Morning at the Improv

 

(My Years of Montessori – Part 39)

 

At some point – I assume – every teacher will have a lesson when everything goes differently than their best laid plans. They arrive in class only to discover that some crucial piece of technology refuses to work, or a flu epidemic has halved the class size, or as is often the case with me, they suddenly look at what they prepared and think “This is stupid. I don’t want to do this.”

So they improvise.

And many teachers will tell you that these improvised, spur-of-the-moment lessons can be incredibly fun and much more memorable than the usual fare.

 

I went into my class Monday morning with a plan. We were kicking off a big, school-wide project around the theme of “Art”. Starting the next Monday, the kids would be able to try out different art forms for themselves – from ceramics, to painting, to sculpture, to carving, to weaving, etc. – but beforehand we would be learning about various artistic movements and different epochs in art along with their historical backgrounds, from cave paintings to Picasso, from da Vinci to Banksy. So all their lessons this week, whether World Studies, English, German or even Math, would somehow be connected to the topic of art . . . starting now. This lesson –this moment  – would be the big Kick-Off. I had it all planned out.

 

First I was going to do a general survey of what the kids associated with the word “Art”. Then I had a set of 26 cards based on the book “Museum ABC”. Each card showed 4 very different works of art with some object in common. And these 26 objects each began with a different letter of the alphabet. They had to identify the objects (in English!) and lay them out from A to Z. After that, I would point out examples on the cards from different art movements (Realism, Impressionism, Expressionism, Art Nouveau, Abstract, Surrealism, etc.) and have the kids come up with differences.

 

So back to Monday. I sat down on the carpet in the circle of kids and announced the official beginning of the project.

And then there was a weird, fairly long silence because I suddenly found it difficult to bring the banal question “What is Art?” over my lips. I knew instinctively that it wasn’t going to work.  Talking about art was not going to edify these kids. To really learn something, you need to experience it.

Time to improvise.

“We, humans,” I said, “all see the world in our own unique way. And most of us want to show or communicate to others how we see things. Art gives us an almost infinite number of ways to do this. I want to do a little experiment with you guys to demonstrate what I mean. Now close your eyes.”

The kids eyed me somewhat dubiously, but then decided to play along.

“Picture a chair.”

There were some murmurs and short requests for clarification. (“What kind of chair?” – “That’s up to you.”)

I looked around the circle of kids with their eyes closed, and added

“As you are imagining your chair, think about a few details . . like, what color is it? What is it made of?”

I waited for a few seconds and then asked, “Does everyone have a picture in their minds?”

After everyone had said yes, I told them to open their eyes, then handed them a piece of paper and said “Now go draw it. You can use colored pencils if you want.”

There was a mild but palpable excitement in the room (which surprised me) and they all spread out.

About ten minutes later most of them had wandered back to the carpet with drawing in hand. I had them lay their pictures in a circle on the carpet around the word “chair”. We all then sat down around them and compared for a while.

“Clearly, we all have different ideas about what a chair is and we used different styles in drawing them. One style is called ‘Realism’ – it means trying to paint the object as realistically as possible – exactly like it is. Almost like a photograph. Which of these is ‘realist’?”

About 11 fingers immediately pointed at Benny’s drawing. He was the only one who had used a ruler and thought about perspective.

“Not all artists draw objects exactly. Instead they show the object the way they see it or feel about it or experience it. Their impression of it. This is called ‘Impressionism’ – which of these looks a lot like a chair, but not like a photograph of one, somehow softer, less exact, more creative, lines that aren’t straight . . .

Fingers pointed at several pictures this time. A discussion started up about one of the choices because it didn’t look enough like a real chair.

“But it reminds you of a chair. Or makes you think of chair without really being a chair, doesn’t it?”

Most of the kids agreed.

“That is called ‘Abstract’.  The form of the object is distorted but usually still recognizable – in this case as a chair. Though . . . sometimes you have to be told what it is before you can see it.”

From there we found something Expressionist (in which the emotion was more important than the object) in Fred’s attempt to draw a dentist’s chair. He had gotten frustrated and scribbled over the part where the patient’s face would be. The result was slightly frightening. We discovered a Cubist chair (a collection of rectangular forms) and Symbolist executive chairs – one of which could be mistaken for a (middle) finger (salute). There was even one slightly Surreal chair (with fluffy looking jetpacks).

