Shawn L. Bird

Original poetry, commentary, and fiction. All copyrights reserved.

poem- murder May 6, 2015

Filed under: poem,Writing — Shawn L. Bird @ 4:57 pm
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It’s awkward

all this repeated death.

Everyone has the solution

to remove the trouble maker

Everyone has a special skill

that will do the necessary damage.

How would you…?

Count down.

3, 2. 1.

You could…

From every department

something new.

Murder is not hard to do

if it imaginary, and there’s

not practical follow-through.



I am presently writing a collection of short stories set in a high school.  The staff at my school keeps coming up with suggestions about the next murder.  It’s been quite entertaining!    I had no idea that apparently all teachers can come up with a scary death related to their subject area in under 3 seconds.  How about you?  My husband, (a Youth Probation Officer…) is appalled.  lol

UPDATE: This project became Murdering Mr. Edwards and was published by Coffin Hop Press April 2018



on being a teen when your birthday says you’re not November 11, 2012

Filed under: Commentary,Writing — Shawn L. Bird @ 9:04 pm
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I was just reading a blog post by a writer who was pondering the complications of writing from the narrative perspective of a 16 year old girl.  Here are  my thoughts about writing as a teen, when one is actually years or even decades past the teen years.

It’s been a few decades since my own high school graduation, but I am lucky.  I write for teens, I am with teens all day long, and I never grew up (this means  that I actually gave birth to children who are older than I am).  I have a unique perspective on the life of the average teen, and access to them.  I watch, listen, and absorb what I can in the hallways of the high schools where I teach .  I hear about the latest vocabulary, music, games, movies, and books.  At the same time, I am no longer a teen, despite not having grown up, so I’m not really in the club.  Then again, I wasn’t in the club when I was actually a teen, either.  That’s not such an uncommon scenario.

Many things haven’t changed much.

There are the kids who party.  There are the jocks.   There are the kids who escape their troubles (real or imagined) with substance abuse, with music, art, writing, mechanics or with academic excellence.  There are the kids who are motivated and going far.  There are the kids who don’t have a lot going for them, and don’t have big dreams.  There are enthusiastic kids.  There are depressed kids.

Teens are a snap shot of society, though in a time of striving for identity, they are inclined to extremes now, just like they were then.

If you’re writing as a teen in the present, the biggest change in modern teen life compared to life as a teen  in the 60s, 70s or 80s is that the ubiquitous cell phone must be part of the action.  Cell phones are umbili for social survival for teens today.  They require constant connection like The Borg. It’s quite a fascinating thing to observe, especially when the paradox of feeling ‘different’ creates the fundamental paradox: connected and outside simultaneously.  That’s the nature of being a teen today.

The most important things remain the same.  They still want to change the world.  Many still believe, rightly, that they can.  That optimism is also an essential component of youth, and the one I like the best.


Here I am at Hallowe’en with some of  the people who make me happy to get up and drive to work each day, my Acting class.   Can you find me?  🙂

NaNoWriMo Day 11: 1100 words   (Total 15,000)


do it! November 2, 2011

Today one of my students was singing show tunes to himself as he packed up at the end of class.  As I placed the musical, and we got talking, I told him this story.  It occurred to me that I haven’t shared this one with you all.

When I was about 8, my parents took me to the Banff School of Fine Art’s production of Fiddler on the Roof.  I remember the excitement of driving from Calgary to Banff, I remember falling asleep in the car on the drive home, and I remember loving the music.  We bought the album, and I sang those tunes constantly.  I particularly loved “Far From the Home I Love” which is sung by daughter Hodel as she goes to Siberia to join Perchik.

When I was in grade seven, our school mounted a production of Fiddler on the Roof.  Auditions were announced.  I wanted to be Hodel.  I went down to the drama room, heart pounding, and discovered that grade 9, Richie Eichler was going to play Tevye.  My heart stopped.

My little trio of friends called him the Maharaja, because he was always surrounded by a harem of girls.  He was funny, kind of goofy looking, and we couldn’t quite figure out what the attraction was, but we were in awe of it, nonetheless.  At least, I was.  I was petrified of auditioning in front of Richie Eichler.  He didn’t know me at all, of course.  There was absolutely no reason for my panic, but I was paralyzed.  I couldn’t do the audition.

A few months later, I sat in the audience and watched the girl playing Hodel butcher my song.  She couldn’t sing at all, and so she recited it like a poem.  It was a knife turning in my gut.  I could sing.  I could have brought the audience to tears with that song.  I sing it with tears pouring down my face even today.    It’s the kind of song that the audience is crushed by.  I felt guilty.  I was angry with myself for not having the courage to go through the audition, because I would have gotten the part, and I would have been good.  It was a painful lesson.  I decided the next opportunity, to act in Fiddler on the Roof, I would audition for Hodel.

You may be able to guess what happened.  I never found another production of it.  Now I could perhaps play Golde, but I will never be able to play young Hodel.  I had one chance, and I lost it.


I have won many other auditions over the years, and had the opportunity to sing other roles, but the role that sparked my star-struck dreams was never to be mine.

