He Runs Far that Never Turns: Push through the Fatigue, Stand on the Podium (The Final Lap)

He runs far that never turns-

Similar to it’s a long lane that has no turning, this obsolete phrase means ‘it is rare for people to maintain a particular position, practice, etc., indefinitely’. The implication, despite the optimistic sound of these words, is that people inevitably do turn, and so don’t (figuratively and literally) run all that far in a single direction.- Oxford Dictionary

We have stretched, warmed-up and started the race. We have kept our stride and kept up with the pack. But, we also staggered ourselves, just behind the front line of runners. This way we could keep a more steady pace and then speed up, near the end, to finish strong.

If we step up on the platform, join the winners circle, we feel successful. If we do not make it to the stage, we need to know there is another obstacle, to jump and another chance to win a medal. We need to take a deep breath, drink a swallow of refreshment and look around for our team. Our supporters. As impermanent as life tends to be, we need something consistent and reliable. If we have fostered strong relationships, this dependability, will be ever present. For many of us this is our family, our profession, our faith. For our students, it may be us, our classrooms. But maintaining our rhythm and stride causes lethargy and ennui. As educators, we have to work through the pain, embrace the cramps and finish the race.

-A teachers routine (how I stay mindful)
-set morning intentions, I say them verbally before I even step out of bed
-sticky notes- I write little mindful messages and reminders- I read them at the end of the day
-mindfulness jars- keep a Mason jar full of student feedback and positive notes, on my desk- I read them when I need a pick me up

The fatigue can feel overbearing. But it is necessary. It reminds us we have earned our position on the track. Even if we are trailing behind, we are still in the marathon. For some it is a sprint, for others a relay. The more we can pass the baton and ask for help, the smoother our dash to success can become. Students will ease into a rhythm, a pace, if we make clear lanes, and help them choose the right shoes. We are the coaches and the cheering crowd on the sidelines and in the bleachers. We are also runners on our own track. We have left a solid tread, on which we add new grooves. These indentations an impression, in which our students can ease into their personal endurance run. Their own cross-country scamper. How can you keep up with the demand on your spirit?

-personal rejuvenation (How I make sure I have the energy to move forward)
-meditation and yoga- may seem like 'fake news' but honestly, it works
-collaborate- find at least one person who I happily collaborate with- camaraderie is key
-unplug- not only from social media but from grading, lesson planning, I keep my weekends free to relax

Every day in our classrooms is an event, a show of athleticism and endurance. Our students grab the ball and run with it. They see the finish line and run towards it. We may be the ones who are holding the whistle, the score card, but they choose which type of track and field event, they are entering. But, ultimately, if they do not choose, to tie their shoes and walk up to the chalk line in the dirt, they will become lost in the crowd. The hustle and bustle of passengers and spectators that keep the wave of energy alive. If they get caught in the turmoil and rambunctiousness of the mob, they will miss out on their goal. They will get distracted. Misdirected.

staying the course-
-a moment to be kids- let them talk, play outside, listen to music
-clear and concise goals- the directions may vary but the goal should be definitive this way they can have more independence
-be flexible with due dates- give a timeline but if we are flexible there is less stress and they will be more likely to complete it willingly

We as educators, have to be boisterous, captivating, and enticing enough to lure our students, away from the masses and help them place their feet firmly, on the track. Be independent thinkers. Make their own choices. Use the stretching and warm-up strategies we have taught them, to loosen up and hunker down successfully, for the long haul. We have to prepare them for the real world, which is not freeze tag, but a track and field event. They will be running this race alone and we have to build their confidence and practice endurance and determination, in order for them to stay the course.

Summer is the time, they file into the rushing throng. All we can do is hope the skills we helped them acquire, provide a solid footing, for their next Olympic games. If we placed hurdles in strategic positions, staggered the pace and not only guided them, but provided them with purposeful and meaningful methods and blueprints- they will carry them with them. These approaches will be the route, which they take to reach the podium. Whether on the top tier or the two below, they will be standing tall, classroom anthem playing and a medal around their neck.

