Don't Let Anyone Tell You Teaching is a Cake Walk (333)

Don't let anyone tell you that teaching is a cake walk. That people do it for the summers off or weekends or federal holiday's. Don't let people tell you that 'those who can't do, teach." Because you know what? -teaching is a lot of doing. More than can be written in a book or described in a blog post. 

Every teacher has their Tupperware container of strategies and lesson plans. Their go to activities or video clips and warm-ups. There is a certain level of comfort every teacher has- maybe it takes awhile, but they find it. And each one is unique.

Honestly teaching is a set of parameters, and where each of us as an educator falls within them, depends on a few factors. Angles. Parallel or perpendicular. But we fall within them. Because once we take the vow, commit to the profession, we establish our location. Some on the fringe, others well in the center. But, we choose early on where we want to reside.

But as we unpack and settle in- we each have to varying degrees, our Tupperware tool box, full of strategies to cope with and work with the following: Just thinking about them means you recognize them. Some are familiar others foreign but all need our attention.

1. Teacher and student resilience
2. Following the rules
3. Bending the rules
4. Fortitude of action over words
5. Keeping our ego in check
6. Binoculars and microscopes
7. Listening with intention
8. Responding not reacting
9. Is anybody here? Is anybody listening?
10. Leave your pacing guide behind, must we color in the lines?
11. Each class is different, each student unique
12. Learning is not universal
13. Lesson plans do not mean ease of execution, they only give you a starting point
14. Teams are important, no matter how long you have been teaching
15. Technology is not a replacement for anything, just a way to make things more accessible
16. Zoom and Room are equal
17. Digital and digits- never one shall overtake the other
18. Stations are great when they are purposeful, not just another way to read while standing
19. Why long - if you can be succinct and leave more room for exploration
20. Homework should be minimal to leave room for home thinking
21. Do we ever master teaching or are we always in progress?
22. Education is an amalgam of what you like, what they need, and the time and place of collision
23. Brick and mortar versus keys and screens, should be minimal- Zoom is a classroom, it needs inclusion, innovation and your full attention

Just what I have been thinking about. Maybe chapters in a book. Maybe just thoughts. We shall see. Either way, they are what educators are facing. I just wanted to give words to the jumble.

Masters of None (331)

Experts, expertise, master, master craftsman, unrivalled, unparalleled. Quintessential, unequivocal, perfection. When I hear these words before they describe someone, anyone in any field- I pause. It actually makes me wonder why anyone would want to be introduced by turn of phrase- or audible description- with these monikers. These seem to me, to be words spoken, at the end of someone's career. The penultimate description of a life well lived.

But they are used more during a career and throughout a person's life than near their completion. It perplexes me. I know things. Quite a few actually. Not just from being well read- which I am. Only by the sheer volume of books and articles, newspapers, research and the like. Not because I am expert- but because of the mere action of reading. Well read not being a moniker of anything other than the act of opening a book and taking the time to read it.

Masters are those who put in hours of practice. They are dedicated. They rehearse. Watch their performances and critique themselves on a daily basis- either alone or with the help of a mentor. They listen to criticism- as harsh as it may be. But they believe that the process of becoming great is based around the recognition of lacking something. Always needing to get better. This sounds to me, like a lot of educators.

Master craftsman do not construct one thing in their lifetime. Nor do they sit down and create the perfect building or sculpture in one go. It again is a process, arduous and painstakingly honest. For if corrections are not made and failures in judgement not recognized and addressed- buildings collapse and sculptures topple. So again, it is a moniker placed upon, rather then acquired and given oneself. At least for most.

Now unrivalled and unparalleled - these are words of strength and confidence, no doubt. But I would make a guess that most circumstances and actors, in the field of any- that there is a rival and a parallel situation that arises beside. 

Our civilization has evolved and strengthened from just that. Competition and the quest for something better, stronger, faster. So I suppose that quintessential and unequivocal are terms necessary to keep the momentum of growth and purpose thriving. But those words tend to describe events not people. At least in my experience.

