The Friday Settles: The Shape of a Weekend

Like the suns energy, our personal energy brings color to the Earth. It steers the seasons of our moods. When we are angry, tumultuous typhoons can wipe out any hope of a blossoming spring. This storm hinders the warmth of the sun and weighs us down, like a deluge of heavy rain. Every movement is slowed due to poor vision and tiresome winds. Even if our week was fruitful, by its end we are exhausted and ready for a respite.

The Friday settles kick in mid-day. They are the light creeping over the horizon, slowly reminding us of the shape of things, that something lies just beyond our moment. At times we get lost in the hustle and bustle, bogged down with the pressure, of completion and fulfillment. We often drain our energy by doing too much, too often, trying to keep up with those around us. Yet, everyone of us has a different beat, a unique inner clock. When we finally get a chance to settle, ease into the slower stride and welcome a tread less indented- it takes us a measure or two to finally wind down.

Our tempo may fluctuate between lento, slow and steady and presto, quicker and punctuated, throughout our week at school, but every Friday, most educators, merge the two into a distinct gait- resetting our metronome. The flow of class periods, bell schedules and traffic quiet and a more docile, pliable progression emerges. We feel the weight being lifted, the upward momentum of excitement, as time is given back to us. An exchange of profession to personal. A rapidity transforms into languidity.

These Friday settles, occur only when we can reflect upon our weeks journey and accept its completion. When we can let go of the vibration and reverberation of a constant, continual stride. When we finally do, its like an escape, a turning of the key, a slow creaking of a heavy wooden door- behind it past and before it future. Either energetic seas, with open sails or calm shores at the dock. The weekend surfaces, a smooth, stark transition from week to end. 

So settle in my friends. Welcome the Friday settles quickly, don't hesitate and lose the precious hours of your respite- the Sunday Scaries are right around the corner and they are inevitable, its just a matter of degree.


Part Two: The Sunday Scaries

https://iteacherimother.blogspot.com/2019/01/the-sunday-scaries.html?spref=bl

Learning Souvenirs: Turning Ordinary into an Event: SCICON

Numbers and Letters

We all have to assign grades. Those milestone markers that measure a students progress. Unfortunately, these numbers or letters become fixed after a certain point. They become a permanent notch, once the final reports are released. Very rarely do students have the opportunity to change them, once they are printed and sent out to parents. They become souvenirs of a sort. Little trinkets of understanding and demonstration that are often placed in a catch-all drawer or the bottom of a closet, once the trip or adventure has ended. How can we make these tokens, of knowledge acquirement, more meaningful, to where they remain in view, long after the expedition? How can we update the ordinary, the expected into an event? How can we make this learning, flashy enough, to let students feel like their hard work is worth remembering, so they place it on their night stands or dresser tops to remember the experience fondly?

These souvenirs we collect through our school years are pins, we wear proudly on our lanyards. They remain with us as a bridge, a loop to new ideas and strategies. They need to be shiny like a trophy, a mindful memento, that like a LEGO brick snaps into place with future pieces. This is what builds our towers of success. Every single "a-ha" moment, every light bulb that creates luminescence, as we see the connections. This band is stretched and expanded with every new experience we have in our classroom, every project, assessment and activity. Projects as assessments are necessary events in every classroom. Either independent or collaborative. They are long-term collections and cohesion's that allow students to work through stages of learning and draw conclusions. Sometimes they turn  their work in on paper and share with a partner, while sometimes they present them in front of the class. Either way, having them share is extremely important, because it reinforces the purpose of their work and the need to share their knowledge with their peers.

My students designed and conducted 10-week experimental design projects this semester. The only parameters they were given were that they had to be based either on the human body or Genetics. Generally speaking classes do projects together, within the class period. But, for our event- SCICON, I allowed all of my five gifted classes to intermingle. So some of my 3rd partnered with my 8th period etc. It was awesome to see how they crossed over and found one another. The main way they did this was by using our Community Board and the calling cards they created the first week of school. They are up on the wall and they perused them to find other students with similar interests to work with. Some teams worked great together the whole 10-weeks, while some struggled. But, in the end every project was completed on time and presented at our SCICON event, December 17th 6-8pm. It was outside of school hours and all 135 students attended with their parents, siblings and even many grandparents. Over 250 people attended.

