You Get Out of It What You Put in to It (60)

A constant machine, generating, recycling, transforming- producing. Energy like a hive mind- buzzing buzzing- figuring things out. Over processing, over thinking. When you consistently add to the engine, lubricate it- it powers your personal drive. Fuel it, it will keep you mobile, keeping the world accessible. Feed it- nourish it, it will rev and accelerate. It is entirely what you put into the circuit, that lights up the room.

Soaking up the bumps, windshield wipers on, swish, swish. The water repels, sliding off the vehicle, halted in traffic. Horns honking- distraction. Thick fog- clouding initiative. Yet, through the thickness of an over active mind- buzz buzz- there is an alternate toll road, I choose to pay. Time, exchanged for a bit of enlightenment. I put in the coinage, to get the convenience of clarity. Clarity can be expensive, but worth every penny.

I choose to avoid those who make me feel, not enough, I gravitate towards those who make me feel, special and enough. If I find those people, they are the fuel. They are the lubricant. They are the electrical charge, of my environmentally friendly chariot. This conveyance lifts, soars- I the passenger. I understand the significance of putting in what you need, to get what you want. I take the reigns- willingly, to conquer the race, letting them ride along side me, in their own chariots- battling their own concerns. Letting them lead at every turn, until the final lap.

Mechanism, wheels spinning- four minds eager to blend into the honey- sweet nectar of thought and inspiration. Observe, patience- looking for ways to nudge. I only get away with it, if I understand the function, of every part of mentoring- I must let in the entanglement, let the imbroglio take its time. They need to surrender to the quandary- face their deficiencies. They need to experience the full weight, of the loss, of what they didn't put in. We want to solve, yet we need to lead by omission.

A constant machine, rumbling under the din of giggles and gasps. Wins and loses. Two roles, meander around one another- educator, coach. In touch with muddle and network. Every piece, topples- switches-pushes-lifts until it begins again. Quit while you are ahead- lean in and accept the lesson. I a bio-mechanic. I a trajectory that led to weight shift and energy conservation.

I caught the wind and sung. At first subtle and constrained, then loud- sending vibrations into their spirit. A tiring day- we got out of it, what we put in to it. Each of us a different degree, a unique perspective, a propulsion both energizing and depleting. But, overall- we traveled, we added mileage to our journey- we experienced and we proved to ourselves, we possess aerodynamics and the inertia to overcome the friction of competition.

Peppermint Invigorate (58)

Peppermint is such a beautiful smell. Loud, vivacious- a bit of rashness. Yet, it is a calming force too. It can burn the eyes if its intense enough. It is minty fresh in gum. It's also pretty tasty in a latte from Starbucks. But, for me- it's a migraine/headache soother. I put it on my temples and it helps lower my blood pressure- easing the pressure and pain. I use it frequently this time of year. My students always smell and ask- "Do you have a headache Mrs. CJ?"

Today, I need it again. The cold pressure front has rolled in. My head feels like it is in a vice. My eyes are tingling from the oil on my temples. Yet, the pressure has eased a bit. I also use lavender and lemon oil for calm. Essential oils are a part of my health regimen actually. Mint helps settle the stomach too. It's amazing how simple aromatherapy works. I rarely take pills or pain relievers, my substitute natural ingredients, simply made.

Today is a simply made day. Peppermint, dimmed lights and students finishing their project research.

Previously On.... (56)

Previously On...

I need a recap after I have gone a week without an episode of a show. I am so used to binge watching on Netflix and Hulu, and Amazon, it's weird to have to go a week or more without an installment. So those previously on...segments are useful.

In class, I have little mini-catch-up's too. Previously on's. Where we recap our mindfulness lesson or what we did yesterday, so we can create the bridge- put another piece in the jigsaw- add to the big picture.

If we forget the subtle moments, we often miss the wow! moments - the big reveal. After a week off of a show, I find myself saying "When did we learn he did that, or she said that to him?" I get lost in the story when I lose the thread. Serial shows are very much a part of our television repertoire.

In class these same serial, episodic topics need the thread- previously on's are a way to sew up loose ends. We all hate a show that ends with a needless cliff hanger, especially when it gets cancelled. Now a suspenseful hook, we love those. They have purpose.

I know, I know- this seems silly to even mention right? You are thinking to yourself, "state the obvious right now. Why are you telling me this, do you think I don't know what I'm doing?"