I suppose when I look back on my twenty year career- I have grown- only to branch out and need more water and nutrients, to fulfill my flourishing. I continue to believe that I am 'in progress' rather than deep rooted in success. This is not to say that I do not understand, that I have had great purpose and meaningful years of teaching. I have learned from so many educators- about myself and my strengths and of course my deficiencies. But I think above all else, that the biggest lesson I learned- was not to take myself or my role so seriously.

I am one of millions. I am a small fish indeed, in an ocean so vast, that the food chains are no longer identifiable. 

I strive to become larger, more significant, but evolution does not happen that way. Small fish do not spontaneously, even with centuries of effort, become large ones. They must instead, learn to thrive within their own means. They must hone in on their survival skills. Every organism has their adaptations- we as educators do as well.

Masters' of none is not a derogatory description but a hopeful decree. 

One where no matter our experience, our value is not based on what others believe is expertise. 

Instead it is a call to arms. A mantra for the crusade of better. Let all of us, in every aspect of our amazing profession, find our groove and continue to grow. Create a place where set backs are never negative. Where isolation is never accepted. Where we focus not on our wins or our loses- but our legions of soldiers- gathering on the fields of battle.

Our students, each a general in their own right. Each a leader. Each a strategist. Each a defender of their own knowledge. 

The maps we provide them will allow them to maneuver past the traps and distractions. The arsenal we allow them to forge, will allow them to create their own plan- their own defense. We are merely the voice of reason, the flare upon which they gaze, and gain perspective and their sense of direction. 

If we come to terms with the fact that we are not the general, nor the cadence from which they choose their marching stride- we will be able to see ourselves as the masters' of none. Instead we will accept our roles as jacks of all trades, tinkerers, heralds, luminaries and yes, pioneers. But with these monikers comes great responsibility- great humility and great craftmanship- because our profession is changing so rapidly- it will take great patience to remain stalwart and steadfast. 

Accept it, own it, Look it in the eye and say hello- for what we knew- is now what we need to figure out and this is alright- it helps us stay on the path to nowhere- because the rest stops and side trips along the way are what truly make this a journey of mastership. Being a master of none leaves the doors open and windows ajar for new ideas to linger in and for our mindsets to accept them.

Lunge to Luck, Buck the Unluck (329)

Have you ever wondered why what appears to be good fortune always favors certain people? When these elite, plunge into the excrement of life, they swim out of the quagmire smelling of roses. How do they do it? Is it perspective, perseverance, disposition, or just pure luck? I read, watch, listen to amazing stores of triumph and satisfaction. I wonder to myself what am I doing wrong?

I wallow in my self-pity, my doubt, my overwhelming guilt. Why didn't I try harder? Why didn't I save more- need less? Why am I not pushing myself to another level? Then I plan, I design, I configure and orchestrate. Then I let the dust settle from the momentum- and end up in the same place, wondering, how did I get here?

Its fear, its doubt, its embarrassment that I can not do what other people do. I accept my limitations, liabilities and lamentations. I am prepared to buck the unluck because it is in all actuality, imaginary.

Yes, we are surrounded by our circumstances, we often feel trapped, smothered, locked into a self-fulfilling prophecy. But we are not. No one is standing in our way. We have been given a deck, we are inevitably forced to play, but within that stack are wild cards and flushes. 

We just need to double down sometimes. 

Read the tells. 

Remove the shackles and swim. Not necessarily up steam. Not necessarily into the main stream. Not necessarily to shore. We just need to swim. Lunge towards luck. Arms outstretched like a welcoming. Legs kicking with such ferocity that the water simply parts, in order for us to cross the vastness of current and storm. 

I do not believe in luck. 

I believe in tenacity and strength. 

Yes, some people are born into wealth. Others thrust into fame and popularity. But with those gifts- comes the downside of them. If nothing else in this circumstance, if we do not fall trodden to complacency- we have won. If we do not compare ourselves to those with a stronghold on recognition- we have conquered. If we do not listen to negativity as if it was the final word- we have succeeded.