SCICON

The project topics ranged from the effects of Alzheimer's on the brain, reaction time variances between adults and children, to levels of dehydration after different sports activities. All of them were unique. Some were based around survey's and hands-on activities, while others were extended lab experiments. They created tri-fold display posters, models and research papers. Their data was discussed in a podcast and delivered to me and then the night of, they had 1-minute to give me the highlights. Each student also had to walk around and listen to the presentations of four different groups, ask them questions about their research and complete a peer project report. Finally, they completed group and individual evaluations of their progress and completion of the project.

They were so excited to be able to get dressed up and present to their peers and families. The night was a complete success. Parents were very excited to see their child present and to be able to walk around, science-fair style and listen to all 65 of the amazing projects. It was a very busy 10-weeks with after-school days provided for guidance, rehearsal opportunities and consistent progress check-in times. There were some parents who got frustrated at the end because their child put off their part of the project and were stressed. I responded "We had constant reminders, opportunities for meetings and 10-weeks to complete." This calmed any apprehensions and put a flame under their child to get it done. They did. Every student participated, as with all collaborative projects, some students took the lead and completed more work. The peer evaluations were used to make sure the final grades were fair and accurate.

The souvenir of projects was taken from the ordinary, presenting in class, working with classmates to mingling and being able to work with friends in other classes. It went from presenting in class to a night of science and peer interaction. Having the opportunity to share their experimental design projects with parents was even better. Parents are often left out of the presentation stage and having them there was amazing. I got to meet them again and talk to them about challenging their children and keeping them on their toes. I did not hear one negative comment, they were exhausted, as all of us were, but they appreciated the struggle and success their child felt over these past 10-weeks.

It is so important to include parents as much as possible and this night, SCICON was a great way to do that. This type of event is a perfect way to bring parents, students and learning together. My event was SCICON but imagine what you could do with ELA, Social Studies and Math. The possibilities are endless and the reward: a souvenir we will all hold dear and keep front and center for the rest of the year and beyond.

Gratitude Shapes, Recognition Amplifies: Softening the Sharp Curves to Smooth Turns

One Track Mind

We often live in parallel. We look forward, travel ahead, rarely taking the time, to turn our heads and check our peripheral. The edges crisp, the limitations defined. The slope steady, the angles measurable. We see what we want to see. Choose our grid, limit our exposure, document our interactions and experiences. Our outlook is shaped by this personal testimony. It is the instrumentation, credentials, and evidence, we use to make decisions, balance our emotions and interact with people. Often these sharp curves, cause skidding. We have to remember to turn into the skid.

Ultimately, this perspective makes us who we are. At times it becomes rigid, inflexible- these are the times we need to be more open-minded. This is when our mindsets become fixed and we need to aerate the soil, let the water and nutrients trickle down, in order for a growth mindset to emerge. A seedling to push through the ground. The more tensile, adaptable, extensible we are, the more forgiving the world will be to us. The faster the breaks will slow our spin.

There is a lot of forgiveness, empathy, generosity and love in the world- yet sometimes all we see is the anger, bitterness and hate. We must choose to see beyond the negative and seek out opportunities where we can spread positivity. When we embody the spirit of joy and mindfulness- it emanates out like a wave of optimism- tearing down the walls of simple-mindedness, even when they have been refortified.

Multiple Influences

When we look for the billboards and seek their advice, we often are led astray. But, when we look at our own map, our own destination and focus on our speed limit and our travel, we are much more likely to stick with our core values. If we find others on the same path, we form caravans of curiosity and strength that can push through even the heaviest of sandstorms. If we set our own course, look for detours and alternative routes, we will be able to find those hidden gems that make our lives more exciting and fruitful.

Participating in a large conference is always a great way to witness the blooms rising above the weeds, hearing the trumpets of innovation over the din of complacency. It is also a fantastic place to just listen. To observe and absorb new ideas, techniques and strategies. To see where you can make changes. To share your knowledge with others, who want to hear you speak. Who care about what you have to say. Educators see truth, we live it every day. We see through facades and trends. We are amazing onlookers of inspiration, because we long for it. We are watchers of wisdom and beholders of bravery. We do not want to just learn from books, we want to learn from experiences and from one another. A conference lets us do just that. It forges a platform for those who may not have support in their districts. It also, brings together a collective of teachers otherwise dispersed- it helps fortify the field.

