The Google Craze #31

 I absolutely loved browsing through encyclopedias and dictionaries when I was a kid. Sometimes I just wanted to know something cool that started with S or Y or D. It was an adventure. The crack of the binding when you first opened it, the smell of the ink, the crispness of the pages with maps and pictures versus the softer paper of the descriptions and explanations. I had a set of both Britannica and World Book. I would go to the Britannica for more detailed descriptions and to World Book for more concise explanations and more full page, color illustrations. I absolutely loved them.

Browsing is a difficult task nowadays - it is as simple as " just google it." Type in a word and voila' there it is options, so many options. But if you type give me a list of things beginning with S. Its a bit more challenging. What things? Animal, Vegetable or Mineral? Books, Records or Movies? You have to be specific enough to get what you want exactly and thus the browsing component has been hijacked. I miss browsing encyclopedias. We can browse for clothes and anything we can imagine on EBay or Amazon but again you can't browse for everything that starts with S.

Its a different world now. You need to know what you're looking for before you can browse. That adventure of not knowing something and opening a heavy, hard back behemoth of a text is long gone and I can say...

I miss it.

I am definitely old school. Digits over digital, ink versus code. I am a hard copy, book person. Pen to paper person. I ran across a set of encyclopedias the other day and it dawned on me- we had 26 volumes of pure joy as children- we had to ability to page by page peruse and acquire new thoughts and ideas. We had to spend time absorbing and assimilating. We had to spend time thinking about what we might what to know next. We had to look it up, know how to spell it and then read. The beauty was it would suggest - go to this page for more information- and you could get caught up in a loop of learning for days.

Now... its a simple "Siri, Who was the father of Genetics?" or A quick type into Google, What is Heredity? But if it were the encyclopedia era, we could have discovered both of these through investigation and the frenzy of curiosity. My children will never know the Dewey Decimal System. They will never know cassette tapes and answering machines. Antiquated as those are, they remind me of my youth and a time when nothing was handed to us in split second gigabytes- instead we gathered by flipping pages and compiling many resources.

We didn't have spell check- we had to learn how to spell. We didn't have grammar check- we had to learn how to form a complete sentence, in various ways. Google has made life easier, maybe. But, in my mind, it has dismantled the beauty of investigation. It eliminates getting lost as we find our way to the library. It has taken away the burden of many things but to me it has also taken away our much needed skill of patience, pause, reason, proceed. Google will do this for us. But next time you hear anyone say "Let me Google that," get them to be patient, pause, reason and find an encyclopedia this just may get them to think about things in a different way.

Red Woods and Yellow Daisies #30

 Tall Sequoia's grow tall and strong, because they bend with the wind. Their priority, survival. Their design, sustainability. Rigidity, can cause them to crack and cleft. Yet, flexibility allows them to crook and arc, wobble and teeter, when necessary.

It's impulse is to photosynthesize, germinate and cultivate, a niche for itself. Stimuli are constant: water, light, temperature, touch. A continual response system allows these successful plants, to anticipate, propagate and reciprocate with ease.

They have endured climate change, deforestation and attack from local flora and fauna- but, they remain, steadfast, deep rooted and towering over the younger, more vulnerable greenery. It is all about stamina and perseverance.

Red Woods or Daisies- fauna is meant to endure, even the harshest of climates. We as human's have the same design.

Impulse and stimulus, for us Homo sapiens, will only take us so far. It will spark curiosity, increase enthusiasm, cause engrossment and attentiveness, but it will be temporary, if the allegiance and adherence is waning. It is one thing to have skill, it is another, to have a steady stream of devotion, dedication and duty.

Time is our biggest obstacle. An unavoidable barrier to fulfilling, every one, of our interests. We can't be in two places at once, therefore we have to set priorities. Now a days we are quarantined- yet we still are trying to do everything we can. We have to have a schedule.

Our fatigue and unrelenting pressure is mounting. Students have this same pressure placed by parents, as well as themselves, and even with 'distancing' things are beginning to become more  taxing on them. We have to let kids be kids. We have to lighten the load.

They need to know that they have an escape route. That they can choose to wean themselves off, of so many investments.Time is precious and children need quiet time, reflection time, and family time. We need to find a way to challenge our children, but still let them have fun and just play.