The war now is on many fronts. Despair, depression, isolation. Political and moral. Viral and contagion. Doubt and anxiety. We are all standing on the turret, we can see the angles, the edges, the progression of these invaders. We must not let the flag of surrender rise, but instead raise the shield of go. The shield of action. The shield of awareness, and let it fly in its place.

This is not a knell or a sentence- it is an opportunity to do better, be better. Model better behavior. Better action. Better.

Even if no one is looking. 

When we feel the strength of grace, we allow it to warm our spirit and our minds. When we allow ourselves a moment of grace, we can then indeed begin to see past the creeping shadow of circumstance. We can see to the end of the tunnel. See past the haunted, scary grooves of the under pass.

We must endure the darkness, for it is raging, but we must also have a battle plan. You have a battle plan- and you are the general, so go - charge ahead. It will not be luck, it will be foresight and patience. Endurance and fortitude. It will be you, that bucks the unluck and lunges towards the possibilities you create.

I see you on a hill, overlooking the calm fields of triumph. The defeated long gone. I see you atop the victory mound, of your creation- and on your face relief, determination and resolve. For you know the next wave of invaders, will always be on the horizon- but your arsenal is full and your mind clear. You feel it in your bones- you got this.

The Truths of our School Year- At Least to Me (328)

Truth: Students have a mind of their own. They cultivate it, over water it, and prune it accordingly. Let them garden.

Truth: Zoom does not hinder learning, it can enhance it. It all depends on engagement.

Truth: Students are the guardians of their galaxy. We are merely the molten metal from which they forge their ship. 

Truth: Growth is important, learning is important, relationships are important- but real world experience, active learning, and honest conversations, are the only way we will create a setting for all of them to blossom.

Truth: Everyone has a secret. A fear, a doubt, a frustration- something they are carrying with them on a daily basis. Its their burden. Ours is our own.

Truth: Grace is a whisper that warms the soul. The sigh of relief. The smile of hope. The deep sense of belonging as your name is said and positive words are flowing- graceful teaching is the canvas of love.

Truth: More work does not make something challenging. Solving a mystery, figuring out a next move, debating an unwinnable topic- these are challenging.

Truth: Grades are numbers, letters. Feedback is an opportunity to see these tangible curves and shapes become meaningful moments of understanding.

Truth: We do not need to give feedback on every assignment. This will make feedback less meaningful. Where it matters, leave it. A rubric sometimes is the feedback.

Truth: Compacting does not always mean better. Being isolated does not mean more challenging. Engaging lessons are the best way to challenge and build community. Independent learning is important but so is collaboration.

Truth: Providing sketch notes to students before a test, or recording a podcast for review, is not 'giving them the answers' or eliminating the need for them to take notes and interact in class- it is just another way to bridge the gap, show the information in a different way, and to show them grace.

Truth: Before lessons are posted- ask oneself, would I enjoy this? If not, tweak it.

Truth: Welcome the giggles and disturbances- this means they are active, they are present. This is a time where learning seems to have been overshadowed by the unfolding of uncontrollable events. Let students be kids- they deserve it.

Truth: Bring lotion. Hands start to crack and itch after a day of washing and hand-sanitizer.

Truth: Keep something that makes you happy on your desk: Snow globe, Family Photo- something you can look at as a reminder- deep breath, stay positive.

Truth: Students sense the grump, the negative energy we carry when we are overwhelmed and frustrated. We need to regroup and re-center and make sure we are positive and our demeanor matches our words. - mindfulness matters

Truth: Self-care, mental health, time with family- these are what keeps our engines running and our momentum directional. Make sure you take time for yourself. You are not your job- say it- I am not my job. 

Truth: We are educators and as such- we care deeply, we are warriors and rebels, we are magicians and innovators, we are the embodiment of guardian, care-giver and mentor. But we are also human. 