Let me say this. I know you know what you are doing as an educator. You are an amazing teacher. This is simply a reminder to pause after the end credits. Don't let the next installment automatically load.

Its a feature I love about Netflix, Hulu and Amazon. The seamless transition from end, to the beginning. The websites skip the adverts and jump right in, to where we left off. We as adults can make the leap- our student's however, need the recap.

Skipping the Adverts

So our minds often default to this, skipping the adverts, in class too. I know mine does sometimes. I find myself switching topics rapidly, assuming my students held on to the thread. Sometimes they do, sometimes they do, sometimes they don't.

I find the adverts can be useful. A quick burst of - "You definitely need this product, or This is the Droid You are Looking For," does the trick. A little louder of voice, a visual stimulus, maybe a song. Something to trigger the mind to release and re-engage. Minus the urge to wash our clothes in Tide.

Adverts are quick. So why do we skip them in class. On television I get it. I find them annoying and actually pay more per service to skip them. But in class, nothing is free, especially time- so if we don't pause and allow for the adverts- we often have to re-teach. Thus lose time. Play the advert and save time.

Next Time On...

My Blog Writing....  biome speed dating and biome 3D lanterns a fun way to differentiate biome projects.

Ekitai Rashku- The Liquidity of the Shout (54)

Splash

Ekitai Rashku a Japanese phrase meaning “to want to shout out.” Yet, interpreted or translated as – “like liquid.” Either to me works. I choose to be solvent, flexible, fusible. Staying open, eager, wishful- even a little zealous. I can fill a container, push at the sides, leave a mark. But I, like a true fluid, resist any force tending to cause one layer to move over another. I stretch, bolster and amplify- I expand and I inevitably, retract daily. But this resistance is offered, only while movement is taking place. Thus, I never stay still for long.

The moment I forget my plethora of imaginative intentions, my cerebral heritage- my little pieces of paper, the ones I hide behind something more exigent. The liquid becomes viscous. I fight the adhesiveness. Feeling fastened and tacky, I struggle, I get tenacious and courageous. But I stay in place, clinging to nectar of opportunity halted. The more you labor, the more you get swallowed by the goo. The more you look into the fixed, the less you agitate. The more you look past it, the more you rouse ingenuity.

Breast Stroke

Stay liquid, learn not to resist the glutinousness. Temporary gluiness is o'kay. Slowing to the discontinuous- however frustrating, is necessary. You have to still, to hear. Quiet to sense. You must regularly listen, for the intermittent. Because, this leads us to the persisting. The continuous little pieces of paper, the ones we hide behind the more exigent. The ones that fall to the floor, as we open a dusty book of goals, we placed on a shelf. The shreds of what we were so focused on, a few months back. The glitter of lost hope.

They might be frayed and tattered- but they were never disposed of. Just hidden, out of focus, a little blurred in the pinpoint, of requirement and predicament. Dig them out, slide them to a center, make a giant pile (if there are many). If there are few, create a mosaic, both motley and tessellating, like a vibration of the past- can you hear it? Feel it? Then stop struggling and accept the viscous honey. Its sweet with endeavor.

Here, in this moment- think it over. Find the resolve to agitate. No joke, nothing is free. Time being the most expensive. Yet, its affordable, if we budget.

Individual Medley

This last week has been very hectic, nothing too syrupy, but definitely, mucilaginous (I love this word). It reminds me of Metamucil the fibrous supplement. An aid in the unclogging, essentially. I utilized the tool of extrication this week. I had to make room for the uncomfortableness of recognition, the requirement of compensation and the joy of mentorship. I had to unclog and unsettle- and unencumber mind, spirit and body.

Accepting acknowledgement has always been difficult for me, especially when I yearn for it, yet when I receive it, I tend to underplay it. But, inside I am screaming, Ekitai Rashku. As Sally Field so eloquently said at the Oscar’s in 1985 “You like me, you really like me.” I was one of many, yet it felt personal. I felt appreciated and for a long time, I didn’t. It means a lot coming from parents. It means a lot- that I was considered worthy.

I worked many hours beyond the school day, morning and afternoon practices- three nights at the STEAM center, a Saturday tournament, in which I hosted at my school. Yet, I also had the opportunity, to follow and mentor my team. I got to see each of my teams play and watch their synergy and dedication. I got to host, but also mentor. So, it was a great day.