Twitter is a multi-verse, formed, forged and fortified with quick bursts of insight, ebbing and flowing like warming lava in a lava lamp. When we unplug ourselves, it continues to bubble and shape- each voice a granule, of the stretching and pulling of knowledge, point of view and inspiration. A place where even the quietest of voices finds its megaphone. Where some may vent, others lead with integrity. But, in the Educator Universe, there is such a gratitude and generosity that overflows. It literally lures new members in, on a moment to moment basis.

Networking Amplified

Everyone is longing for camaraderie and Twitter provides an opportunity for kindred spirits across the globe to align and for the energy of education to cause a ripple effect that changes mindset. Together Twitter, conferences and a willingness to step outside the zone of comfort unites us. Changes the face of education. There is no room for compliance because community has taken hold and knowledge is contagious. Innovation is infectious. Collaboration is an epidemic not even the most negative of people can resist.

Facts are feelings and feelings are full of facts. If we pause and listen the blurry lines become more distinct- this is Twitter, this is communication, this is softening sharp curves to smooth turns. We all need a reminder now and then to watch the road, avoid the potholes and slow down as we make those awkward turns. It is our connections that whisper weather information, road conditions and traffic reports. It is our PLN who see the puzzle from a different angle. It is our willingness to let our guard down and set our opinions free, in order to make room for new ideas, that creates this network.

A network is both sharp curves and smooth turns- a switch in energy and a focus of potential. It is spreading the current out that helps stabilize the flow. This is education. One giant system of efficiency and vitality. Voltage of creativity, ingenuity and passion. Together these keep the circuits dynamic and the switches potent. Endurance, stamina, fortitude- this is an educators tool box. Include a gauge to measure effectiveness and this is quite a tool box. All we need to do, is share our instruments and guide one another in re-purposing and redefining things that need improving. This is what truly reshapes education one day at a time.

Gratitude shapes, it inspires and it needs to be amplified. When it is, we all feel its power. The power of appreciation, might be spotty at times, or it might surge at the holidays and weaken during times of stress. But, it is the fuel for any school, for any relationship. For when it is present, people step up and help others, they look out for one another, they pay attention to what is happening around them. Because, this feeling, this vibration of good- it resonates. Like any circuit it capacitates and invests the energy to empower the whole and this heightens the supply. The supply of good will and love that spreads joy even in the toughest of times. So let's keep the circuit charged and the energy streaming. Let's keep everyone in the loop and every spark ignited. I say thank you to everyone in my PLN because you truly light my way every day and this is priceless.

Who Are We..... We Are....Educators

Who Are We

Are we sculptors- shaping and carving in a studio of our making? The chisel and mallet in hand, forcing clay to do our bidding? Are we machinists- with a specific job along a giant assembly line? Day after day, constructing our section, of the finished product. Are we activists, with our goal in sight, never pausing to see the alternative? Are we words, or are we action? Do we speak truth and operate in our own mindset? Do we practice, precision, accuracy and certainty? Do we sit in our bubble, snug and protected, safe in our outlook?

Are we thieves of creativity? Do we buckle the protective device so tight, that there is no give? No wiggle room, for the innovative to redesign and engineer a new mechanism. Are we afraid to rock the boat, afraid to let a little water pool at our feet? Do we listen and ignore? Do we use our hesitation and suspicion to knock others down, so we feel better about ourselves? Are we a person who lifts or buries? A person who collaborates or complies? Do we see the landscape of education as barren, parched- a wasteland. Or do we see a thriving labyrinth, imaginative and thriving- just in need of a little focus and nurturing?

Are we more than our mistakes- overcoming adversity- looking down the barrel of complacency and negativity? Do we notice beyond the scope of judgment? Do we embody change as a profession? Who are most educators really? There are those that have lost their way- we all became educators to make a difference. There are those who sacrifice and entice, fully submerge themselves. But, there are others who dedicate themselves but find a balance between 'educator mode' and 'personal mode.' Who are most educators, really? They are flawed and gifted, emotional and professional, engaging and committed people. They love what they do and they enthusiastically share their ideas with their students.

We Are

We are scientists, astronomers, astronauts- not looking at the stars, trillions of light years away, but at the brightness of stellar bodies within our grasp. Not a light years journey, but a moments. We are surgeons removing the doubt and fear, that plagues learning. We are not the road or path, we are the signals, signs and suggestions, that steer the vehicle. We are words of caution, beacons of hope, forewarning dangers of miscalculations with well-tried assurances, heralds of self-advocacy and self-thought. We are not sculptors, we are not art critics, we are mavens of imagination, we are museum goers, anticipating the next masterpiece, as we approach. We are not machinists, we are not, assemblers, we offer blue prints, tools, strategies and of course- blank paper, because we know with uncertainty that our cleverness is only as good as our readiness. We are the telescope- seeing beyond the aura, beyond the eclipse and noticing the potential for another 'big bang.'