Truth: Own your mistakes. Fix your errors and find solutions to the unforeseen and yet foreseeable issues that will arise. Be ready for the earthquake, flood and hurricane that is hovering just off screen. Make sure you are ready for the edit, the pivot, the launch.

Truth: Forgive, believe, trust and above all else listen. Students need us more now than ever before- we are all lost at sea right now- it takes a village they say. It takes a fleet, I say. 

Truth: Lets steer into the tumult and brace for impact. Calm seas ahead, refuge ahead. Now though, we must set our sails for the edge of the storm- because it, as with everything, does have an end.

Truth: Every morning- set at least three goals. Write them down, this is important. (sticky notes) and post them in your room. Write a mantra- daily mantra for yourself. Say it frequently throughout the day. Remind yourself of your goals. At the end of the day- reflect. Find your strength in the little successes because together they add up to an amazing thing- growth.

Truth: Growth is not a tangible thing, it is part of our individual mindsets, our personal gardens of experience- all we can do is provide the soil, provide the shovel, provide the seed. The rest is up to our students. Be the sunlight. For that is our purpose.

Clamor for Better (326)

The chaotic sound of many- yelling above the din. Loud. Unsettling. Ideas tunneling, climbing, stepping on one another trying to make it to the top. The ever shifting, vibrating, pile of wisp and ethereal thought. My mind is always loud. Even when I sleep. I generally wake up with a headache, too much clamor happening when I am trying to rest. Its a curse. But its also a blessing.

I never settle down, mentally speaking that is. Actively I tend to be quiet, I prefer the external skeleton of the silent shield. It encases me so my mind can unfold the possibility. I replay scenes of future endeavors in a constant state of what if. Then I adjust my thinking on the fly- constantly. I think things are going to organize themselves in one way, and as the bell rings and my students turn their gaze to me, I switch it up. I can almost see the result before the action. 

Its a slow motion teleplay of voice, movement, response. All clamoring, all with a tincture that causes my brain to stutter. To slowly, tick, tick, tick to a new flow. My flow does not have a well-grooved course. It is a constant puddle, spilling over the fold, causing new streams, in gutter and on slope. My mind is not the trickle of a gentle pour, but the rapid of a storm- both expected and prepared for. I have honed in my skill to row, and it has taken me to many wonderful destinations.

Having Dyslexia and being on the Spectrum- the colorful, exciting realm of uniqueness, has given me a paddle unlike any other. My mind is often overloaded. My mind is often frustrated. My mind leads me to feel isolated and misunderstood. But it also reminds me that thinking differently, being quirky and strange is beautiful. For creativity often peeks its glorious head, out from under a blanket of discouragement. It kicks off the sheets and steps out of bed, curious and brave, because it has to, but also because it has had a lot of practice.

So I clamor, I clamor for something different. For something better. Better learning opportunities. Better relationships. Better mindset and mindfulness. I clamor for normalcy and consistency. For strength in leadership. 

I clamor for a belief in our profession- our glorious, enigmatic, indelible, misunderstood, underestimated profession. I clamor for many things these days. But above all else- I clamor for collaboration, for classroom energy, for Zoom ba and Room ba- ba being bigger achievement on my part, on students part, on humanities part.

So I clamor. 

I clamor even in the silence. Because I want to make sure that school, learning, community whether it is on Zoom or in the Room-  is always getting better. We are in a learning curve- so steer into the curve. Hands on the wheel. Eyes scanning the landscape for those moments to heighten and challenge. Those moments to build, rise, show grace and in the end- create a classroom of problem-solvers, thinkers and doers. This is better. This is now.

A Tendency to Get Grumpy (326)

This is the time of year that burn out sets in. Students are feeling exhausted. Parents are tired. Teachers are just making it through. It is a busy time. I hear so much complaining from students and colleagues- its insane. I try to steer clear of it- but the level of anxiety, fatigue and worry is palpable. It weighs heavy in the air like a thick layer of unsettled doom. The other show will fall- we can feel it in our bones.