Sunday morning, exhausted, I get to reflect by writing here- one of my two blogs that some people read. Now that is definitely honey. Silent approval.

Butterfly 

I tend to write about the struggles. We all feel the viscosity. But we also feel the fluidity, the liquid, the freedom, we have to fill the container, coat the sides, stretch ourselves. We also have the ability, to stay calm, undisturbed and stay stagnate and undecided. Filling the container but accepting our vessel. 

The thing about vessels is, they are meant for transport. For traveling, for movement, for a destination.

They are the bearers of liquid and if Ekitai Rashku is truly our nature- we have to have a way to channel it. We have to have an arteriole motive (see what I did there?). We must construct a vast network of give and take. We have to over-extend, become solitary and then sit back and submerge ourselves, in the luscious, ichorous, aqueous, solvent. Whether we free style, wade or bathe- we have to swim.

This week I paddled, floated on my back as I slept, and let the current carry me to Sunday. I opened many a book, let the little pieces fall- all over a well-worn floor. I created a mosaic, that at first seemed messy and discombobulated, yet at weeks end- as I take a long look at the cracks and colorful tiles, is very much concise and calculated. I found the pinpoint but also looked up and through the milky substance, the viscosity.

In the moment we may feel like a molecule swishing and circulating- but if we relax and let the liquid elevate, even become a little viscous, we will see we are essential -we are a purposeful molecule, in the container of bountiful. Maybe not a keystone to many, but definitely a keystone to some. 

On occasion, we choose to be anchored, settle, float to the bottom. But, when we look up- we see the translucency and we know if we push off from solidity, we will find the flow of liquidity. 

This week, I was zealous, stubborn, purposeful and mellifluous- and here I am- eager for the next.

A Student-Driven Graffiti Wall - A Journey with Chalk (52)

An ever evolving Graffiti Wall. Some weeks it's curriculum based, other weeks mindfulness. Sometimes holiday themed, motivational. It's a very well-used chalkboard. Students always come in and take a look, at the beginning of each week to see how it's changed. It actually evolves throughout the day, most weeks, and they stop by after school to take a peek at the finished product.

It is kind of like a billboard for our classroom. I create some of the mosaics but mostly, its theirs to design and draw. It is a very cool space. This is one of the first one's we did a few years back.

It was a fun way to get some blue-prints drawn of cells, before they created the giant cells from play-doh and makerspace stuff. I added some photo's of those too. They are so cool every year.

A graffiti wall is a perfect spot for them to brain storm and even draw comics and

cartoons.

Even collect some hidden butterflies- we called this the omnivore dinner table.

There seems to always be someone drawing and adding to the theme.

It's where we graph class data- draw graphs and where students ask questions for other students to answer- we call it our Twitter Board Minus the Tweets.

We celebrate by creating culture holiday boards and fall weather boards.

In other words- we use it a lot. But I wanted to create one for the lead up to Spring Break- to be all about mindfulness, kindness and self-motivation. I asked students to find their favorite quote. Then they created the board using them. I chose the most appropriate ones- but man it was hard, cause they chose some really good ones. 

This is our current Graffiti Wall and our mindfulness check-in poster, which is beside it. Our Graffiti Wall focus, for the next two weeks is mindfulness, listening and being "kind to ourselves." I am so proud of this one. It's really, really a stunner.

If you are wondering how a graffiti wall might enhance your room- the possibilities are endless. Student's love drawing in chalk. They love designing the space. They love the collaboration. It is a great student-driven space and it has made my classroom an art filled, science based, museum- we have so much fun. you should try it. Whiteboards work well too- but for me, it is all about the dusty, powdery chalk. Makes it feel like childhood.

Parents Strengthen Classroom Dynamics: Include Them (50)

I wish that every parent and teacher knew that as educators, parents are our best allies. They know their child better than anyone: their personality, struggles, quirks and beautiful nuances. They entrust their children to us daily, they believe we will do what is best for their child and when we don’t do this, they are our harshest critic. I personally, appreciate their feedback. Parents should hold teachers to a high standard. They should pay attention to their child’s education and learning atmosphere. Is it a community? Is it a safe haven? Do their children feel safe and eager to be in school?