I was amazed at how long this little demonstration held their attention and at how they really seemed to get it. Even young Jonathon, who was clearly embarrassed about his own chair and reluctant at first to add it to the others on the carpet. I could almost hear him thinking “Benny’s chair is so good and mine looks so stupid and wrong!” Ten minutes later he was beaming about his cool, abstract style of drawing.

Unfortunately, because this was all unplanned, I didn’t have examples ready to show them right then and there, but I prepared this poster in the evening. The following morning, we ended up talking about it again for almost a half hour as one kid after another asked me questions about one of the movements (mostly the one their own chair drawing was assigned to . . .). Then we finally got to the Museum ABC activity that I had originally planned. It turned out to be way too easy and they were done in two minutes flat. So – Thank Goodness for spontaneous inspirations!

The next time I try this – and I definitely will (!) – I’ll have the example pictures ready to go. But I can say with confidence already that it won’t be the same magical experience. It is also entirely possible that two minutes before class starts, I will suddenly think, “This is stupid. I don’t want to do this.”

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He’s Back

 

Gingerbread Man left home for the first time in decades. After overhearing me talk to a colleague about my cosmetic plans for him, he had high hopes of returning a new man – fully restored to his former glory. Things turned out somewhat differently.

At first he was thrilled to finally reach a pillow in a new place, but then one day passed, and then another, and nothing happened. His euphoria waned as he heard all the kids playing and laughing just outside his window. He listened to a bunch of them spending hours and hours doing stupid soapstone carving instead of needlework. He began to doubt his time would ever come.

So on Day Three, still in his sorry, tattered, one-eyed state, he cautiously ventured out into the open air. He chose an empty chair by the campfire and sat there for a while, lonely and friendless.

But then something wonderful happened. A few girls expressed interest in him – wanted to know who he was. They weren’t at all repelled by his appearance, in fact, one of them even called him “cute”! They invited him to sit with them and later he joined them in a ball game.

      

The spiffying finally began on Day Four, but there was only time for some jacket trim repair and a preliminary procedure to restore his right eye, before it was time for everyone to head down to the pier. In the meantime, he returned to his pillow to recuperate.

      

On Departure Day, he was thrilled to be asked along on a final walk to the pier. He sat with his new friends and contemplated the beautiful lake. This was quite possibly the greatest day of his life. The water was so enticing – he couldn’t resist:

    

All too soon, it was time to get back on the bus. Gingerbread Man did so in a physical condition only slightly better than the one he arrived in. Still, he spent the ride home basking in the sunlight of poignant memories and renewed hopes for a brighter future.

Where’s That Conch When You Need It?

(My Years of Montessori – Part 38)

 

It all started out so innocently.

Our school playground presented a perennial problem in that there was no part of it that the P1 kids – the six to eight year olds – could call their own. Their games were continually frustrated by older kids shooing them off or setting artificial borders for their games of Tag or Hide-and-Seek. So at the end of last year, my colleague, Mark, suggested extending the top end of the playground a few meters by co-opting a part of the adjacent kindergarten’s yard. He got the green light from the Team. Over the summer, he moved the fence and created a sort of protected space. He then piled a bunch of huge branches and various other natural materials there. The new school year started and we all watched as the little kids first cautiously approached, then discovered, and then started redesigning the new space.

It began with anarchic building. Trees and sticks and rocks were moved around by anyone who felt like it. Eventually, a sort of imaginative space began to emerge and suddenly changes were only allowed after consultation. A group of fort builders crystallized and rules were established.

Of course there were a few kids unwilling to follow the group directives and they found themselves banished. One of them, Davey, set up his own enemy camp in a huge flowering bush around the schoolhouse corner. It was from there that he and his two or three more or less willing followers launched their first attack on the Fort Camp.

But never fear! A force of Fort Defenders quickly formed to beat back the assaults. Sticks emerged and were carried around as weapons and then arsenals of them were stored, both in the Fort and in the newly created Bush Camp. There were more forays. Then surprise attacks.

I have Playground Duty only on Mondays this year, so each week I observed how the roles had developed and expanded since my last recess supervision. I watched to see that sticks were held properly (pointy end downward) when the forces were on the move. I made sure that no sword fights with actual contact occurred. I checked to make sure that there were smiles on both sides of the battlefield and that the game’s progression was mutual. The Fort Camp clearly liked the excitement of the enemy’s advances and they, in turn, had found their way out of exile in this new and accepted role within the game.