This is every year around this time. Add to it Covid-19 and well, one can imagine, its worse this year. Holiday plans cancelled. Recommendations to spend the holiday at home. Everyone feels the weight of isolation. It is a reason for there to be a tendency to be grumpy. The problem I have with this 'grumpyitis' is when it filters into the classroom. When students are picking up on the negative vibes of teachers. When it it is creating an atmosphere of 'phoning it in.' 

Students need us as educators to stay positive. To keep things upbeat and engaging. We need to commit to the mindfulness we expect from them. We need to offer better alternatives to book work and videos. They need the social aspect of learning. Breakout rooms, collaborative activities. They need a chance to talk to one another and problem-solve. I made this happen every day this week, except today. Today is a district exam. Unavoidable.

But, this week students conducted a reaction time lab with meter sticks and lots of giggles. Even my KVA students had a scavenger hunt, timing their speed at gathering different objects and bringing them back to the Zoom meeting. They even played brain games virtually. They got up and active.

Another day they had fun with a CSI Nervous System activity about the Nervous System- it was a 'Clue" game where they eliminated suspects until they discovered the location, crime and suspect. Then they wrote an interrogation story about how the suspect would defend themselves and how the 'police' would prove their guilt. All tied to the Nervous System.

Finally, students investigated brain injuries and disorders and their symptoms, treatments and especially in the case of concussions, causes. They conducted a web-quest full of x-rays, video clips and articles. They learned a lot and then we had a great conversation about the brain and nervous system and why it is so important to eat right, exercise and take care of yourself.

We ll have a tendency to get grumpy and when we are, we tend to shy away from adventure. But remember, students virtual and face to face need slightly different approaches to learning. But, they need the same level of enthusiasm and engagement. This week was a fun week. AND now, I am ready for a week to recuperate- and get ready for our next unit. A teachers job is never ending for sure. But we sure do deserve the weekends and holidays off. 

So enjoy- and remember- keep it fun, engaging and fresh. We all need something new to distract us from the reality of the world.

Nervous System Obstacle Courses: The Huh? Factor (324)

These days it such a challenge to find ways to convert lessons from virtual to face to face and vice versa. One idea is either great with on-line resources or it hits the mark for classroom collaboration. I knew I wanted something to overlap this week about the Nervous System. A lesson where students were active learners, creating something that could be acted out, drawn or even just podcasted. But I also needed it to be interactive and socially distancing in the classroom.

So I came up with a lesson where students created a 'virtual' obstacle course all about the nerves, parts of the brain, neurons and how they all work together. "If and when these processes are successful", I explained, "you should be able to work your way through an obstacle course. Balance, climb, reason, strategize and sweat and play hard to make it through." The question posed to them is how?

Students created an obstacle course and then explained which part of the nervous system allows us to balance, problem-solve, climb and jump etc. They drew this obstacle course and then explained it in detail. Some students actually created a live version and explained the obstacle course and its connection to the nervous system live on camera. It was awesome to see my virtual students up and about and actively learning.

This activity lent itself to being perfect for face to face and virtual students and proved quite fun for them. 

Especially the Experts (323)

What makes an expert? Experience. Knowledge. Years of college. Books read. Research conducted. These days there are a lot of self-proclaimed experts. Some worthy of the title- others, well not so much. It seems more now than ever there are voices shouting recommendations, opinions, points of view. It is mind boggling.

The important thing to teach our students is how to make informed, rational, evidence based decisions. We need to teach them how to gather reliable data, interpret their evidence and then form reasonable conclusions. This can only happen if we give them enough room to investigate. If we provide them a plethora of materials, walk them into a luscious mind-library of books, periodicals and primary sources. They need to be exposed to things just outside of their reading level. They need to feel uncomfortable a bit with the struggle of acquiring new knowledge.

For when they do, they rise to the challenge. They ask questions and they inquire about new ways to connect with the information. They seek understanding as much as they do a sugary treat. Sometimes they just don't know it yet. But give them a taste of freedom of thought. Of strategies to strengthen their reasoning skills and problem solving skills and- its addictive. Being able to think for oneself- to have the opportunity to teach yourself, priceless.