Damn Richie Eichler!   Damn my pointless fears!

Never let your imagined worries stop you from taking hold of your dreams.  You may not get a second chance.



PS. As a matter of trivia for Grace Awakening fans- The real Lloyd played trumpet in the orchestra for this production.  I remembered him quite distinctly playing in the band for Fiddler, when we met officially for the first time a couple years later as teen volunteers at Kelowna General Hospital.


The Middle Planet July 3, 2011

Filed under: Commentary — Shawn L. Bird @ 12:22 am
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For the last year, I have been working in a Middle School teaching grades six, seven and eight.  For the eighteen years previous, I have worked in Secondary Schools teaching grades eight to twelve.  I have worked with Girl Guides of Middle School age level and I had taught grade eight in high school, so I figured it would be a fairly straight forward adjustment.  It wasn’t.

It was strangely reminiscent of my year as an exchange student.  The mantra definitely applied:  Not better, not worse, just different.

I learned a lot from my year on Planet Middle School.  Here are some pure generalizations.  Obviously there are exceptions, but in most cases, this is what I observed.

High schoolers are often juggling jobs with school.  Some are balancing babies. I am used to respecting their need to have some flexibility with deadlines. Middle Schoolers want to be allowed to make their own decisions about time.  Unfortunately, many don’t have the maturity to see the consequences if they don’t use the time that they are given wisely and they procrastinate about the deadlines until they can’t possibly catch up.  Lesson:  Check with them every  day to make sure they are keeping up.

High Schoolers in our semester system get four classes a day, 84 minutes each.  They are able to focus, with breaks and variety, for the entire class. Middle Schoolers, particularly boys, can’t concentrate for much longer than 30 minutes, and they really need some physical activity in their day.  Lesson: incorporate movement into the class room through games, group work, carousel activities, etc.

Middle school kids complain and say that they don’t want to do anything that you suggest.  In High School, I grant my students the right to make these decisions, and will modify lessons to accommodate their opinions.  If you listen to Middle Schoolers’ complaints, you will never do anything fun, because they are afraid of being un-cool.  They don’t want to welcome any suggestion that comes from an adult about what they would enjoy.  Lesson:  Play the game despite the whining.  Force them to participate and then chuckle behind your hand as they laugh and thoroughly enjoy themselves.  It’s their job to be oppositional at this developmental stage.

Secondary students expect to be treated as young adults.  They are willing to accept the consequences of their actions, and they can understand what those consequences are when they are explained.  They have real, complicated lives and they appreciate when the teacher works with them to  help them do the best they can in their personal situation.  Middle School students want to be treated as young adults, but they aren’t able to clearly recognise consequences.  They are more likely to be ruled by their emotions.  Lesson: give them opportunity to voice their opinions and feelings in a respectful manner, but provide a lot of safe structure.

Secondary students are generally respectful of individuals and property.  If something goes missing, they tend to take it personally, and will work to ensure that it is returned to the owner.  Middle students have less impulse control and so things disappear around them.  They are too concerned about their status in the group to risk telling what they know.   Lesson:  lock up any valuables, don’t bring anything to the class room that you aren’t willing to have wrecked or stolen.

High schoolers know that they are responsible for their future and that working well with adults is a necessary skill.  Middle schoolers are resentful of adults and their power.  The Middle schooler needs to push the limits and challenge adults.   It is important that there are adults who can recognise the learning that happens in that challenging, while providing clear boundaries.  What the kids want to know, is where those boundaries are.  They are happiest when they can function within them.  Lesson: be honest with genuine questions, but insist on respect to everyone in the room.  Be consistent in your expectations and responses.

When I was in grade six, I had a fantastic year  and made some life-long friends.  For grade seven I went to Junior High and more lasting friends.  Several of these friends are still in my life, decades later.  I had two really great years in grades 6 and 7.  Then we moved and I went into grade eight in a new school.  It was not a good year.  It was a year of learning how to be in a new environment.  I kept looking back with bitter sweet fondness to the two great years just past, as I struggled to adapt to new ways of doing things, new people, new attitudes and a new life.

Memories of those years came to me several times over this year.  I had just had two of the best years of my career  in the high school before I accepted a job in Middle School.  I’d had classes that had bonded tightly together, and I loved going to work every day to spend time with them.  At the Middle School, I experienced the same kind of jolt I had years ago when I was a grade eight myself.  As I attempted to adapt to new methodologies, new people, and new ideas this year,  I frequently felt awkward, uncomfortable and unappreciated in the new environment.

It was a hard year. It wasn’t bad, though, it was just challenging.  I couldn’t coast on the way I’ve done things for years in the high school. I had to find new ways to deal with the new reality.  I wish I had the knowledge at the beginning of the year that I had at the end.  It was frustrating for me not to be as good  as I wanted to be (or expected to be)  in my class room.  If I have the chance to do it again, there are a lot of things I’d do differently.  I would apply all those lessons I learned.  Middle School is an energetic and amusing place to be if you know how to live on the balance point that is  the special ‘in between’ place that these students inhabit.


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