All the while, I was sort of haunted by some memory that I couldn’t quite grab hold of. I had experienced something like this before in my own childhood – but . . . what was it??

A week or two ago, things changed. It was precipitated by the addition of a large piece of cardboard to the Fort Camp which was quickly fashioned into roofing for one section. The coolness of this renovation coincided with the bush of Bush Camp starting to look decidedly droopy which caused alarm among the teachers. This was simply not the optimal place for them to reside. Bush Camp became disgruntled with the restrictions and the general inferiority of their situation.

And then the Fort was vandalized by unknown but suspected culprits.

This was totally unacceptable.

The imaginary war entered real life as the kids yelled at one another outside of recess and inside the school. They started telling on one another and name-calling, using furious vocabulary that raised the eyebrows of all the teachers. The Fort Situation officially became an agenda point for our weekly Team meeting.

I need to add here that I only knew a tiny portion of all these developments. I don’t have a lot to do with the littlest kids and only observed the more harmless parts of this Fort War. It was fascinating to hear about all the peripheral stuff. As my colleagues discussed, I was once again plagued by some vague, unattainable, distant memory. Ann talked about how a password had been introduced and I thought momentarily that a low point in my own childhood involving passwords and cruelty might be what was haunting me. But the situations were so different in every other way . . .

Then my colleagues started planning how the discussion with the kids should be conducted. Mark half-joked about having a “speaking stick” to make things go more smoothly. And that is when it hit me.

The conch.

“Oh my god!” I blurted out. “It’s Lord of the Flies!!”

The rest of the team all went silent and looked at me with curiosity. I decided it would be better not to explain my outburst and made a waving “Please continue” gesture. I listened to how all grievances would be aired and peace talks begun. How the Bush would be declared a nature conservation area and that the spot around the corner from it officially laid free for fort building – supplies forthcoming! I was relieved to hear that the adults were about to land on this island playground, bringing the insanity to an abrupt end.

 

Yesterday, the day after the Peace Talks, I ventured out into the Playground during recess. I saw that Davey was inside of Fort Camp. I quickly conferred with Mark to see what that meant. No, Davey had not been welcomed back from exile. It turns out that he had been captured and forcefully dragged into the Fort for trial.

But there were smiles on all the kids’ faces – even Davey’s. So I feel fairly certain that we won’t be finding his head on a stick anytime in the near future.

 

All in a Sensibelchen’s Day’s Work

I’ve said it a few times before – I really love my job. And yesterday’s event was one of my favorites in the school year. Hummingbird Day. When all the parents come to see what their kids have been learning and doing and creating in displays and interactive stations set up all over the school. There is also usually a short show and a wonderful totally organic buffet. My contribution each year is the slideshow, i.e. pictures from the entire school year set to music. Following tradition, I finished it at 2:00 am the night before, leaving me about 5 hours to spare (read: “sleep”) before I had to go to school.

So I was a little tired and bleary-eyed yesterday and not thrilled by the news that there would be an extra meeting at the end of Hummingbird Day. It was about a recent problem with a bill for almost €1000 that had arrived in the mail. A series of subsequent discussions revealed that we had fallen prey to an email scam. Our point man for the EU project had filled out a form and mailed it off, thinking it was part of that process. The fine print, read only after the bill came, as well as a tiny bit of internet research (“Fraud alert!!”) made it clear that this had nothing to do with our project. Now we were supposed to pay some guy in Romania a thousand bucks to type our school’s name into a list of companies on his BS website. My first instinct was to simply ignore the bill, but I am not the decision maker in such situations. Hence, the meeting.

13 people were in attendance. One was a three-year old who was clearly not having any fun. To cut to the chase – we ended up writing a two-sentence letter telling this “company” why we were returning their invoice unpaid.

It took us two hours to achieve this. We were slowed down somewhat by the dredging up and rehashing of ancient misunderstandings and the necessity of each participant, in turn, having the chance to tell the group what inner turbulence he or she was experiencing. Another cycle of comments later had each person stating whether the situation was resolved on an emotional level in his/her eyes. This was followed by a 15 minute discussion of whether this situation would negatively impact our future cooperation with one another. Everyone insisted sincerely that no one was assigning blame to anyone. That, apparently, was important.

