Happy New Year’s Eve!

I love New Year’s resolutions. The idea that I can remake myself in the new year with these simple declarations is hopeful, exciting and empowering. It’s a time to begin anew, a time to continue and a time to be better.

I also enjoy teaching about New Year’s resolutions. We talk about the calendar and the structure of the calendar used in our classroom. We talk about other calendars, highlighting ones that are a part of the culture of individual students. Sometimes I read a book or a poem. There are lots of children’s books about lots of different holidays. Unfortunately, there are not too many children’s books about calendars or New Year’s resolutions. (I have discovered a book I want to read to my class, “Tibaldo and the Hole in the Calendar” by Abner Shimony. It is 165 pages so I’ll either have to tell my students an abridged version or read it aloud over time.)

Then I ask whether anyone knows what a “resolution” is. Usually I have at least one, if not a handful of students who can give me an example of a resolution but hardly any first- or second-grader can readily define the word. I listen to the examples and the attempts at definition and then I tell my students that a resolution is a promise to yourself. We talk about examples of resolutions and the children often share resolutions that they’ve heard or overheard their parents making.

“My mom said she was going to stop wearing old-lady pants.”

“My mom’s resolution is to have Dad stop snoring.”

“Dad said his resolution is to stop talking to the drivers of other cars.”

I realize that children’s perspectives of what they’ve heard and-or seen often are misconstrued so I don’t believe every thing they tell me, but I am willing to smile and chuckle to myself while listening. And when a student adds to the class discussion about resolutions with a story that borders on personal and private, I try to distract the storyteller and gloss over details that were shared with the class. Sometimes the personal and private resolution stories can be ignored, sometimes I can deal with the situation discreetly, and sometimes other school staff need to provide support.

After my class has discussed calendars and resolutions, I assign a written task. The students close their eyes and think about promises they want to make to themselves. Some blink and claim to be ready to write their resolutions. Others close their eyes and contemplate. One or two may look like they’ve dozed off. Rough drafts are completed, revisions and editing are done, and final copies are painstakingly copied onto spiffy New Year’s resolution writing paper.

“I resolve to not hit my sister when she takes my toys.”

“I resolve to do everything I’m supposed to without being told what I’m supposed to do.”

“I resolve to read every day.”

“I resolve to be responsible and kind and nice and helpful and to like every one in the whole world.”

These resolutions are heartfelt and sincere. The students haven’t developed a history of multiple attempts with New Year’s resolutions that have failed. All are certain that they will be successful. The resolutions and the young students who make them remind us of what it means to bring a sense of possibilities and improvements and newness to our lives.

Often the most effective and meaningful resolutions are the ones that are simple. While none of us can cure the world’s ills by ourselves, we can, as individuals, make our own lives and communities a little better. We can model this for the students in our lives. We can do this with our words and actions. Think of all the ways you can fulfill the promise of a new year. Then do it. Resolutions are full of hope. Make the hope reality by following through on your New Year’s resolutions.

Do you have a favorite book about calendars or New Year’s resolutions? What is the funniest New Year’s resolution you’ve heard? What resolution have you been able to keep? E-mail conversationswithateacher@gmail.com