Parents listen to teachers’ opinions, often following their lead, without doubt, because they understand that they have their child’s learning and growth at heart. They know a great teacher when they meet one. They ask other parents, who their children had as a teacher, because they want to be prepared for the upcoming year. Teachers and parents are collaborators, at least they should be. They each carry with them part of the treasure map. Together the two halves, lead us to the perfect semblance of discipline, guidance and love. When they communicate regularly, and believe in the value of each other’s input, parents and teachers create a world where learning is where it should be, at the center of classroom life. 

I wish parents knew that we value them, appreciate their input. I wish teachers knew that parents, even though at times are overbearing and aggressive, are just looking out for their child. If they did, students would unequivocally know, we are all on the same side. They have caring eyes on them at home and at school. That they can ask questions, ask for help and share with us their struggles and frustrations so we together, can better serve their needs. I wish as a student, my parents and teachers had this collaboration, maybe then my formative learning years would have been more fruitful. Parents are a teacher’s greatest ally. In the education of their child, a teacher is a parents’ greatest ally. But, only through purposeful, meaningful dialogue can true cooperation take place.

This year I have eight siblings of former students. Two former students from five years ago. Two from three years ago and four from 1-2 years ago. At open house I was reminded of their faces, I remembered them and this made the parents very happy. My current students do not want to be compared with their siblings, so I do not. They in turn, eventually say "When my brother was in your class, or my sister said when she had you, she loved this project." It's funny the circle of things. Parents remember us too. They remember when their child had us and how we impacted their lives and they are excited they have the opportunity for their children to have us again.

Parents and students alike look for consistency. They look for fairness. They look for unity. If we have this respect, kindness and mindfulness reign supreme and we will be remembered.

Short and Sweet (48)

A time frame, incessant and intermittent

Screams, that whisper
get things done

I ignore it

Altering instead to a lapse

of immediacy

I learned concepts

already known

I listened and spoke

waited and adjusted

Sunset brightly

closes the loop

shattering my slow-paced

slow-motion day

and now

It is family

loud and committal

joining forces

against waste

and enjoying every

moment

What Got You Here, Won't Get You There- Steps to Transmogrification (46)

Everything Will feel Like it's Falling Apart

When the ground, disintegrates under your feet, it takes a second or two to realize it. There is a calm before the plummet. Every plunge is unique: mental or spiritual, yet they both are the result of wisdom. Sometimes they lead to huge life changes, others simple shifts in outlook. But, every now and then, we need to tumble so we can climb.

I found myself in a loop. An endless curve around, between responsibility and recognition. Tired in the morning, unfulfilled. Exhausted at night, fragmentary and formless. I felt astray. I needed inspiration. I needed to find words that spoke to me, voices that encouraged and galvanized me. I needed an escape.

Reset, Retry, Reformation

I read a lot. Almost as much as I write. I am more of a non-fiction reader, but if there is an immersive novel, that catches my eye, I will definitely immerse. But, I tend to read books about creating moments, mindfulness and inner peace.

I turned fifty, five months ago and - suddenly- I started to see things differently. Not more clearly, I didn't have an epiphany, that my life needed to drastically change. I didn't have a bombshell of sapience, telling me to move to a foreign country and reinvent myself.

What I did have was a flash of inspiration. A sparkly, energetic roar of gumption. Pure unadulterated sagacity. The realization that I have come far in my fifty years on this planet. I have overcome adversity. Pushed ahead when my disability laid obstacles in my path. Stepped out of my once firm comfort zone, attended a party and met my husband. I had five beautiful children, all healthy and relatively happy. I have lived a life. But it is just beginning.

I became an educator and after eighteen years, have transformed, transcended and tweaked my thought process. I have expanded my knowledge base and created new strategies, to become a confident and innovative teacher. I have made great strides, to overcome my doubts and fears, so deeply ingrained, by the bullies of my past. I have accepted my faults and have been working tirelessly, to wear down their edges so that they fit into the puzzle, that is me.

I have accepted my short-comings not as hindrances, but as gremlins, that yes can't be fed after dark. They are permanent fixtures and motivators of action and growth. They get feisty and hungry, so I let them snack, in the wee hours of the morning, so as to keep them satiated throughout the day. They are fierce, playful and destructive- thus sometimes the descent it a sharp one.

It Wont Be Easy, But it Will Come

What am I afraid of? Rejection? I have become accustomed to exclusion and repudiation- so why am I so afraid, to reach out and try to network? To ask people for help. This is something I have had to do a lot of soul searching, to try and answer- and to be honest- I am still not 100% sure.