We have to have limits. Their brains have to have a shut down mode- a sleep mode. As parents that needs to be our priority. As educators we need to make sure the focus is on growth not grades. Learning not requirements. This time is stressful for all of us. Let the Red Woods stand tall and the daisies have their space. We all have our 'best effort.' We all have our better judgment- let's use it and make sure every child is thriving.

Classroom Culture #28

 Culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. Does this not sound like a classroom society, an educational atmosphere?

Classroom culture involves creating an environment where students feel safe and free to be involved. It's a space where everyone should feel accepted and included in everything. Students should be comfortable with sharing how they feel, and teachers should be willing to take in every ounce of feedback, in order to, help improve learning. Educators need to be more listeners than speakers.

Here are a few ways I make sure my classroom community is student-led:

Set rules together – We have designed a positive, mindful classroom where students are free to be themselves, this does not mean there aren’t any ground rules and routines. Students should feel safe and respected, and a framework around that helps them do so. Mindful, positive speak is our norm. I encourage them to think for themselves, and I ask them what kind of rules there should be. These rules are based around our mindfulness strategies.

Transform problems into teachable moments – Too many times we see problems as a setback of some sort. Instead, we need to see them as teachable moments. As something to build upon. I take a positive spin and get students interested in taking the steps to solve it. We work as a class to talk things through, so we can make sure the classroom is a safe place for everyone. This not only strengthens problem-solving skills, but also communicative and collaborative skills that are so vital in the classroom.

Change the setup – The way the classroom is arranged will have a massive impact on the way students work. The more individual spaces the better. In my room that means standing desks. We also have lots of tables where students can get into groups. Flexible seating is just half the set up. I provide space for students to add their work to the wall and help decorate accordingly. I have a graffiti wall (chalk board) where students draw comics, add mindfulness quotes and have a space to express themselves.

Chat with each student individually – Find the time to have a casual chat with your students individually to see how they’re doing. I have 1- minute check-ins every week with every student. More if they are struggling with something in particular. I also use 1- minute check-ins as an opportunity to get some feedback from students about lessons and the classroom culture.

Give out “jobs” – Giving students responsibilities in the classroom not only makes them part of the day-to-day running of the classroom, but it generally helps boost self-esteem knowing they have been trusted with a specific task. This can be handing out papers, being the greeter at the door, or makerspace organizer. My students volunteer for these tasks, partly due to the candy after a few weeks, but I think it makes them feel good to have the responsibility for helping our classroom run smoothly.

Create a Clear Communication Line with Parents -A classroom culture can’t sustain itself without the involvement of parents. They should be included as much as possible via phone calls, emails, positive post cards and invitations to participate in field trips and family nights. Parents are true allies- but it is a relationship like any other and needs to be cultivated, nurtured and strengthened by communication and respect.

Integrate Social and Emotional Learning Programs- Mindfulness is my classroom SEL strategy. We have lessons every week, warm-ups and tickets-out-the-door daily. Students write on our positivity wall among many other things to keep our classroom positive, optimistic and happy. (see this post for more information Practical Rebellion: https://practicalrebellion.blogspot.com/2020/02/ten-easy-ways-to-create-mindful.html?spref=tw )

Ask different questions- It is interesting when we pause, respond not react and listen intently, the questions we can ask, get more meaningful and purposeful. When we are present and focused, we can see problem-areas and address them quickly. When we listen with purpose, we see things we might otherwise miss. Then we can ask the right questions to solve them. For instance:

• How can I help?
• What do you need from me?
• Is there a different sentence we could use to express our self?
• What exactly made you feel the way you do now? Can I make a difference for you in how you handle it?

If we ask them how we can help rather than how they feel, it puts them at ease and this in turn creates a community, of listeners and action takers. A classroom culture, like that of a society level culture is diverse, multi-cultural, and a vast community -with personalities and needs and opinions. It is fluid and expansive and it needs attention and the trust of its inhabitants to make it work. 

A culture is only as strong as its citizens. Our classroom citizens have everything to do with the culture. We can’t make them be anything that they are not. We can only create a space where they can be themselves. We are just the cultivator- they are the energy that keeps it sustainable.

Student Centered-Classroom Strategies #26

 The most visual aspect of inquiry science- is students doing science. OR, students researching and applying their knowledge in creative ways. Inquiry requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. This curiosity and motivation can be integrated into all subject areas, not just science. 