Make them experts. Every student an expert in how they think, process information. Give them the experience. Give them the moment of pause- so they can formulate their own opinion and they will. My opening statement every year "I am not here to teach you science, I am here to teach you how to teach yourself science." This I stand by every day. Virtual or in person. I believe in them. They have great minds, they just need the practice of self-thought and idea processing.

If we step back and guide- not like a docent with too much explanation, but more like a quiet muse- it is incredible what the can accomplish. "Trust in the process," I tell them daily. "It has worked this way since day one, it knows how to lead you on your journey. So let it lead and one day you will be the leader. You will become the expert and your mind will be forever grateful."

The Should, the Fad and the Huddly (321)

Cue Spaghetti Western music. Fuge A Cavallo

Your shoes are worn, cloths tattered from wear and tear. Your hair gently scratches your face, desperately trying to keep the dirt from penetrating. It is dry and itchy from the months of dust devils and sand storms. You see a tumble weed roll across in the background. The empty streets start to fill, reluctant townsfolk gather. 

Spurs clank on dusty boots as they gather in the streets. The shuffle becomes the percussion of the score. 

The townsfolk crowd on the porches of the local store and saloon. Even the horses are neighing with nervous tension. Something is about to happen. The wooden doors swing open and the sheriff walks out, confident, yet with a single drop of sweat gently streaming down the side of his face- close up. Reassurance for the villagers, yet we ask ourselves, does the sweat represent apprehension or heat.

Then the camera pulls back, your vision is directed to a quiet crowd, all staring in the same direction, all leaning in, to be witness to, the arrival of a new visitor.

The clop, clop of horse hoofs is all we hear- the din of strings and orchestra becomes almost nondescript. As music fades into the noise of life.

The wind blows up dirt, a few more tumble weeds speed by, children hide behind their mothers, peeking around their skirts to see. You hold your position, poised and steadfast- yet full of anxiety and doubt. You are a part of the huddle, yet you feel like the sheriff.

The visitor is seen-wide shot- in the distance, slowing riding into town. No sign of threat, no sign of danger. The townsfolk remain stalwart- stationary, anticipating news, anticipating action. You cement next to the barkeep, ready to retreat if needed.

The sheriff steps out into the open. 

The huddles remain compact and somehow appear to fold in even tighter. A shield protecting the town. The visitor stops short. Climbs down off his horse, walks forward. The shush gets loud, then absolute silence takes over. 

Even the breeze settles. There is a stillness. A calm. No one seems anything but curious, hoping for answers. Hoping for hope. 

But they dig their feet into the dirt, ready to take off at a moments notice. 

They are used to taking shelter. They are used to the huddle, the "should and responsibility". They are used to the 'fads' that ride into town, then leave as soon as they have run their course. They are used to the "you should" and "you have to" - they understand the why.

There seems to be movement, a few children shriek with fear and the visitor walks forward, slow steps, deliberate steps, clank, clank, clank of the spurs echoes, as they connect. The friction palpable- the metal scratching, a bore into the townsfolk, as a warning to retreat. The sheriff remains, hand on his holster. The visitor seems un-phased and continues to approach.

Shuffling feet, doors slamming, shutters closing. Children whimpering. Horses pulling at their ropes, hooves digging in the dirt. The town is becomes deserted, faster than it was filled. Everyone in the shadows, except the law and the traveler. 

They stand yards apart- each still, each resolute. The tension mounts. Cue Spaghetti Western music. It builds, taking over the soundtrack. Eyes peer from behind darkened corners, from slits in closed shudders.

The sheriff stands at the ready, the visitor holding his stance. They are at a stalemate. They are armed and ready. And....the screen fades to black. No end credits. No -To be continued. Just a dark screen. 

The should, the fad, the huddly- is on going. 

We need to listen to the experts, we should do what is best for everyone. Masks are not a fad. They are the sheriff. They are the shudders. We might be huddling in theory alone, at least we should be, but this huddle means cooperation and compassion. It means looking out for one another and protecting one another. It means standing behind the research and science. It means thinking about the next visitor.