He Runs Far that Never Turns: Envision the Medal, Set the Pace (The First Lap)

He runs far that never turns-

Similar to it’s a long lane that has no turning, this obsolete phrase means ‘it is rare for people to maintain a particular position, practice, etc., indefinitely’. The implication, despite the optimistic sound of these words, is that people inevitably do turn, and so don’t (figuratively and literally) run all that far in a single direction.- Oxford Dictionary

Made of gold, silver, bronze or plated with a shiny sheen, a medal is a goal. An impasse where our effort meets resolution. While many see it as a finality, I see it as a reminder that the race never ends. The game has no boundaries. The cusp of our resilience and fortitude has no edges. Life is fluid, organic, unpredictable. With each wrinkle or pock, we pick up the pace, push through the ache of perseverance and make it to the finish line. Just to shake off the fatigue and begin again.  The gait, upswing, escalation and break-off of a classroom is much like a race, any runner can tell you that. How can we keep the stride without collapsing from exhaustion?

brain breaks (stretching exercises)
-zombie musical chairs - dragging feet and groans are all the rage
-graffiti wall review - a chalk board with lots of color choice and time to draw cartoons of vocabulary
-calling card swap - personal 'business cards' created first day of school, use to make groups based on interest

By keeping this steady stride, how do we as educators, stay the course, while still turning and changing direction, for the good of the class? When do we stop and dust off our shoes and how can  we continue running, without splitting the soles? It can be challenging to slow the clip- this seems like a wall, defeat. But, in actuality, as long as we, mind the gap, stir in place, the purpose is visual. If we do not, drink some water, we will cramp. To avoid cramps we stretch before we take to the course, but throughout our run, we also have to loosen our muscles. This is how we prevent a stiffness that can halt our focus.

mind the gap (revitalizing our pace)
-group interactive assessment- each student gets a vocabulary word- they sort into a line, based on connection between the words- they can only talk in science speak
-1-minute check-in or remediation/enrichment circle- a quick rotation of -tell the teacher what you know, guide a fellow student who is struggling, take a new approach (make a new connection)

We stand sweaty, with a smell of insight, scoping the track with a thirst for speed and vitality. Then we kneel before the starting line and jolt into action with the sound of the starting gun. This is what makes us human. Waking up, getting prepared for our day and finding purpose in the details, enough so, that even when deflated or exhausted, we continue to move forward every day. This arena of life, Olympics of experience, can only be traversed if we keep an open mind. If we see the loudness and cadence of the anthem, as a call to action. The colorful uniforms as road signs. If we lean into the fluctuation and oscillation of daily existence, use each lap and toss of the javelin as a step, this will lead us towards the next event. We can keep the podium in view.

cheers from the sidelines (hunkering down for the final lap)
-turn and praise- have students quickly share strategies on how to master the content, then say how they will integrate the idea into their learning
-reflection and feedback- at the end of class I have my students reflect in 1-2 sentences on their 'stride' of the day or write me quick feedback (what I can do to help things go smoother the next day)

Tomorrow I will post "He Runs Far that Never Turns: Push through the Fatigue, Stand on the Podium (The Final Lap)"

13 is the Magic Number (or Place Should I Say)- The Technical Side

In the Beginning A Vision

It doesn't happen in a day, a month, even six months. It takes practice, dedication, commitment. Some students join, rarely come to practice, and thus never improve. Many students, however, leap in to the deep end, read nightly and continue to develop their skill. When you get a team, of these like-minded individuals, you eventually, formulate a fine oiled machine, a cooperation of minds and talent.

I have only been the mentor/coach for the Beckendorff Quiz Bowl team for two years. I guess I should say, we have only had a team for the same amount of time. I started the NAQT (National Academic Quiz Bowl Tournament) team after my National Science Bowl team had competed for two years. I wanted to expand the content, NSB being only science and math, whereas NAQT is all subject areas. I am a science teacher at heart, but having taught all subjects other than math, I really wanted my students to grow academically, in all of their subjects.