We need to be more than a controller of time. More than a suppressor of certain behaviors. We need an arena for exploration, investigation, and participation. We need to use mud and form every brick. We need to stack some high, some low, leaving room for additions. We need to offer the mortar to our students, let them solidify their foundation, let them add the layers as they master each level. We need to above all else, be listeners, so we can give them the right tool for the job. Educators are givers of patience and guidance and receivers of challenges and obstacles. This is what makes a great educator. The understanding that nothing will be easy, everything comes with a price- too much boredom comes misbehavior, too much chaos causes upheaval. But, just the right amount of give and take brings engagement.

Educators

Are we perfect? Absolutely not. Are we experts? I believe an expert has mastered their craft. I want to believe I am emerging always farther from new obstacles and pushing myself beyond any limitations. Do we have a calling? Most of us do. We want to make a difference- sometimes though we lose sight of this and get in a rut of complacency and stagnancy and we need a jolt of imagination and curiosity to realign our goals. We are a vision, a vision of hope and love and joy. In every educator there is an endless landscape of twinkling stars that light our path. These sparkles are our students and if we pause, for a moment or two every day and listen, really listen, we will remember. Remember that sound of eager reluctance, purposeful distraction, meaningful momentum that we started our first day of teaching with and our students will be thankful that we do.

Home-Thinking Works Too: Giving Students Time to Think

"I like a teacher who gives you something to take home to think about besides homework." Lily Tomlin

I read this quote, for the first time, a few weeks ago. It resonated. I mean it really attached itself. I rarely give homework, although classwork sometimes needs to be finished at home. But, this quote, having hooked on, made me rethink classwork these last few weeks. When students get home at night, do I want them pondering and problem-solving, perplexed and premising, playful and productive- Or, sitting at a desk rushing through a worksheet that feels pointless?

So I asked myself, how can I get my students to go home and visualize, surmise and analyze, without having to produce anything? Is it possible to inspire students to take the time to just sit and consider what they learned in my class? To determine its relevance and importance to the real world, without having to create or write something? To just imagine and mentally assemble, as Lily Tomlin so eloquently said it, “give them something to take home to think about besides homework?”

It sounds crazy right? I had one teacher I was talking about this with say “That’s ridiculous how are you going to grade them?” “Does it have to be a grade?” I replied. “I don’t see the point of having students go home and just think, they need to produce something measurable, gradable,” she replied. “Homework is important,” she continued, “Homework has always been a part of learning, they need to reflect on their lesson of the day with practice.” “I agree,” I nodded, letting her know I was hearing her argument. “But, why does this practice need to be physical, why can’t it me mental?” Let’s just say the conversation ended there. We agreed to disagree.

So, here I am with this idea, mental homework, without a grade? Would any student complete homework that wasn’t a tangible, gradable, product? I had full faith that they would. So the next day, I asked my gifted classes these questions:

1-Why do you think homework is important?

2- Does homework have to be graded, or is merely practice and reflection?”

3- Do you think home-thinking is it just as important as homework?

4-Do you spend more time writing and completing assignments or pondering over notes and ideas you heard in class, when you get home?

5-If you were assigned home-thinking rather than homework, would you do it? Or, would you just pretend you did?

Their responses were surprising. Most students felt that purposeful homework was important but that a lot of the time, they feel it is just a way for teachers to collect grades. They feel homework, when relevant should be for practice and reflection not necessarily for a grade. One student said, “When homework helps me learn, then I want to do it, it needs to be relevant- when it is I choose to complete it for myself, not for a grade.”

When it came to home-thinking rather than homework, these answers made me smile, these answers were honest. Many students expressed that even when they don’t have homework per se, they still think about what they learned. “If you assigned home-thinking, even if I didn’t want to do it, the idea of not doing it would actually make me do it. I would think about not thinking about it and then ultimately, I would have thought about it- genius.” 

About 70% of students said they already review notes and think about all their classes when they get home. The rest of the students, feel they would prefer home-thinking mostly because they can do this in the car between extra-curricular activities and on the bus etc. “I remember more when I can just think about it for a little while and not have to stress about writing a paper or answering a bunch of questions on a worksheet.”