Cue music, this time a hopeful tune- one heard at the ends of uplifting films- it is one you know. Can you hear it? There is hope and grace surrounding us. There is an end to this, if not a complete one, there will always be more visitors. But if we strengthen our resolve we can conquer sometimes by retreat and other times by huddled masses.

Screen fades in.....slowly to a familiar scene ...... insert image here.

Course Correction: A Literal Detour, Spectrum of Calm (314)

It has been an endless course correction, pivot, adapt, adjust, break, accelerate- patterns developed. Then more changes and detours. Having students in the classroom is one aspect of an educators palette, then virtual classes- synchronous and asynchronous are another. Then STEAM, SEL, and differentiation even more. Our palettes are full, in fact our blobs of oil paints are sliding into the center- becoming a blurred mess of swirl and blend. It is difficult to separate them.

Every lesson needs to be charted for a virtual path and a physical one. Every aspect scrutinized. Every layer dissected for fluidity and sequence. We are willing to invent and innovate- and then toss it aside to make progress in a new format. We are engineers and theorists. Then we see them play out on a Zoom call or at a desk- and we see the cracks appearing. It is an endless magnification of attitude and patience.

We need to respect the learning styles but also move forward in the circumstances. It is simply exhausting. We feel like we never catch a break. Our classrooms are fluid- with students shifting, entering or exiting every six weeks. A phonographic noise of change. A photographic impression left of a relationship now gone. An extreme version of checkers. It is difficult to bond when these relationships are frequently being eliminated. It is a fervor of fluidity- both of caution and adjustment.

It is all understandable- this styling of school experience. But it is frustrating. It is uncertain and sporadic- two things educators try to avoid. A spectrum of calm- surrounded by a massive storm- lightning, winds and tumultuous rain. Umbrella's bending back- we are getting soaked. Joyful moments are the eye of the storm. Right behind them a deluge of water- pounding us, weakening us. Us left heavy and drenched- we push on.

We can not plan with certainty. Every group a new combination. Every face on the screen, every wide eyed pupil in person- looking to us for a consistent, predictable pattern of behavior and experience- yet, we too are looking to another for the same. All we can do is find a spectrum of calm. Heighten the mindfulness and kindness. Elude and emanate the compassion and smiles. Reward is not instant- it is a slow process because it is inconsistent these days. 

But if we look for the treasures rather than the reward- our detours and course corrections will become more predictable and thus more reliable and this reliability, consistency and acceptance will make everything better. Trust yourself- you have the map. Just rely on the paper version rather than the GPS- cause experience and memory go a long way. 

We can more easily plot a course when we have a pencil in hand.

We can plot a course correction when we have the big picture- all the roads and byways highlighted and traced out on paper. This map - this pace- this curriculum- is our directional energy. The rest is up to us. The literal detour is our fortitude and our creativity. We got this in spades. Happy travels my friends. Bon Voyage. Pack light and leave room for souvenirs.

The Skies are Glorious - Stop and Gaze Moment (311)

The sky glowed like a giant orb. As if we were put here just to look up and see this magnificent site. Like a brush stroke from heaven.

The blue peeking in from behind an apricot squiggle. Like a dragon's breath it electrified the sky.

And as suddenly as it appeared, borealis like and mesmerizing, it sharpened. As if to gain control of every sense. A subtle scream of autumn splendor.

I was awoken by a color scheme so magnificent it opened optimism, like a window into a heavenly realm. It spoke such wisdom. It needed to be shared.

The Not So Subtle Art of SEL: Making it Stick (310)

The art of SEL is not just talking to students directly about emotions and strategies for self-regulation. I truly believe most teachers have this down pat. We talk about how we are feeling and we have our own individual styles and personalities that highlight mindfulness and community. We embody SEL because we have lived in the world of student and educator. 