At first I was reluctant. NSB is one day, one competition. NAQT is once a month and a lot more expensive and time-consuming. But, I saw the deep end, gleaming in the sunlight. It beckoned me, waves lapping in the cool summer breeze, it called to me. I dove head first, two years ago. At times I have barely kept my head above water, others I was swimming laps confidently. Floating or paddling heavy, either way, it has been the most rewarding extra-curricular mentor ship I have ever done.

The Season Begins

To qualify for nationals in NAQT, you must come in top 8 at one of the state level tournaments. For NSB the competition just requires you registering. The winner of the local NSB tournament however goes to nationals. Just the winner. We came in 2nd place. It was awesome.

For NAQT, it may sound just as easy, to qualify, but it isn't. There are 32 teams, competing each tournament in each division and where some are easy to defeat, others are impossible. We have played the same schools for two years now. Some public, some private, some home-school.

Each team, with a different skill set and mind set. The more time you have as a team to practice, the better you will be. Some teams have quiz bowl classes built into their curriculum, to practice and refine their skill. Some memorize previous packets. When questions reappear they have an advantage. My team has after-school practices only, and these often conflict with my students many other extra-curricular activities. So sometimes we struggle to actually get the whole team together as much as we need to. I also teach my students content, not memorization. So there are some teams we just can't beat.

This year we had 32 students in 7th and 8th grade and 12 in 6th grade. 6th grade teams play in the elementary division and our 7th and 8th graders play in the middle school division. There are also highly competitive high school teams, so middle school is an excellent way to get them prepared for the next level of NAQT. As of now, in all of Katy, there are only two junior high schools that participate. I wish more would, but not getting a stipend and the time needed to run a team, weekends and after-school, puts many teachers off. But, let me tell you, every state offers a local division and it is well worth it, even being a volunteer not a paid position. It is not about money, it is about watching these students grow and compete. It is very exciting and fulfilling.

Getting to Nationals

This year we competed in seven tournaments, before nationals, one which we hosted at out school. We qualified three teams for nationals, but not until one of our last tournaments. It usually takes us a few to get in the swing of things. This year we had 90% of the same students as the previous year. That year we went to nationals for the first time, but we didn't make playoffs. We had fun and learned a lot. But, in all honesty, we were not ready. I was still learning as well. There is a lot a mentor/coach needs to do to get her team prepared.

The national tournament last year was in Dallas, so we didn't have to go to far. This year, we went to Chicago. It was an expensive trip. We took three teams this year, as opposed to two last year. Two teams did pretty well, 4-4 and 3-5 stats. They were coached by parents at the tournament. They had fun and learned a lot, but like the year before, having missed many of the end of year practices, just weren't prepared as well as they could have been.

Our A team, the team I coached, came to every practice. They were a fine oiled machine. This team made playoffs and ended up 13th place out of 191 teams from about 30 states. Our final stats were 9-3. One loss came after a very heated protest by the losing team, which we lost. But, shouldn't have. It was a very odd protest, and other judges said they would have decided in our favor. The other loss in regular play was against a single player. He was amazing and literally slaughtered us 675-175. Teams are four students with one alternate. He won the whole tournament as an individual player.

Our first nationals we took 51st, 155 and 172 place, out of 192 teams. This year, we took 13th, 55nd, 92nd out of 191 teams. So in and of itself, this is incredible growth, in one year. I am so proud. Many of our best players are 8th graders and are leaving the team. Next year is going to be almost entirely a new team. This last week, I had a two day tryouts for our next years team. Last year 25 students tried out, this year 60 students did. Word is getting out. I took a different approach this year. Last year, I took everyone. This year, I gave them a written test and then played games on the buzzer and watched them compete. I eliminated almost half. I took 35 students.

Full Circle

I announced tryouts a month ago and provided a link to find study materials. Many utilized these documents, while others didn't study at all. I saw certain students shine. Other fall flat. It was pretty clear who studied and who didn't. It is not all about knowledge, it is almost more important that they have confidence to buzz in and answer. This was my main problem last year. Not students, not knowing the answer, but having students know it fast enough and being able to buzz in quick enough to get their team points. I made sure I looked for this confidence and knowledge together. I think my next years team is going to be amazing.