In my class, CER, PBL, and ADI have worked well with all my students. All three are inquiry based, collaborative strategies to get students familiar with evidence based argumentation. Each take a different duration of time but all three get students used to looking at data and forming opinions based on interpretation of data either collected or given to them.

All three strategies are ideal for my heterogeneous classes, they are great strategies, to organize students with mixed abilities, so collaboratively they can solve problems successfully. 

CER, ADI and PBL lend themselves to an interdisciplinary orientation, since answering a problem frequently requires information from several academic areas. By allowing my students to direct their own activities and by giving my students greater responsibilities, I show them how to challenge themselves and learn on their own. That is the basis for my student-driven, student-centered classroom.

CER- Claim, Evidence, Reasoning

CER are quick warm-ups or ticket-out-the door activities. They generally take a 2-5 minutes to complete. I use these a lot for this purpose.

For example- I put up a picture of a food chain with a statement as follows: students then have to follow the steps above to complete the CER.

ADI-Argument-Driven Inquiry

ADI are generally completed within a class period. However, I have had the debate portion, often the following day, to provide enough time to peruse the graphs and charts and discuss as a team. Where CER are quick 2-5 minute activities. ADI take a more time and the information is more complex and detailed. A CER will generally have one photo or diagram whereas the ADI will have 6-8 depending on the complexity of the question.

Student Task :

In this activity, you will utilize actual data sets collected from maps of the United States to determine ecosystem impact by tornadoes in the US. Data sets were collected by amateur storm chasers and USTornadoes.com. More information can be found at http://www.ustornadoes.com/about/

Guiding Question: Tornadoes will have the greatest impact on which ecosystem?

Getting Started: To answer the guiding question, you will need to examine the data set of tornado occurrences to explore the relationship between tornado incidents and ecosystem location.

To determine how you will analyze your data, think about the following questions:

 What data is relevant?

 What type of calculations will you need to make?

 How will you organize and represent your data?

 What type of graph could you create to help make sense of your data?

To share your information you will create a white board as follows:

To share your argument with others, we will be using a round-robin format. This means that one member of your group will stay at your lab station to share your group’s argument while the other members of your group go to the other lab stations one at a time to listen to and critique the arguments developed by your classmates.

Once the argumentation session is complete, you will have a chance to meet with your group and revise your original argument. Your group might need to gather more data or design a way to test one or more alternative claims as part of this process. Remember, your goal at this stage of the investigation is to develop the most valid or acceptable answer to the research question!

Finally each group will argue- using data collected- their answer. You must use data to defend your answer.

Problem-Based Learning

CER are quick, ADI class periods, while PBL generally progress over a week-six weeks depending on the problem. Problem-based learning or Project-Based learning must follow the four basic principles of PBL

1.         Students work with their peers to solve problems.

2.         Students research and gather information on their topic.

3.         Students use technology with purpose, to design and create a culminating project.

4.         Students need to see themselves as the ultimate resource. (independence)

This year, my students worked together for several PBL assessments, but this was my favorite. They were given five class periods to research, write their speech and create their presentation. Each group presented their findings to the class in a 7-10 minute presentation. Using primary sources, current events and science resources, they collaboratively solved the problem- they designed a persuasive presentation to convince a political leader (me) that environmental change is necessary.

Title:  Human Impact on the Environment 

                                                                      

Challenge (Driving Question):

How can political leaders be persuaded to implement changes in policy regarding environmental damage?

Summary: Students will research how humans are negatively impacting various ecosystems.  They will write a persuasive speech and video presentation including the effects of human actions and ways to repair or end the damage. 

Students will: Receive a randomly assigned ecosystem, create questions, research, revise questions (add or revise), synthesize findings, write persuasive essay utilizing documentation and quotes, create plausible solution to ecosystem rehabilitation, and present findings in a speech/video to classmates and ultimately, politicians (calling for reform)

Student-centered teachers carefully guide students as they begin to explore or investigate their topic, being careful not to dominate the conversation. They allow the conversation to be led by students and for the discussion, to take twists and turns, based on the evidence and interest of the students. They give students plenty of time to develop responses or think about the issue more carefully, giving students the time to reflect and think more carefully about the issue. These three inquiry strategies, CER, ADI, and PBL are three great ways to make sure that students are in charge of their own learning.  

