different accrediting cycles.  My school (accredited through the Southern Association of Independent Schools [SAIS], which shares accrediting standards with the National Association of Independent Schools [NAIS]; we’re part of SCISA for academic, athletic, and fine arts events) goes through reaccreditation every five years.  SCISA offers three-year and five-year options, with slightly different standards for the longer term.  SCISA also has separate reaccrediting standards for different types of schools; for example, Montessori schools have their own set of standards, because the Montessori approach is quite different from typical educational approaches.  In the world of independent schools, there is, not surprisingly, a great deal of independence.

That’s something worth bearing in mind, too:  reaccreditation does not mean standardization.  Yes, there is a certain baseline, such as schools needing to maintain adequate safety protocols, or keeping immunization records on file, but the how of teaching and curriculum is left up to the schools.  The reaccrediting team offers recommendations for a school, but the main point is accountability—are the schools delivering what they promise their stakeholders, or making steps to do so?

I am usually not one for bureaucratic paper-shuffling, but apparently I’m good at it, as I take lots of notes and can figure out how to optimize a system fairly quickly.  I possess, too, the capacity for consuming large amounts of information quickly, which includes scanning files for necessary documents and information.  I also love education (even though I have my issues with it), so it was really cool being part of this visiting team.  I’ve heard some horror stories about schools that lacked even basic documentation and that have actively avoided reaccreditation (which is, ultimately, self-defeating, because it likely means you aren’t delivering on your promises to parents and students).

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