Success seems so unlikely, so out of reach. I can feel the dirt, slowly sliding. I thought the plummet was supposed to be unexpected. But with this, time seems to be slowing down, so I can feel the rumble and see the erosion at work. I keep stepping backwards to avoid the plunge.

There are so many ways to fail. My gremlins remind me of this, incessantly. They snicker and roll their eyes. Their taunting is so prevalent, I actually forget sometimes that I have a guild of protectors and advocates too.

The mindful, positive, supportive thoughts that carry me through the turbulence. My fairy godmothers, they have whispy wings and a whimsical sense of self. The two sides battle it out pretty regularly- arrows fly over head and magical spells swirl in the air, as much as treaties are forged.

You can't fortify the ground. It is fickle. There are too many outside forces that lay siege to its borders. It is trampled on and dug into. It is marched across and left alone to lie fallow. We are mere travelers and when we arrive, we never know what state it will be in. We have to come prepared, yet we never truly know what to expect.

We must cross it though. Wear thick boots and carry a shovel.

Be Ready to Level Up

I am reading a great book Level Up Your Life by Steve Kamb. It is simply put, a book about creating adventures and quests to try new things at your own pace. To create your story. It does not have to be all at once- or huge. It can be incremental and rewarding.

You just need to commit and make a list, choose a guild, build a persona, build your avatar. Set forth on your journey. Do not try to be something you are not, just amplify your skill set and armory, so you can conquer the beasts of complacency and disenchantment.

So this set me out on my quest. But, being me, I needed more inspiration. More self-reflection.

More books- I am immersed in four at the moment. I need a lot of input. A quirk to some but to me- a blessing because some of my best insight and inspiration has come from the numerous books I am bathing myself in on a weekly basis.

The last input so I can level up, I need to write about it. When I write a blog it seems to put things in perspective for me. It takes the jumble of various outlooks and opinions and aligns it. The only way we can level up and earn the credits or points is to play the game.

Leveling up can take a long time, as a generalist. Or, if you are a specialist- it can be faster. But, either way, it is achieved through experience, endurance and a lot of energy. Now that I have exited the loop- I have more energy.

I see the playing field, clearly now. I have the console on, the controller in hand and entered the arena- on my terms. I am collecting artifacts, banking points and earning experience. Advancing to the next level up may take awhile.

But, if I am going to level up, I need specific goals, to perform certain tasks and to solve lots of puzzles.

I am geared up and ready to go. Module open.....let the game begin.

Will I see you there?

In Development (44)

There is a term they use in the film business- in development. It does not mean it is being made, but rather, the rights have been purchased to make it and a writer is on board. When we hear the word development, it makes us think, whatever it is, it's in the works, it is being structured and built. I know when I use it, in the general sense, that is what I mean. I use it to embody the notion that I am in progress of creating it.

But, I like this interpretation- not necessarily under construction and the blue prints might not even have been drawn yet- but the idea is gestating. There is an incubation period for me, before I write. Before I create a lesson. I have to mull things over before I commit. The idea has to ripen and mature. If I jump in too early, I lose the momentum. There are necessary steps to follow before I get the pie. Even more if I want it a' la mode.

There is always inertia at the beginning that I have to overcome.

Once the idea maturates, thoughts often come rapidly, jumbled. I have to sort. Lots of sorting. But man, when there is a gem, it shines bright, sparkly, almost blinding. It resonates so loudly, I lose sight of everything else. Then, I am in development. Sometimes I go days, no glittering jewel, months, no round, gold, glistening prize. Just pyrite and zirconium. They aren't the real thing, in other words.

The only way I can find the treasure map- is to go back to the development stage. For me, when I try to get away from the personal- my words fall flat. When I try to create something, that does not echo my true self, it enters fuzzy and out of focus. It just doesn't, as my grandmother used to say, "sing and if it doesn't sing, its not your song to dance to." I use this saying in a lot of my life choices. I hold up different blouses, "if they don't sing." I put them both back. If a classroom activity, doesn't "sing loud for all to hear," I trash it and come up with something that does.