So, I gave home-thinking and cut back on some classwork, ensuring that they would be able to complete it in class. Opening them up to just think. After a few days- the purposeful talk in class became more purposeful. I even discovered that students were researching and trying to come up with cool facts to lead the conversations. Home-thinking lead to more motivation for many students. While some, I am sure didn’t think about science for long- partook in more collaborative chats. I heard them giving their two cents worth. This made me happy. I had nothing to grade. I only had to listen and observe.

I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin. 

You can learn a lot from not writing down a single word. Just mulling over things in your head. When you can let concepts simmer, percolate it stirs up questions and these questions need answers. These answers need clarification and before you know it. Home-thinking has worked- you are learning not because you were assigned a reading or a worksheet but because science came to life, words became visual, history became another piece in the big puzzle of knowledge.

Strong Verbs, Short Sentences: Words Become Practice

Strong Verbs, Short Sentences- Bernadine Healy

I first heard this phrase in a 'Revisionist History' Podcast by Malcolm Gladwell. The story was about an amazing woman, Bernadine Healy, the first woman to head the NIH, National Institute of Health. She ruffled feathers, did extraordinary things and left a legacy of strength and fortitude behind. This sentence, her motto, stuck with me. It changed me somehow. If you say it aloud to yourself, really internalize it, it will impact you too.

Strong Verbs

Strong verbs are action verbs. Motivational verbs. Do something verbs. To me, they evoke ownership, empowerment, and vitality. Words like cultivate, supercharge, transform and innovate. They are words I have incorporated into my vocabulary, my language, my voice. Rather than say "I will do my best to stay focused today"- I say, "I will cultivate new opportunities, transform my outlook and supercharge my drive and determination." This simple update of mindset, has exposed my hesitations, magnified my interests and revitalized my daily routine. The dull has become vibrant. The simple exciting. The hectic pace of education, more stream-lined. The end is in focus and the journey punctuated with a sharpness of clarity and adaptability.

It is a matter of mindset, an acceptance of uncertainty, with a plan. I am a person who tends to strategize a lot, in my head. The procedures, proposals and projects, may seem fluid and scattered, but they are very much formulated and methodized. They are just in my head. Then as class starts, the pieces align, the words formulate, the lesson assimilates and no one is the wiser, except me. This drives people crazy, but it is the only way I can teach. Strong verbs, mental strength, concise, developed, purposeful words. This mental chitchat pumps me up, motivates me and gives me a sense of freedom to alter and mold my world on a whim.

Short Sentences
When you have an active brain, one where a quiet moment is rare, a Dyslexic brain, you tend to talk a lot to yourself, in your head. I have long conversations where I debate topics, analyze the pros and cons of a situation and just talk things through, make sense of things. I have to do this a lot. I feel like I am a few steps behind most people, I spend time replaying conversations over and over, making sure I picked up on all the context clues. That I am making judgments based on fact, not on a misunderstanding. For this reason, I tend to prattle on when I am speaking to other people- because I want to make sure I am clear with my thoughts and ideas. Short sentences, this part of Bernadine Healy's amazing motto, is still a work in progress. 

I have had to go dormant for a bit to create a new framework on how I want to express myself. I spent time building up my confidence- convincing myself that I have something important to say. I had to update my mindset. Less is more. Be clear and concise. If they want to know more they will ask. But, also don't be abrupt, curt or make others feel like you are disinterested. Just speak with strong verbs and short sentences. This doesn't mean without elaboration or description. It means, for me, with a conciseness that means I am thoughtful of someone else's time.

When I was growing up my mother always used to say "You have diarrhea of the mouth." as a child I tended to never stop talking, because all of my jumbled, hyper-active thoughts just had to be materialized with words. They had to come to life with language, or else they would stay inside and distract me. This over indulgence of verbal articulation followed me into adolescence and adulthood. I have two modes: talkative and quiet. These days I am more quiet and reflective. Trying to bring a more 'Strong verbs- short sentences" mindset into my life. I know I appreciate it when others are clear and concise, especially when I am in a hurry.

Awareness and Articulation

With this new mindset, comes an awareness. Not only of how my mind works, but how my words impact a conversation. Also, how other people speak. How other people respond to my voice and my vision. Articulation in a classroom is very important. The clearer you are with students, the better they understand and can follow your lead. While speaking with adults, we often feel like we can be more cryptic, less forthcoming. We often just want to get out of the conversation quickly or we are so deep in conversation, we lose track of ourselves, we listen, only waiting for our turn to talk. Especially when the other person is long winded. I do not want to be that person. The one everyone wants to end a conversation with quickly.