We understand the importance of a happy classroom and how that frames the learning experience. We greet them at the door. We smile. We lure them out of their shells. We anticipate their needs. We listen with intent. We look them in the eye and say their name and make them feel a part of a journey, adventure, a place where individualism and cooperation meet. 

We have not only have a curriculum plan, but a behavior and well-being plan. We are educators, we have a lot of plans indeed. But, above all the plans - we have a presence that our students feel. They sense our compassion and love and because of this, they enter our classrooms in a positive frame of mind. The paint might be dripping around them- but in your classroom- it is bright and sparkly. Inviting and friendly. This is why SEL seems to just come natural for most of us.

The art of SEL is as I have said in many a blog post- personal. I know for me - using my mindfulness strategies are very different than my neighbor. I just tend to be bubbly and energetic. That is my nature. Here are a few of my strategies that I use daily- some take 30 seconds, some a few minutes- but they are routine and a main pastel in our mosaic.

Making it Stick

-One-minute check-in's- this is so important. On Zoom for my virtual classes I use breakout rooms and in my classroom a social distancing location. Every week I speak to every one of my students face to face, up close and personal. We chat about our emotions, science, I ask for feedback, I share feedback- for 1-minute a week they get my undivided attention. This really builds a relationship both strong and trusting.

-One-word, One-phrase- this is a quick write they add at the beginning of their journal page. So every day when they read over their notes- they will have a quote or phrase that they came up with to help them focus and smile. Sometimes I have quotes up on the smartboard, others I ask them to just think of a positive phrase to help them get focused for class.

-S.T.O.M.P. These lessons we have embedded in our classroom each week. I have had to tweak a few things for virtual learning, but my face to face classes are quite comfortable with these. I have added a link to my blog post all about S.T.O.M.P. 

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

-'Even with the Distance'- I have students use gestures to add to their masked smiles. We have come up with some hand signals and simple gestures to help express ourselves from a distance. I already model the 'huge smile' wrinkle system I call it. I smile big under the mask so they know I am smiling.

Every Word Matters

I share with my students a lot of tips on how I always say- "to prevent the tooth paste rut." Once words leave your mouth, like a tube of tooth paste, you can never put it back in. When we are frustrated and annoyed, our caps are not closed and our tooth paste is oozing onto the counter top. If we do not cap the tube and clean up the sludge it gets hard and caked on- in other words, difficult to remove.

So when they are starting to use words that display anger or frustration- I say and many students parrot- "tooth paste is oozing." This is a quick reminder that we need to self-check. I find words to be very powerful, they change the tone as quickly as any action. They stir up the mud from the bottom and things quickly get murky. So I spend a lot of time modeling positive words, gestures and stance.

Our posture matters too. When we stand up straight and tall it sends to our brains we are ready to engage. When we turn our heads to where the action is taking place, we engage further. Finally, when we make eye contact, we connect. It is the charger I tell them, that jolt of energy we need to rejuvenate and strengthen our charge. Names and eye contact are so important and they set another layer of awareness and personal connection.

SEL is not a curriculum or strategy based program. It is an embodiment of community that is built on a social contract per se. A value based platform that when we model not just a reason but an action- it sticks. When we repeatedly use the positive words we choose as our classroom mantra- when we share silly but meaningful gestures and hand signals and take the time to giggle and really connect- the social, emotional becomes engrained in the learning.

This is synergy. This is the sticky that unites the pieces. This is mindfulness, kindness, and individualism all in one. This is why SEL and mindfulness is so important. It takes everything to the next level- like a video game- these are the ways we gain tokens and rewards- and this is the reason why a classroom based on mindful pursuits are so successful.

Stress Less, Words to Live By, But Difficult to Maintain (309)

 S.T.R.E.S.S.

Slow. Trained. Release. Effort. Self. Sway.

Today is well. A lot of stress. Anticipation. Worry. Fear. Doubt.

Enough said.

Simply trying to stick to my S.T.R.E.S.S. regiment by doing something other than wait for results. To interact with my family and steer clear of the news.

Election Day 2020 comes to and end. or well... you know....