I spent the two hours alternately pining for my bed and being somewhat morbidly fascinated by this convoluted process of dealing with a single fraudulent bill. It all reminded me, once again, that I work with a whole lot of delicate-flower people (in German: “Sensibelchen”) and that my emotional detachment in such situations can make me to the school what the bull is to the china shop.

One half hour into the discussion, it first dawned on me that this might take a long time. I thought “If I pay the €1000, will you let me go home now?”  At half time, I calculated that with 12 adults in the room, we had cumulatively devoted 12 hours of our free time to this problem and that every five minutes, I could another hour to that total. (I like doing math problems in my head when I am bored.) Three hours later, I had started formulating reasons in my mind for why I had to leave, but was thwarted by the news that the letter we would eventually write had to be in English, so I would be needed. I started scratching the floor with a fingernail to pass the time, musing that, eventually, I would have a Shawshank Redemption style hole to escape through.

Then at hour 21, all of the sudden, a strategy was proposed! A consensus was reached. A laptop appeared! The two sentences were written! The letter was printed, signed, stuffed, sealed and addressed! Free at last!

Or . . . not quite. The moderator/chairman closed the meeting by expressing her feeling that there were still a few loose ends that worried her. She asked us all to reflect on what was said in those two hours and suggested we all meet again to share our thoughts after some time had passed.

I don’t know when this second meeting will take place, but I am pretty sure that I have a scheduling conflict.

Kids in Their Cells – The Epilogue

My Years of Montessori – Part 37 ½

 

Movie Night was a mixed success in the end. Despite the lovely afternoon, it seems that the later it got, the more bad ideas the kids had and the more they acted on them. Cell phones reappeared and then after midnight, without my (sleeping) colleague’s knowledge, a third movie (not rated for their age group) was watched. For four of my five fellow teachers – this incident was the proverbial last straw. Time to take action against the increasing number of – and increasingly dishonest – provocations before our trust in them disappeared altogether. Cell phones would now be banned from the school.

I got tasked with letting them know. Right then and there. I trudged up the stairwell toward the classroom, thinking this is going to suck.

I called the whole class to the carpet and they sat in a circle. They were eerily quiet and uncharacteristically attentive. I think they knew what was coming.

“I have something to tell you all. It’s about the cell phone situation. We teachers have decided it is time to disappear them completely.”

The room was silent. There were no objections or groans or complaining noises. No one whined “But whyyy??” So I continued . . .

“We decided this because our original agreement on how and when cells can be used is not being kept to. So . . . from now on, they should stay in your schoolbags, turned off or in flight mode, for the entire school day. Basically from when you get out of the bus in the morning to when you get back in after school.  And . . . I guess . . . that is all. Does anyone want to say something?”

Tommy raised his hand and asked “Why does this have to apply to everyone in the group? The girls didn’t do anything wrong.”

I was stunned. All eyes were on me and all mouths remained shut. I surveyed the other boys’ faces and they were all looking back at me expectantly. Where was the protest? Tommy had essentially expressed a group confession, a collective acceptance of the consequences, and then tossed in a fine, fair, and socially mindful proposal to protect the innocent. I didn’t know how to respond. So I said,

“I don’t really know how to respond to that.”

A few of the girls quietly added that they would still like to listen to music during the break, and that it was true they had always stuck to the rules.

“Well, I can’t change the Team’s decision on my own. But if you all have an idea for a better solution in this situation, you can bring it to us and we will consider it.”

One girl then said, “I think we all agree with Tommy’s suggestion.”

“One set of rules for the girls and another for the boys? Is that true? Who of you thinks Tommy’s suggestion is a good way to go?”

All fifteen hands immediately shot up into the air.

“Okay,” I said, “I’ll bring it to the team and let you know. Until that happens, the new rules apply to everyone. Does anyone have anything to add?”

Another boy raised his hand.

“Should we go put our cells in our school bags right away?” He seemed eager, as if hoping to hear a “Yes”.

 

“How can it be,” I asked myself as I left the room, “that they all seem  . . . relieved?!”

 

I later came to believe that the kids had talked among themselves before this circle discussion ever happened. I think they knew the hammer was going to come down and came up with their own solution – as a group – that everyone could live with when it did. If so, that was a great sign. They were on their way to becoming unified again. I thought it would be a positive development to respect their unanimous proposal.