Looking Beyond the Quantitative #22

It seems like a numbers game. Averages and point values. Assessments and progress reports- numbers representing learning. When we can quantify things, narrow them down so we can analyze and strategize- this makes sense. This allows us to label learning- put it into an expectations box. Its how it is because in order to organize the data others are looking for- we need a number.

Funding comes from the number, the data. Success is measured in grade point average and ranking. Its all about that range- falling into the top percentage. Getting a certain score on standardized tests. Quantitative seems to rule our lives. Academic, financial. Credit scores and cost of living. Cause and effect, causation and correlation- this data leads to this data- we are very much an end game society. When maybe we need to figure out more ways to be a process society. 

We focus on outcome not the steps taken. We focus on box office numbers not the actual movie. Not how well the movie connected with the audience. It is about rotten tomatoes and critic reviews. Its all quantitative and living in such a world - we often forget to look beyond the quantitative- to allow for more organic fluidity and yes, failure. We say it is alright to fail, but then we expect an immediate turn around. Get back up again and succeed, like right now.

But, qualitative means growth, change, alteration, decomposition- a step away from the measurable and this is a difficult task because we are designed to see patterns and quantify them. We are mentally designed to see how everything fits together. How much do we succeed? How often do we fail? How can we assemble things to grow and progress. Rather than just be. Just breathe. Just see the world and find our place in it.

It's a quandary and something on my mind lately. How much of our 'idea of success' is measured by someone else's quantifiable data and measurement.

Why Pets are So Important to Me #21

Why are pets so important to me? My cats purr and kneed and make them selves comfortable around me- in sickness and in health. They lie on me and push their heads into my chin for attention. I love my cats. They take turns coming upstairs to check on me. They meow and jump on the bed and just habitat near me.

This makes me feel connected. 

I'm not sick very often, but when I get super sick, it tends to eb and flow- I get bed ridden then have a week maybe of wellness and then illness rears its ugly head again and takes me down worse the second time. It happens a few times a year- beginning of fall then again in the winter. This last month has been not a good month. Stomach flu for a week, migraines terrible for a week then upper respiratory and dry coughs, Covid like symptoms for the last week.

Its exhausting and you get stressed and this weakens your immune system even more. Its a vicious cycle. The only thing you can do to pull out of it, sleep and rest and let everything else go. Just focus on yourself. I went to work in between- it wore me down. I never take enough time to fully recoup and thus I generally get nailed twice. You'd think I'd learn by now- but my body betrays me. "Hey, see you feel better, get out of bed, go to work- you just need a distraction." So I do, then, "Oops, I apologize, I guess I wasn't quite ready and now you have exasperated the illness- so I guess you need to get antibiotics now- drink lots of fluids."

This is where I am- the resurgence. A word we are hearing a lot lately. We are in the middle of a surge- where 1 in 5 people are sick and most of those have Covid. Scary statistics these days.

I am going to sleep a lot these next ten days. My school is virtual due the surge the whole next week. I will rest. I will drink lots of fluids. I will stay quiet as much as I can until my hoarse, almost vanishes voice regains its composure. I will know I am lucky because I had the opportunity to be vaccinated and boostered so my symptoms are bad but not deadly. I will be patient, knowing that I will feel better soon. I will do what I can, what i feel up to and not feel an ounce of guilt letting everything else fall to the wayside temporarily.

But, I can type. So I will write.

and as I do- one of my cats is pushing on my keyboard, and I am constantly needing to correct the typos- but its all good. It reminds me to smile.

Decomposition- A Way to Teach, A Way to Learn #20

Decomposition in Biology- to break down into smaller components, to have the bonds severed and the materials return to their most basic state. If we let things rot on the counter, they decompose. Chemicals are released, discoloration and smell changes occur. We know it when we see it and the waft of decomposition fills the air. It seems to be a negative occurrence- something is lost. But, in reality it a return to something- a new beginning of sorts.

In learning it is a new way of seeing things. A new course of action. A new strategy. A new path to reach success. In a Language Arts class decomposition would be literary analysis- finding the theme or meaning of a text. Understanding the motive and process of an author to see how that influenced the piece. In science class it could be a dissection to understand the inner workings of an animal and how that compares to human anatomy.

It is deconstructing a larger concept into its smaller parts so students can piece it together in a way that makes sense to them. PBL's are inquiry based projects that can allow students to look at larger concepts in their own way. Thermodynamics by looking the character and science behind DC's the Flash or Hot Air Balloons. By allowing students to study a related topic to explain a larger concept, you allow them to create a field of vision that makes sense to them.