I am the same with blogs- I will delete the entire blog if it feels tone deaf. I have tossed out whole blogs/stories, for that reason. I know if I don't, I will spend hours trying to salvage them. If I feel in my gut, they have no melody, then no matter the rework, they just won't 'sing'. So I hit delete. I save phrases and words but let the rest go. Then a few weeks later I will pull those out and give it another go.

I am in development, always. I rarely settle until I am amidst the action. I tweak on my feet, mid lesson. I just can't let finality come- it alludes me all the time. That does not mean I don't finish stuff. I do all the time- I am obsessed with closure. I just can't seem to start a conversation with finality- it ignores me when I wave my hands. So, I tend to keep moving, ever closer to the elusive, it's done.

There is always inertia near the end that I have to overcome.

You Know the Moment When..... (41)

You know the moment when..... your brain freezes and you forget what you were going to say. It happens to me sometimes. I'm getting old.

You know the moment when..... you are just so frustrated you vent, out loud- for me it's cussing. I am pretty good about doing this when I am alone though, in 18 years of teaching I have never cussed in front of a student.

You know the moment when..... a student has just pushed your buttons and you snap, usually by raising your voice to redirect, rather than mindfully addressing them individually- I did this today.

You know the moment when..... you, raised your voice at a student, then afterwards, later in the class you had a private conversation. I apologized today- letting them know it wasn't mindful of me to raise my voice- she replied "I am sorry Mrs. CJ, I wasn't mindful either, cause I caused you to get angry" ...sigh

You know the moment when..... you have to take a step back and reflect. When the day is long and every class just pushes your buttons (Monday's).

You know the moment when..... you realize its only Monday

You know the moment when..... teaching becomes a chore- its temporary, I bounce back quickly, but it surfaces. I hate that feeling.

You know the moment when..... you take the time to reflect, really think about things and you come to terms with...nothing's perfect, no day is flawless, accept- take responsibility and move on.

You know the moment when..... after a long day, you want to unwind but you remember you haven't posted your blog for the 41st day in a row- #EduBlogYear. I got out of bed and am writing this now, 9:00 pm on Monday night.

You know the moment..... after you write a post and feel relieved, you did it. I just had that moment.

Now, with a migraine approaching....so is the moment I rest, lights out with an episode of Numbers. My comfort show.

Your Energy Introduces You Before You Say A Word (39)

Let's be honest, we don't always have a good day. We are not always in an upbeat mood. We have lulls in our day, where we are just plain old tired and irritable. We get cantankerous. Unfortunately, we as educators, are not provided time to take a break and change our mood.

We have to keep teaching, trying to stay cheerful, even when we want to rip someones eyes out. It could be home life, traffic on the road, even that we just don't feel our best- but we have to keep going, keep moving forward, no matter our comfort level.

I am always writing about mindfulness strategies and they may seem silly, or exaggerated but I assure you they work. I spend a lot of time reading books about behavior, first impressions and 'reading' people and the one thing they all have in common is- we have to pay attention, listen and be patient. We misjudge all the time as humans, as we all know.

But, if we just spend a little more time thinking before we speak, we can make some huge changes in our lives. If we pay attention to our demeanor: facial expression, eye contact, body language and word choice- we can eliminate some of the opinions, that get made about us, before we even start to speak to someone.

We all have an energy. Just like we all have pheromones, a chemical smell we give off. We also give off an energy, it may be invisible, unscented and unnoticeable to some respect, BUT it is felt down to our core. We feel it others, sense it. We make choices to avoid those who may be giving off negative vibes, while migrating towards those who inspire us with their optimism and joyful attitude. We all have a presence- sometimes it is mindful, other times it isn't.

There is nothing I can say to change your mind. If you do not feel the importance of mindfulness, deep inside your bones, then nothing I say will mean anything. My students when I started our positivity-mindfulness strategies- looked at me sideways and literally snickered. They didn't believe me. They thought it was just another flavor of the week.

Yet, day by day, week by week, they started to listen. They started to believe in the process. They began to say more kind things, behave more neighborly in my class. At first it was cordial and felt rehearsed. But after a few weeks it became more natural and heart-felt. You could feel the change in attitude and disposition.

Our energy precedes us. It travels faster than we do. It connects with the energy of others, before we even reach them and if its cross or dismal- we may lose a connection. If it is erratic and crestfallen, others may avoid us and then we will feel isolated. We have to change our energy. The only way we can do that is to be self-aware and self-regulatory.