My fellow teachers, unfortunately, didn’t tend to agree. Especially my Movie Night friend wanted us to take the hardest line possible and saw all of this as just the next attempt to bend rules. I had to argue for 45 minutes till we came to an agreement.

Today, I sat with the kids in a circle again and had each individual one say in turn if they still felt the same, still agreed to Tommy’s proposal. No one had changed their mind. So I told them that we teachers see this as their decision, not ours, but that we will respect it because it was unanimous and had its own kind of fairness. Still, I asked the girls if they would think about alternative ways to listen to music as a show of solidarity and they all nodded yes. Then we wrote up the new arrangements and everyone signed:

 

Cell Etiquette

cells in schoolbags, flight mode, from bus to bus

music for the girls

ask before calling or texting (e.g. parents)

 

Kids in Their Cells

 

My Years of Montessori – Part 37

 

I spent five hours of my normally free Friday with my Secondary class. They were having their annual “Movie Night”/ sleepover at the school. It was very good timing, too, because the once good atmosphere in the group has been slipping away. And for one major reason: cell phones.

We have a general agreement that we teachers don’t take their cells away from them during the school day. They should be on flight mode and only used for listening to music during the break. I don’t know exactly when it started, but it is now the school’s worst kept secret that the five boys huddled on the couch for the entire 40 minute break are NOT listening to music. They are stealthily clan clashing or mine-crafting or subway surfing or Pokémon going. (I assume I revealed my ignorance about these games with that last sentence.) The non-gamers in the classroom are increasingly bothered about it – not only because of the dishonesty, but because these boys are no longer available to them. They are missed on the soccer field and in the rounds of Werewolf or Activity. They are missed in simple conversation. As they sit there staring into their screens, thumbs waving, they are unresponsive and inaccessible to everyone else. And they resent being asked to stop by their classmates, then compensate for their tinges of guilt by being extra snippy or sullen. As these cell phone games draw them in, they also draw them away from their friends, isolating them in a sort of self-inflicted solitary confinement.

So as I wrote at the start, it was a very good time for a class event like the Movie Night. Just like last year, I agreed to chaperone until 5 pm, when my younger and more idealistic colleague arrived to take over for the night shift. And just like last year, I agreed to do this on the condition that my Dog 4 came along and that we ALL went for a walk together.

When I arrived, most of the kids were cooking lunch already. The missing five were up in the classroom, on the couch, staring into screens with thumbs flashing. I sat down next to one of them and asked him to show me the game. Technically the school day was over and they had the right to do this openly, but my presence seemed to take the fun out of it. They broke off and, one after another, meandered down to the kitchen where all the laughter was. The one last holdout could not be talked into joining the rest, so I left him there alone. He finally showed up for lunch when the remainder of the spaghetti was cold and sticky.

We cleared the table and immediately set out for our walk. The girls set off at an enthusiastic pace, singing songs, while the boys lagged behind in a demonstration of their reluctance. Our destination was a sort of natural playground next to a stream that had been recently restored to its original course as part of a regional conservation project. It’s a beautiful area that now attracts more bikers and hikers than tractors or pesticides. Part of the project was planting hundreds of trees and special plants in an effort to bring back the bees. The restoration of the original river will hopefully bring back the native fish.

 

About halfway along, one of the girls blurted out: “Could we maybe forbid cell phones in the school?” That set off a flurry of discussion and revelations about what was going on in their classroom and how they felt about it. I mostly just listened and learned. The discussion continued all the way to the playground where we sat down and waited for the stragglers to show up.

They (the stragglers) eventually arrived and plopped themselves down at a distance from us, apparently exhausted after their 30 minute trail of tears.

But then something happened. The playground started to work its magic. They slowly, one by one, got up and moved toward some piece of equipment. They started playing. And competing. And laughing. Cell phones appeared – but only to take pictures.  As we all soaked up the sun, some of their adolescent lethargy melted away and the factions started intermingling.

The walk home happened in different constellations and unhurriedly as we stopped along the way for more games by the river.

Two hours after taking off, we returned to the school and . . .

. . . the five went directly to their classroom couch, dove into their cells, and were once again lost to the others.