When we provide students with the end goal, the curriculum standards, the specifics they need to understand- and then allow them to create the flow of information, the way they want to share with us their knowledge- this is decomposition, deconstruction. The more we let them topple the tower- the more they can see all the bricks. This gives them a choice of how to reconstruct it. Some may want it sky-scaper style while others tower and moat, and others Eiffel. Its all about perspective.

This is why we so desperately need to take a step back and let them decompose their preconceived notions- with a nudge from us- but with exploration and discovery because action is what convinces us ultimately. When we can see things change, witness discussions and debates, hear words and wisdom but see it bring about behavior alterations- this is what convinces us to listen and maybe change ourselves.

When Anxiety Rears its Ugly Head #17

Do you ever wake up just overwhelmed. Every thing you felt proud of yesterday, slinks away and you feel unsuccessful and deflated. Nothing you noticed triggered you. You went to sleep relatively even keeled and satisfied- but somewhere in your deepest sleep- you became hyper aware of your uncertainties and flaws. I don't very often.

I am pretty balanced emotionally. When I get distraught or anxious I redirect my energy and focus on positive activities- reading, art, podcasts, watching my favorite comfort shows. But these last few days- a dread seems to be looming. I am finding it hard to concentrate. I feel run down and nervous- like the other shoe is about to drop.

I know everyone is dealing with life's craziness in different ways. Some better than others. We are all feeling a bit off kilter. It's such an odd feeling to accept- that Covid is not going away and that schools are closing or absences are high for teachers, staff and students. This quagmire is going to be here to some degree from now on.

Anxiety looms, its shaking like a quake- feeling cold, out of sorts. I don't like it.

Bow Ties are Cool #16

There are so many Dr. Who quotes that apply to life. The T.A.R.D.I.S. alone- "Bigger on the inside." representing appearances are deceiving, minds are moldable and adaptable, and imaginations can take us anywhere. For a very long running show, changing lead roles after regeneration is probably the one of the greatest ideas ever. Having different companions on the journey of saving the world a close second. But the destinations, time and space endless, the villains hatching evil plans and the doctor solving the riddles and threats in order to fight another day- priceless.

It started out as a goofy children's science show and transformed into a phenomenon that has shaped lives around the world. It might not be as indelible as Star Trek or Star Wars or as identifiable but it resonates with us- the fans- just as much. The blue police box spinning through space- the music, the sound of the T.A.R.D.I.S as it disappears and reappears elsewhere in the show. Such a journey it has taken me on over these last years. 

Classrooms to me are very much the T.A.R.D.I.S. a living breathing entity- weaving its way in and out of a timeless orb. Shaping and expanding. It is fed with knowledge and experience. It responds to uncertainty and unpredictability. It harnesses energy and redirects it to fight Daleks, Cybermen and Weeping Angels. We dissolve and condense- establish relationships and conquer ignorance. We enlighten and step into the shadow to allow our companions a chance to discover and thrive.

I feel a bit of sadness as I am now in a holding pattern. I am all caught up and now waiting for Russel T. Davies to take over. For a new doctor to replace the beautiful and fabulous Jodie Whitaker. I am thankful for all of the hope it has given me- but also the analogies and storytelling that has inspired me to look at the world a little differently and to rethink my role in it. 

If you haven't watched it- BBC and HBO have all the seasons. Start with Christopher Eccleston episodes from the 2005 revival. These last 18 years have had their ups and downs but they are all part of the bigger story and the story is unforgettable. So I hope you give it a try. It is worth your time. The earliest episodes will always hold a special place in my heart for their campy stories and acting- but they are wonderful too.

So, yes "bow ties are cool," and these quotes hopefully will get you intrigued and show you how much you can learn from such a wonderful show.