We have to do the proverbial thing "take a walk in someone else's shoes." Not to feel what they feel in this instance, but to see ourselves through their eyes- their emotions. When we do we might just be horrified at our behavior. But until we see ourselves as harbingers if energy- we won't be able to convert the negativity to positive verve. Believe in the process and you might just surprise yourself.

Ten Easy Ways to Create a Mindful Environment in your Classroom: Strategies that Work For Me Every Day (37)

Mindfulness is SEL, with some Personalization

Mindfulness encompasses self-awareness, kindness and positivity. How we can self-regulate, think inwardly and direct our behavior, even in the toughest of times. It's about feeding our positive wolf and not feeding our angry wolf. It is about responding not reacting. Making sure we believe in ourselves and that we look for ways to elevate and support those around us.

SEL, Social Emotional Learning, is an educational strategy where we help our students to manage their emotions, take perspective and empathize with other people. It is a tool where we can help students build respectful relationships and make better personal choices. Mindfulness strategies can be used to aid SEL strategies. The two merge quite beautifully in fact. For me they are one and the same.

I use mindfulness strategies to help my students meet their SEL goals. Every day, consistently, reflectively, we integrate mindfulness into our lessons, we use openers and closers, brain breaks, writing prompts and positive, purposeful speak. It is something we have done since the beginning of the year, but it can be easily introduced mid-year.

Anytime you feel your class needs a positivity boost, these strategies might help your class be more respectful and responsive to one another. My first year I introduced my S.T.O.M.P. strategies after Spring Break and every year since it has been the first day of school. (see my S.T.O.M.P. post from earlier in the year for more about my specific lessons on mindfulness:

https://practicalrebellion.blogspot.com/2019/10/hocus-pocus-its-time-to-focus-stomp-out.html 

10 Easy Ways to Create a Mindful Environment

1- Mindfulness Warm-up and Exit Ticket (Purposeful Talk)
A warm up example- Why are people rude? How can we make sure we are not rude in return? Then a quick 2-3 minute discussion about taking the time to listen and understand perspective.

An exit ticket example- At the dinner table tonight, ask your family, "What does mindfulness mean to you? Is our family mindful?"

2-Mindfulness Journal and Visual Art
Every day students write or draw in their mindfulness journals. I usually ask them, "How are you feeling today? or How are you thinking today?" We often reflect back on the video we watched earlier in the year by reflecting on how our angry wolf and happy wolf are doing. They draw cartoons or comics, using wolves.

Here is a link to the video http://www.viewpure.com/vzKryaN44ss?start=0&end=0

3-Positive Spirit Board
On my graffiti wall students write positive and optimistic quotes. We discuss them throughout the week. Students explain why the quote 'spoke to them' and how it fits into our mindfulness routine.

4-Teacher Proximity- Consistent Positive Speech
I walk around a lot. Stay in the teacher zone and just listen. I listen for positive speak, which I give positive feedback for, by saying "thank you for using your positive word," or I redirect with mindfulness, "I am sure you are frustrated, however, could we maybe use more positive words to express our emotions?"

5-Choose Our Words Reminders (Brain Breaks)
During our brain break time- I generally do one of the steps of S.T.O.M.P. (explained in the link above) We might stand and quietly reflect, think about our actions, optimize our mindfulness by making eye contact and pair up with someone in the room to discuss something about mindfulness, we speak a mindful comment to our neighbors, or we write a quick write in our journals to remind ourselves to be present and focused in class.

6-Collaborative Work with Roles and Objectives/Peer Relationships
When we are actively learning, collaborating in pairs, teams, or larger groups, I make sure that each person gets a role card and that every member has a specific task to complete. This keeps them more focused and purposeful. The more specific instructions, as far as purpose, the better, it keeps them mindful, of their part in the lesson.

7-Competitive Activities to Reinforce Sportsmanship
Competition is good. I use timers to do card sorts, complete mini-labs and even kahoot! creates a sense of competitiveness. Some students will rise and shine others might slink to the shadows at first- but if we create safe places to fail they will get in there and give it their all. Allowing teams to play, lessens the anxiety and strengthens camaraderie.

8-Student-Teacher Relationships
Any educator will tell you this obvious fact- build relationships with students. Your demeanor, facial expressions, body language, tone, words and eye contact mean everything. It is not enough to be nice or kind. It is not enough to be firm and structured. Students like both actually. They prefer a structured classroom but at the helm they need a mindful, positive, interactive, respectful, PRESENT, teacher to steer the ship.