Our first practices are over the summer, we are getting a head start this year. 13th place out of 192, at our 2nd nationals, I am so proud. Next year, if our stats continue to improve as they have done in the past. We should be top ten at least. However, about 75% of our next years team, are new players. That is what summer is for. To get our new players up to speed and prepared for our first tournament in August. So it begins, one season ends, another begins. 13 is the magic number, 13 days over the summer and 13th place in the nation. And..... here we go.

What Happens When a Lesson Goes Six different Ways?: Debates at Their Best

Do Student Debates Actually Work?

One of the hardest things to get students to do successfully is argue with purpose. Debating is a great strategy I use in my classes. Although, they do not always go as planned. We have had meaningful and fruitful discourse, that has been very helpful to students, in the search for understanding. On these occasions, every group participated and the conversation was on topic and flowed almost effortlessly. The rebuttals and challenges seemed organic and spontaneous, although students prepared for the debate before hand. There have also been times, even with preparation, the argument was not lucrative. It fell short, in that it became more of an attack, than a deliberation. I had to intervene and ask probing questions to get them back on topic. Either way, with a student-led or teacher assisted argument-driven discussion, my students enjoy having an opportunity to challenge one another and get their opinions heard.

Harnessing the inclination for argument is easy. Focusing it can be more challenging. There are three main styles of classroom debate: Fish-Bowl, Four Corners and Role Playing. I have used all three successfully in my classroom. Fish Bowl debates are when there is an inner circle and an outer circle of desks. The inner circle are the 'talkers' and the outer circle the 'supporters' they can pass notes and help, their talker counter parts, non-verbally. Throughout the debate these two switch places keeping the discussion more organic and fluid. Plus, engagement goes up because the speakers change and the 'supporter' has to keep track of the evidence and provide information that can be used to defend their argument. This is a great way to make sure every student is participating, continuously, in some fashion.

Four Corners debates are slightly different than Fish Bowl debates. A Four Corners debate is mobile, students move to different corners of the room and then take turns defending their position. But, alas, the corners can get crowded with a larger class, causing some students to hide in the back and not participate. If they are engaged, students can decide to change their location based on hearing new information. This shift in opinion and having the opportunity to change one's mind is empowering for students. They become more involved in listening to the facts and making their own decision. They own their point of view and this brings them deeper into the discussion. As a teacher, watching one student defend on their own and then slowly but surely, seeing others switch corners and join them is cool. To see how it is not about friends but more about personal opinion and conversation that steers the activity in the end, is a beautiful thing.

In a Role Playing debate, students are required to take the opposing side. It is very difficult to defend a point of view, you may not agree with. Writing arguments is one thing, writing well-written counter-arguments is another. Seeing the world from a different lens is a skill that is very important to learn. It allows students to be more mindful and empathetic. It also provides them an opportunity to build relationships with students, they may not have otherwise. It brings the conversation about challenging topics out in the open. It gets students to see that having opposing views and thinking for oneself is a good thing. But, listening to others and truly understanding why people think the way they do, is how we overcome prejudice and racism. When we identify every opinion as valid, we begin to see, that we are all alike in the end, our goal is the same- to belong and feel apart of something bigger.

Debates in a classroom work. Even if they need some prompting. Children get very passionate about their opinions. They want their voices heard. They need to share their point of view. Allowing them to do so in an organized argumentative discourse, is a great way for this to happen. Debates can get loud and aggressive. They can get ardent and aroused. But, if we keep them on topic and provide a few mindful reminders, they are very productive. Yesterday, I had a Fish Bowl debate in each of my classes and in every class the discussion took on a different feel. In each class, the conversation was purposeful, but they were all very unique. It is proof that, debates are fluid and completely dependent on mindset, level of vocabulary, momentum and personality.

 What Happens When a Lesson Goes Six different Ways?