1. “The universe is big. It’s vast and complicated and ridiculous. And sometimes, very rarely, impossible things just happen and we call them miracles.”
2. “Do what I do. Hold tight and pretend it’s a plan!”
3. “Rule 1: The Doctor lies.”
4. “I am and always will be the optimist. The hoper of far-flung hopes and the dreamer of improbable dreams.”
5. “The way I see it, every life is a pile of good things and bad things. The good things don’t always soften the bad things, but vice versa, the bad things don’t always spoil the good things and make them unimportant.”
6. “Everybody knows that everybody dies. But not every day. Not today. Some days are special. Some days are so, so blessed. Some days, nobody dies at all. Now and then, every once in a very long while, every day in a million days, when the wind stands fair, and the Doctor comes to call, everybody lives.”
7. “You don’t just give up. You don’t just let things happen. You make a stand! You say no! You have the guts to do what’s right, even when everyone else just runs away.”
8. “Some people live more in 20 years than others do in 80. It’s not the time that matters, it’s the person.”
9. “You know, the very powerful and the very stupid have one thing in common: they don’t alter their views to fit the facts; they alter the facts to fit their views.”
10. “Never cruel or cowardly. Never give up, never give in.”
11. “Rest is for the weary, sleep is for the dead.”
12. “Hermits United. We meet up every 10 years, swap stories about caves. It’s good fun… for a hermit.”
13. “There’s a lot of things you need to get across this universe. Warp drive… wormhole refractors… You know the thing you need most of all? You need a hand to hold.”
14. “People assume that time is a strict progression of cause to effect, but actually from a non-linear, non-subjective viewpoint — it’s more like a big ball of wibbly wobbly… time-y wimey… stuff.”
15. “Amy Pond, there’s something you’d better understand about me ‘cause it’s important, and one day your life may depend on it: I am definitely a madman with a box!”
16. “Don’t blink. Don’t even blink. Blink and you’re dead. Don’t turn your back. Don’t look away. And don’t blink.”
17. “I’ll be a story in your head. That’s OK. We’re all stories in the end. Just make it a good one, eh? ‘Cause it was, you know. It was the best. The daft old man who stole a magic box and ran away. Did I ever tell you that I stole it? Well, I borrowed it. I was always going to take it back.”
18. “One may tolerate a world of demons for the sake of an angel.”
19. “Rose, before I go, I just want to tell you: you were fantastic. Absolutely fantastic. And you know what? So was I.”
20. “Good men don’t need rules.”

3 Strategies That Help Build Relationships with Students #13

The moment students enter the building they have expectations. They carry those forecasts and summations follow them as they walk the halls and enter their classrooms. They want to be included, they want to heard, and they want to learn in an interesting and fun way. They want to have 'cool' teachers, nice teachers who teach them something and spark their curiosity and teachers who make the feel safe and loved. Tall order when you think about it. 

I have asked my students every year, for the twenty plus years of my classroom experience three questions about classroom life: What do you need? What do you want? How can I make sure you receive what you need and what you want? The most common answers by far are the ones I listed in the opening paragraph. They appreciate it when teachers tell them stories about themselves, when they make them laugh and when they are patient. But, most students would rather have a stern teacher than an overly permissive one- most students hate chaos and disrespectful behavior.

Over the years I have tried many strategies to try to build relationships with my students. Learn is secondary- contentment and security is priority. If students are hungry, in a fight with their parents, feeling anxious over all of the stresses of life- they will find it difficult to focus. Using brain breaks and mindfulness moments really helps students get a juncture to realign. A flash to focus. When we allow them to just be kids, to escape the bustle of learning- we show them we care.

Here are 5 strategies that I have tweaked and trellised over the years but still continue to implement because they work. Some of them are introduced and practiced- they are part of the classroom repertoire and others are subtle and students don't even realize they are happening. It all comes down to buy in and buy in comes from the energy and excitement in which strategies are unfolded. If we believe in the process- our students will too. Especially when we don't take them too seriously. Sometimes on some days- students just disengage. Its expected but how can we lure them back in? It's all about the relationships you build.

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 

Strategy 1- One Minute Check-ins

As educators we are busy: curriculum, pacing, standardized testing. Then school activities and field trips also take some students away from the classroom. Not to mention, extended absences due to illness. So how can we make sure these students are firmly added into the classroom culture? Making sure we chat with them face to face or virtually once a week. Just the two of you. Sharing ideas, exchanging stories, getting to know more about one another.

I set aside 1 minute (minimum) a week to talk to every student. I have two chairs set up across from each other (6 feet apart) and they come and sit and we talk- about curriculum, family life, their hobbies and learning styles. I call them 1-minute check-in's but they tend to roll over into 2-3 minutes. The first one is awkward, but as they become consistent, the students look forward to them. It gives them a chance to ask questions they might not want to ask during class. Plus they love sharing things about their life.