Strong verbs, short sentences - this keeps me articulate and aware. Switches my focus to not only on what I have to say, but listening to what other people have to say. It is amazing how in the conversations, I have been having since my focus, on this statement, have been more productive. They have been more focused and the other people, I am speaking to are aligning with this as well. They simply follow my lead and their sentences become more concise. Our purposeful dialogue becomes more focused and steam-lined. Strong verbs, short sentences. 

This preciseness has made meetings more productive and conversations more meaningful because they are more harmonious, a blending of ideas and language. This is why I am focusing on my speech, my attention, my patience. The more I can learn from others, the greater my list of strong verbs becomes. The more my sentences leave room for others to speak. This is community. This is collaboration. This is the gift of language. This is strong verbs, short sentences.

Not Band-Aid's, Bubble Gum and Bonfires: What Students Need are Strategies that Work

As we are entering our classrooms this year, as we meet our students for the first time, we must pause and remember, that some students are eager to be there, and they are excited to learn something new. Others are excited to be there, and they are hopeful, that if everything goes okay, they might be able to keep up with the class. These students might have 504 or IEP paperwork or they might not. These students might be great listeners, they might be amazing adapters. Many of them can ‘fake’ their way through a multiple-choice test because they have a system. They do not necessarily comprehend the material, they simply piece-meal together bits of information- just enough to make it look like they understand it. How do I know this? I have Dyslexia and I did this exact thing, all throughout my early education.

These students have been told their whole lives that-

“You can do anything you put your mind to”

“If you keep trying, you can accomplish anything”

 “If at first you don’t succeed, try, try again”

“Believe in yourself and you can reach your every goal”

 “Practice makes perfect”

These statements are motivational to most, but they can also be disheartening or insulting to others. I know that doesn’t make sense- how can these optimistic, encouraging staples be anything but positive? When you struggle with learning, when it is so exhausting that every day you feel like you are dragging an anvil behind you. That you are slow to move, sluggish to comprehend, because you keep having to stop and tug on the rope, to inch that anvil forward, you do not want to hear something motivational you want to hear something helpful.

As a child I heard these assurances from my teachers every day- the only problem was- they didn’t guarantee that I would understand or process anything new. I am not a quitter. I persevere, I am constantly looking for a glimpse of comprehension. As hard as I try, as I stay determined to keep moving forward and concentrate with every ounce of my being- I miss things. I get lost. Even today as an adult, I lose my sense of direction, if you make me sit in a room and listen to you talk for a long period of time. The topic could be interesting, I could be invested and curious- but if you talk too long- you lose me. If you tell me to just sit still and pay attention and trust me I am already doing that, I will only get more frustrated, more deflated and well, I will pull away even more. But, if you show me what you want, demonstrate for me your process- I can conquer any hurdles. I am a visual and kinesthetic learner.

As a child, I was told to concentrate, if I just listened to directions, I would be able to do it. I was told to get to the point- ask my questions quickly. This was very difficult because that ‘point’ was not fixed, it jumped around like a laser pointer, being used to entertain a cat. You know the ones, red and bright, bouncing around the wall, the cute furry cat pawing at it with excitement. We have all seen the videos on You Tube. But, when that flickering, chaotic illumination is your thoughts, scattered and jumbled- it does not cause excitement, it leads to dread. To self-loathing, as adults are telling you, “you aren’t trying hard enough” and “don’t give up, you will get there if you just keep trying.” Unfortunately for those of us with learning disabilities, these words are hollow, we don’t need motivational frameworks we need useful ones.

I need to hear solid strategies. I need to feel patience, not just see it, but feel it. I do not need a band-aid, bubble gum, or a bonfire. In other words, I do not need a simple fix, a quick cure to something that is not damaged. I do not need a sugary sweet sentiment, or a big production number- large flames whipping the air letting everyone around me know I am struggling.

What I need, what every student needs, not just those with learning disabilities needs, but every student is CALM (Center, Alternatives, Listened to, Mindfulness. Being Dyslexic, I need to hear things and see things. Having two different mediums helps that intermittent, jouncing beam, become focused. In other words, it helps me see the point, internalize the point and add the point to my framework. I hope together, this post sparks in you, a sense of CALM so that every student can find their footing and a sharp pair of scissors to cut the rope and leave their anvil behind.