But not for long. Protests from their classmates pried the first two out and back to group games. They went outside to play soccer, leaving just three. After five minutes, I said to them “Everyone else is outside playing – why don’t you join them?” I pointed to a cell phone. “You can do that anytime.” It was enough to get another one to move. Three down, two more holdouts: the biggest gamer of them all and a recent convert who I guessed was only doing it to fit in with the others. I set my sights on him.

“You know, I don’t think you realize what that device in your hand is doing to you. Those 12 kids outside are your friends and their feelings are hurt. You all only have about three more months together. They want to spend time with you. And you are up here doing something you can do alone in your room.”

The convert paused for a second, put the cell down, sighed an “Okay” and went to join the others. That left one. The leader of the lost pack.

“Are you coming too?” I asked him.

“Maybe. Later.”

It took no more than a few minutes before the convert was running around whooping after scoring his first goal. Another five minutes after that, the final holdout appeared at the side of the soccer field. The others noticed him and squealed out his name, letting him know how glad they were to see him. He smiled.

 

Trash Wednesday

Well, actually “Ash Wednesday”. Which means yesterday Austria celebrated what they call “Fasching”.  It has nothing to do fascism – quite the opposite really. It is the big blow out before we all, or most of us, or actually just some of us give up something we really like until Easter, or at least for a few days, or sometimes maybe for just for a few hours. Nowadays on Fasching Tuesday, Austrians of all ages either make themselves ugly, or they don the usual Halloween-type costumes – witch, pirate, cowboy, angel, devil, etc. But I have read that the old tradition was to slip into the opposite of one’s usual role. So men dress up like women and women like men. A king (- in American terms, the president) dresses up like a court jester while a fool becomes a president.

With that old tradition in mind, I chose my costume for our school party:

cook

Full disclosure: that last sentence was a fib. Actually, my husband bought and wore this costume at his own school’s Fasching party last year. And, no, I am not this large. The costume has a little motorized fan that blows it up like a balloon.

As I walked into each classroom yesterday, a loud round of shrieking broke out first. The kids then approached me carefully and made little tentative pokes. Those became jabs. After 10 minutes, I felt less like a cook than a punching bag and had to reassert my teacher authority to stop the abuse. The wooden spoon came in handy. The best part of the celebration was dancing in the disco in this get up – doing all the hip-hop moves I learned from my daughter as my students freaked out. Some of them were laughing, but others were staring at me with a questioning look on their faces: “Who ARE you?? And what did you do with my English teacher??”  I am fairly sure there are quite a few pictures of me currently floating around in various teenage WhatsApp groups.

I don’t care at all.

I used to really dislike Fasching and everything connected with it. I didn’t have this tradition growing up, so seeing all these grown-ups dressed strangely and acting crazy was sort of creepy. And the village festivals were just obnoxious puke parties as far as I was concerned. Ash Wednesday became one of my favorite days, because 1) being a heathen, I enjoyed not having to give up stuff I like for six weeks, and 2) it meant Fasching Tuesday was over. Then I changed jobs.

During my first two years in the school, I had to jump over my own shadow to participate at all in these parties and the enjoyment factor was non-existent. Slowly, but surely, I started to get into it. I slipped more and more into my new role-for-the-day and had fun with it. This year I came the closest yet to that coveted feeling of abandonment. One NOT achieved in a cheating way with chemical help (see “puke parties” above.)

As an immigrant to this country, it has become very clear to me how much a person’s character is defined by the culture they grow up in. I used to tell my (university) students that, as far as I could tell, it is impossible to “become an Austrian”.  People’s identity here is so tied up with the real estate they were born on – the country, the province, the city, the village. The Carinthians make fun of the Styrians and vice versa, the Lower Austrians make fun of the Upper Austrians and vice versa. Everyone makes fun of the Burgenlanders. No one outside of Vienna likes the Viennese . . . When my husband is asked where he comes from, he answers with the name of a city he spent only his first five years in. I couldn’t imagine myself ever saying “I come from Brown Deer.”

I basically emigrated from the States at the ripe old age of 20. I came back for one year to finish my undergrad studies. I came back again for 7 months to finish grad school. I have had many month long vacations there over the years. But . . . total it all together, it still doesn’t come close to the 31+ years that I have lived here in Austria.

Have those 31 years gotten me closer to being Austrian? Hardly. But yesterday, dancing in the disco along with my bearded colleague in his fairy butterfly bride costume and a hoard of young costumed confetti-throwing kids, I moved a tiny notch closer.