Strategy 2- Mindful Writing Prompts

Twice a week our warm-ups are mindfulness based. They range from- What are you grateful for today? to Why is it important for adults to be mindful to one another? We spend 5 minutes writing the prompt in our notebooks- then we share them as a class. It gets their mindset into be more aware of how they impact others. It is a great way to discuss mindfulness and using it as a jumping off point into the curriculum, lesson for the day.

Strategy 3- Negativity Box/Mindfulness Jar

It is important to be able to vent a little when we are frustrated. It builds camaraderie and allows us to feel safe, sometimes we need to let it out in order to focus on other things.

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.

The Magic, The Reality #12

Swirling wand- sparks flying from its tip. Very Harry Potter. Lord of the Rings imagery. We suspend belief- push the boundaries of what we expect. We let machines and computers guide our thoughts and actions. Is that magic? When we delve into the surreal and mystical, and we really believe- is that magic or faith?

15 seconds of wonder. We try to get through the day seeing beyond the ordinary- experience the doldrums and timeline of routine. This creativity, fantastical curiosity, alternative sentences, turn of phrase unordinary. We hear what we want to hear- even when its false. Because our thoughts our unique, our connective neurons are our own and we interpret the colors and sounds of life only as we can.

Is that magic?

I for one feel magic in almost everything- when I slow down and avoid the tricks of stress. For magic is suspending belief- seeing past the drudgery- allowing ourselves to find our childhood wonderment and imagination.

Nourish it, our willingness to believe things we do not understand is how life becomes wonderful and worth living.

A Thing About Monday's #9

It's hard coming back after a long weekend- even a regular Sunday can bring some anxiety. But after the holiday break it heightens- the level of disquiet. Especially when my classes are all new, students new, courses new. It is unsettling because I haven't met them yet. Every 4 weeks with high school and 8 weeks with middle school- I get new courses and new students. It makes me uneasy every time. This is my first year at a charter school and this configuration- so tonight I must say- I am fretting a bit.

We are a Google Classroom design- so almost all of our assignments are electronic. Everything we do is in the virtual realm for every student to see. It is also of course activities and interactive learning in the classroom. The two are in place for those who are absent and for those in attendance. But when they are in class- we are very hands-on- I love not having to print things very often- Google documents are a great alternative. 

I believe in a blended design- both intertwined. So I have the days organized in Google and then tweak day to day as I need to. So the plans are flexible but in place- so I am not sure why I fret so much. But I do. I am used to having the same students all year and this- this charter school model I find myself in- is unnerving.

So this term- Evolution to high school a course called Deep Time and Thermodynamics to middle schoolers called Thermodynamics of the Flash. Excited about the content for my classes. Eager to meet my new students. But my head is full of ideas and strategies and it is hard to calm my mind. 

It happens every Sunday but this Sunday- tonight- my mind feels especially overloaded. I want to make sure the first day impressions are good- but also with the high school courses - I need to jump right in because 4 weeks is not a lot of time to hit all the curriculum standards. 

So there it is- A thing about Monday's. But, I think you get it. Educators fret. Educators overthink- over plan and over indulge our minds as we race through the events of tomorrow. I am going to drink my hot tea and eat my warm cookie and try my best to relax before I head off to slumber. I know it will be alright- I've been doing this for twenty years. And yet, the gnawing and worry will keep its hold for a while. 

To every educator who gets a bit unnerved and stressed before a new term- I salute you. Because I know you will go in there tomorrow and just rock your students world. That's what we do right?

Pushing on the Ocean #7

Door opens, a slight wisp makes the dirt swirl up in a wind tunnel. 

Two weeks- its been quiet and still. But today, the light blinks on with my movement. The hum breaks the silence. It feels a bit in disarray- piles of graded papers amuck on my desk. Board filled with December data.

I make a spin and take it all in. This realm comes alive. This space, a horizon, beach front. Grains of possibility, meet a current of foamy curiosity. This ocean, salty and crisp- is gleaming now in the light.

I love my classroom. It sparks productiveness. It glimmers creativity. After a break- its waves and brine sting at first- but it lures. Toes first, then feet, body. I lunge into its depth and welcome the sea creatures and algae that entangle me.

Pushing on the ocean, brings the rush of retreating holiday slumberness.