In my first period, the discussion began slow. I had to provide several minutes for students to look over their notes and feel more confident about the content: Texas Eco-regions. They had to convince me that their eco-region had the best resources for my purposes: I was an investor who wanted to move my business to the area. While some groups stayed quiet others started to challenge one another. The conversation remained very civil and on-point. They bantered back and forth and eventually, the reluctant teams began to join in. By the end, all the groups were organized against one team, the eco-region they felt would win. They threw challenging questions at this team up until the end. But, the team defended itself well, with data and facts they had researched the night before. Thus, holding their spot and becoming the winners of the debate. It was awesome to watch the debate evolve throughout the class and to see even the reserved students get in on the action.

Second period, a smaller class, was less successful. The debate began with a bang, but ended with a whimper and I had to redirect the conversation and ask them questions to get them involved in the discourse. Second period is a Pre-AP class like my first period, but my second period is a lot more reserved and taciturn. It took a lot more guidance and luring on my part. But after I started asking questions, they began to listen to one another's responses and then ask if they could challenge each other. Finally, I stepped back and they began to challenge and rebut naturally.  By the end of the class, they were very intentional and engaged. It was a drastic difference between first and second periods, but both ended successfully. Debates do work, even if they need a little nudging and prodding from a teacher.

Third, fourth, sixth and eighth periods are all my gifted classes. You would think that all of these debates would have been easy. They were not, but for different reasons than why my second period debate was challenging. Gifted students are born arguers. They are so passionate and aggressive it takes all my time to keep them restrained. I did not have to get them engaged or excited about the content. I did not need to prompt them to challenge or rebut. This came to all of them naturally. Each class, is unique with personality, temperament and dynamism. In third period it came down to a handful of students who dominated the conversation and the argument dwindled to a two group debate. Three boys against three girls. It was like a tennis match, watching the ball back and forth over, travel over the net. Sometimes fowling allowing for quick attack, while mainly keeping up a fast paced banter, both using facts and arguments well designed and spoken. It was a sight to behold.

Fourth period and sixth period were similar in that both classes are boisterous and rowdy. I had to several times, calm them down and hush the crowd. But, each team in the class, wanted to participate and the debate was more flushed out over ten groups rather than two. Fourth period had more evidence, they pushed forward with specific data. Their arguments were focused and precise. Every student was involved and engaged in the conversation. Until, eventually a clear winner emerged. Sixth period remained very diligent on defeating a particular team. The team that usually dominates in a debate. Three debate students. Each team directed their challenges their way. But, the debaters held their own. Until, misinformation was given and an opposing team caught them in their misstep. Then the other teams jumped in, to question other evidence that the team shared, until the team fell apart. It is interesting to watch this happen. It is not always the most confident or prepared that win. It is just as often, in my class at least, that the team that has the most outgoing, outspoken personality that wins. The winners were the underdogs but they out spoke and outlasted the strongest of debaters.

Finally, eighth period, sauntered in. Very nonchalant and seemingly unprepared. Their debate started chaotically. They were throwing insults rather than challenges. I had to stop them and simply say "this debate is about raising your eco-region to a higher status, not attacking and demeaning another eco-region." They relaxed a bit and eventually, my more eager students stepped up and began to debate. Then other teams slowly emerged with some challenges until the conversation melded into a purposeful discourse. By the end of the class, however, there was no distinct winner. So I chose the top three and then had them give me a thirty second 'pitch' as to why I would want to invest in their eco-region. Together with their presentation score from the previous day, I determined my winner. The debate was successful eventually, but because it took so long to get them fully committed to the task- I had to tweak things a bit in the end.

Debates are super boisterous at times, very energetic at times, and then on the other side of the spectrum, they can be bumpy and hesitant. It takes patience and determination to see them through. I often, sigh and think strongly about stopping them, but I don't. The reason that I allow them to play out, is because I want my students to know I trust them. That I respect their process and mindset for learning. Argumentative discourse is messy. Some students rise to the challenge while others cower. Holding your ground and continuing to dispute and quarrel with fellow students, even when they are not locking horns, can be exhausting. Many students give up out of sheer frustration. But, if we train them to lure their opponent in to a purposeful battle of the minds- they will outlast and they will want to keep the momentum. This is what eventually happened in all my classes. The discourse may have waned at times. I may have needed to spark the conversation forward, but they did take the lead. They did argue. Until finally, they prevailed.