9-Negativity Check Shoe-Box
I have a shoe box in my room- with a hole on top. Students put slips of paper in it about anything negative they hear, or saw someone do. Sometimes they are anonymous- while, other students want me to know a person is unkind to them. I walk around a lot, but of course I miss things. They let me know if I have a trouble spot or need to reinforce any aspect of mindfulness in our next lesson.

10-Mindfulness Jar
Along side the negativity box, is a mindfulness jar. This one is clear and shiny. Inviting colorful notes. The purpose of this is for students to share mindful moments: they experienced a moment of kindness, they heard or saw someone else being mindful, they noticed me being mindful and kind. Anything optimistic and happy. This jar fills up pretty fast and I choose the best ones and add them to our positive spirit board.

These are a few synonyms for mindfulness: I ask students to add these to their vocabulary to expand our understanding and expression of what mindfulness means.

diligence
interest
enthusiasm
consideration
prudence
vigilance
concentration
caution
thought
circumspection
direction

Each of these words to me are visceral. They make me feel a totally different thing, yet they are all part of mindfulness. I explain to my students every day that mindfulness is learned. We are not born mindful. We have to practice it. We have to nurture it. We have to cultivate it daily. We are great at it some days and others not so much. We have to forgive ourselves, for the moments when we forget to be mindful and look for moments where we can be, so we can make up for them.

Mindfulness is an on going process with ups and downs and we have to keep both wolves in check. They both are our companions and if we have a classroom full of wolves, its inevitable we will have some clashes. We just need to stay vigilant, diligent and considerate- this will keep our angry wolf at bay more often and our happy wolf full and enthusiastic.

What Matters To Me (35)

Today our mindfulness reflection in class, was "what matters to me: personally, socially and in my education?"

Students answered some pretty honest answers: grades, being popular, learning a new language or instrument. As expected. But they also had great conversations about mindfulness- awareness and accepting what they can and can't do. Understanding rules, routines and regulations are there for a purpose. What mattered most to many was the measurable stuff. The tangible stuff.

So on the surface it would seem superficial. BUT, upon deeper observation, more meaningful conversations were taking place, it became clear that believing in themselves, being heard, feeling understood and having a strong, supportive network of friends and family- that mattered most.

It was a purposeful, conversation yet a very enlightening one. I do so love our mindfulness reflection time.

Serendipity or intentionality?

a little of both.

Personal Over Programmatic: Recognition That Digs Deep (33)

Gratitude, acknowledgement, recognition- how many of us receive this consistently? Many of us every day feel pride, design for pride, and yet the pride falls flat because no one takes the time to say thank you, I appreciate what you have done for me.  How often do we say that to someone else? We are all so busy, the hustle and bustle of life is ramped-up these days- so much to do, so little time. We are forgetting to look for the moments. The moments we as humans make one another feel proud, accepted, appreciated.

We all feel it, we blindly greet, eyes diverted at our phones. We, mechanized and automated, move through our days, self-focused, self-regulated. While others are desperately seeking connection. At times we yearn for it- a 'job well done.' Yet, we have to suffice with a thank you. We seek specifics and direct affirmation, but leave wanting. We do the same thing to others: our students, our families and often ourselves- because our minds are focused on the completion rather than the process. We are searching for moments, yet we move past them all the time.

As educators, most of us are in it not for the glory, (what glory right?) not even awards or accolades, but for the sheer joy of the process. Seeing our students faces as they engage in a lesson. Listening to their conversations as they make sense of the content. Noticing their moments of kindness as they interact and collaborate. This is why most of us became teachers. But, we would be deluding ourselves if we said aloud- I never expected a little affirmation for what I do.

Personal appreciation, eye contact and definitive examples of why we are being recognized. Not a 'job well done' but when you put on that puppet show, when you and your students excelled at this tournament, when parents and students came together for SCICON, a night of science- that was amazing because it strengthened relationships and fostered a platform of community. This means a lot more than 'good job.' Yet that is what we hear most of the time- programmatic platitudes.

Next time you read a students paper, watch a students presentation, walk around the room and observe, listen to purposeful conversations- provide personal feedback, meaningful, distinct, clear-cut acceptance and approval and it will mean the world to your students- as much as it does to you.