Threshold and Hibernation #4

Stillness, a settle that only occurs after hours. Darkness falls and school breaks. The space transforms from lively to potential. Chairs fixed, tables abandoned- a fine mist of the days events, resting where they were last stirred. Possibilities looming- waiting, eager for revival. The energy dissipates but does not escape. It swirls, ripples and undulates- maintaining the spirit of the classroom. Our classroom.

There is a threshold, we step over it numerous times throughout the day. Our exit closing down the ambiance of the room- as we head for home. I wonder if like a pet, it anticipates our arrival- bringing back the life force it encapsulates- as it hears our keys jingle in the A.M. Dimensions, shape and style - each their own- classrooms have a silent voice. But, they have a vibrant, rhythmic cadence- we feel it. Our students feed off of it throughout the day.

The energy sets the tone. It urges the complacent to be interactive. It shakes loose the doldrums. Even as we are quiet and planning- solitary- it hums a tune of action, rather than motion. It keeps our minds focused on the necessities and progress of classroom life. It illuminates our successes and highlights our failures- making sure we see them both- accept and work through them both. The energy of our lair, our realm is what we put into it. 

It hibernates, its vigorous- it sits still and reflective or rises and thrives- it is a space very much a part of us. We in fact often spend more hours there a week than in our own homes. The threshold is not merely a barrier or entryway- it is a portal- a bridge way to learning and laughter- intrigue and discovery. It is a vast expanse, no matter its dimensions. Like a book we open, to dive into a story- our classroom door the cover, we open to dive into a journey.

Sometimes when I am falling asleep at night and my teacher mode kicks in- I hear the whisper of that portal, that threshold, reminding me of what I need to bring into the realm the next day. Will there be dragons to slay, or battles to wage? Will there be wizards about, creating the most beautiful illusions. Will the guild be there to unite my thoughts into a great experience? The possibilities are numerous, yet the map leads only one place- our classroom.

A lot of me, endless amounts of them- the energy ebbs and flows- rises and swirls and at the end of the day- it finds its resting place, on tables and chairs, desks and supplies- and it waits patiently. For it knows the threshold will be crossed and the hibernation will be lifted. The sounds of footsteps will awaken it. Voices will energize it. The actions and collaborations will fuel it. The day will flow and the current of investigation will reign. Until it sleeps and settles for another night.

The handle turns, the door- almost mystically- unfolds a new adventure. A chapter yet unread. It lowers the drawbridge, rises the gate and allows the imagination to create a castle of individuality. This space has yet to be defined for it is being written at this moment and every moment of the day. Everyone controls the narrative- every character a lead. The landscape thrives from the energy we all put into it. This wilderness, this 'Shire', this domain, dominion, duchy- it is a safe haven- and the villagers are now arriving.

Halfway Between #2

The cusp, the in between, the outer rim- the edge. It is where as educators we sit- this last day for many. The ethereal plane separating the classroom and home. It is both exhilarating, the reunification with student, and out of sorts- for we are leaving the security of vacation and family. For me I have four more days- but the misty boundary is dissipating and the realization of final grades and make-up exams, lesson planning and new rosters looms. It is whispering from the verge.

I have read many messages on social media of reluctance and retirement. But, just as many of excitement and revelry. As educators we always sit on this periphery of emotion- anxious about the unexpected and uncertain- and yet we still commute and arrive. We are ready to engage and build relationships. All the while we worry for our health, the health of our families and students- fellow educators. And, we continue to shuttle and prepare- to lead and inspire.

I say to every educator out there- on every continent, in every country, in every state, district and school- thank you. Because without you this profession would not be what it is today. We can focus on the better- how we are improving, progressing, becoming more aware and cognizant of what needs to change. We can also accept the bad- the lack of supplies, WiFi and computers for distance learning and the exodus of those who need to leave. Plus the immense and enormous other issues facing the field of education today.

We need to face and accept them both.

We chose this profession. We at times are frustrated, exhausted and derailed by it - but we love it. And we commute, shuttle and arrive. We give our hearts to it. Halfway between home and classroom we linger, especially after the holidays and after summer break- we linger a bit. But we always dive back into the pool in the deep end- because we love the quiet of the depth, the allure of the light as it penetrates the darkness, and the force of our will as we swim to the surface.

Welcome back educators. I hope you have a towel on hand and maybe a raft and some pool toys- cause this winter is going to be unique- I can feel it. Stay safe and have fun- and remember we chose this because we love it.