Baby Steps?

I’m not even sure if what happened today was a good thing. It was the second day of Poetry Out Loud and the goal is for everyone to remember and recite a poem as well as they can. Spoken Word form would be great, a longer poem with some rigor is always appreciated–but sometimes you have to take what you get.
Two classes of seniors and everyone did it. Did they choose the hardest poems? No. But they all got up and spoke. Yes, they stumbled. Sure, I had to prompt them. My argument is that not everyone is an English major and just wants to jump through this hoop and move along. My opposite argument is, How hard is it?
Two classes of Sophomore Honors English and everybody but one did it. There was plenty of time left–the student chose not to go. Whatever. Over a hundred-and-twenty students and only one doesn’t go? That means I’m ahead of the game. Still, most of the poems they chose were fairly simple except for two students who chose LONG poems and read them well. I nominated them to read to an audience later this week and I hope they get some recognition for their efforts.
And then my regular sophomore class. Only seven of 32 went yesterday. It became painfully obvious early on that not all the students were going to get up and recite. But many did, and many did a pretty good job. I HATE that too many kids chose “Fire and Ice,” by Robert Frost because it’s really short. I’m BITTER that they found Edna St. Vincent Millay’s “Ebb,” which is even shorter than the Frost poem. Most students who chose those poems couldn’t even read them correctly–they missed words, or laughed (because if you laugh and act like you’re not trying then it doesn’t really count as you doing something poorly).
With about the half the class done, and others looking to do nothing, I told the class that I would double the points if they all went. Just get up and read the poem, if they had to. They all went. They got up in front of the class and read a poem off their phones’ screens. But they all went. They bonded together, didn’t want to let each down, wanted the extra points, and got it done. Did they do a good job when reading off their phones? Nope.
Here’s the good. My seniors and Honors sophomores did fine. They want to graduate and get good grades, so they play along. But my regular students, many of whom are not doing well in class, all got up and got things done. It showed they can do something they didn’t want to do, which is a big part of life sometimes. I don’t want to take the trash cans to the curb tomorrow, but they’ll be there.
Here’s the bad. Really? I have to throw points out there for kids to care? And, 50-word (or fewer) poems? I could have remembered and recited that when I was in 2nd grade (as they probably could have, too). The “bad” is that I can’t offer points for breathing, and having a pulse, and doing what you’re supposed to do on every assignment–in some cases, students will just have to do things for pride, curiosity, their brand, or for whatever reason things get done.
Year 18 and I’m more confused than ever. Baby steps.