Laddering Up (73)

I look up, the ladder seems endless. Metal and cold to the touch, I hesitate. It feels wobbly, even though someone is holding it steady. I look up again, keeping both of my feet firmly on the ground.

I sigh, a loud one.

They look at me.

It's only a ladder.

All you have to do is climb.

I step aside, let the next climber ascend. The rungs clank under their heavy shoes. They have no problem overcoming the inertia.

They have momentum that carries them to the top and over the ledge.

They peek over, smile down at me. I stay frozen. I look at them and then back at the rungs- who seem to be gawking and finger pointing.

Another one steps up, eager for the clamber higher.

Then another person, escalates with ease.

I take another deep breath, try to step over to the ladder, but resist.

Rails, spreaders, extension- glimmer.

My face does the opposite.

I choose to sit this one out.

What Would Have to be True (71)

What would have to be true for this to happen? What a great question to avoid the bias. We all have a bias to favor our own beliefs. We hunt for information that flatters us- reconfirms our opinion. We are in constant demand- to ourselves of course.

We see what we want to see. We stay in our bubble of truth, even if we are wrong. We choose to see past the obvious signs- ignore the alternate, because our bias tells us to.

We are trapped in a cognitive bubble. The bubble can become very inflated. A very quiet breeze can send us swirling. The lightest of pricks, can pop our bubbles. If we welcome a sharp change in perspective, we can fight our bias. We just tend not to. The bubble is light, transparent and magical. We prefer to stay inside.

We all have a zone of creativity. It lies beyond the bubble. It might be the glimmer of sunlight passing through, or the wand that begins our flight- but we can only grow, if we allow ourselves, to burst our narrow vision of the world. We have to pop a lot of bubbles, to make this happen.

As we grow more and more, venturing into the abstract. We climb past this zone of creativity and into the territory, of design and ingenuity. We need a little absurdity and imbalance, to get us there. We have to laugh and see ourselves as foolish, once in awhile, to rekindle our childhood imagination. What would have to be true for us to do this?

A belief in magic. An understanding of our own imaginations. A connection to the ether. A journey on the spiritual superhighway of thoughts, dreams and accomplishments. It's all up to you now- pop some bubbles and spread those wings. The limitlessness of your imagination, just needs a little spark, a little sparkle, a little jolt from your spark plugs. So get charging.

Toggle and Sew (69)

There is a loop, I see it. Small and narrow. But, if I focus my eyes, really look tight on it- I can see the curve. I can see the bend. I can see the circumference of where I am going. It looks so far away. As if I am looking in a telescope backwards.

A distance darkened at its edges, with a speck of something glimmering, beckoning. Then I blink and lose the vision. Now all I see is a needle, small and delicate- yet sharp. I prick my finger as I try to adjust the thread.

I try to toggle it again. It proves difficult to push the flimsy, now shredded thread, through the non-visible loop. I pull back the fiber, put it in my mouth to moisten it, then run my fingers across its wet surface.

It glistens in the light. Telling me a tale of refusal. I smile at it. It doesn't know what I know- I will succeed. This button needs to be fastened or it will be lost. I toggle, it bends to my will- as it slides through the circumference, familiar.

Stitch- through, push. Pull, towards- the filament is thin, wispy. It is easy to tug, yet the fabric is thick. I don't have a thimble, I force the needle through, leaving an indentation in my finger. It mesmerizes me. It distracts me- I look at it until it disappears. Then I repeat the process until the button is adhered.

Toggle and sew complete. Routine to some. For me a rare occasion. I noticed every nuance. Every angle. Every nudge and pluck. It was relaxing. It was purposeful.

It triggered a memory of watching my grandmother sew. My aunt knit. My mother repair my many hems. It seems so antiquated and so beautiful. So primal and visceral.

A tradition.

Tool Kits, Tool Boxes and Tool Belts- A Teacher's Arsenal (68)

A tool box is used to organize, protect and carry. To put everything in its place. It can be heavy metal, or thick plastic- but either way, its designed to last. It might be tall, with lots of drawers. Maybe, portable with a handle. Equipped with wrenches to tighten. Pliers to pinch and clamp. Drivers to wedge and tighten. For a teacher, this is the curriculum. The standards with their nuances. The pacing guide.

The tool kit is specialized. Kept in a case, for easy access. They are placed into categories for certain purposes. Some kits are for triage. Some are for maintenance. Some are for engineering and design. These are accessible when needed. Important and relevant strategies for weekly and daily lessons. To engage, enrich, evaluate and elaborate. They are lesson plans- organized and thorough. These kits are individualized and personal. A teachers unique repertoire.

The tool belt, a utility belt. A pocket filled, accumulation of capabilities, possibilities and prevention. These are kept close, the differentiation strategies to help bridge the gaps. The SEL strategies in place to help students focus and stay mindful. They are secure. They are familiar. They are routine. They are the true essence of teaching, staying tight in place because they are necessary, they are expected, they are useful.

We all have tool kits, tool boxes and tool belts. We all fill them with our favorite tools. We shop for them, buy the sturdiest most reliable ones- with a warranty. They are, who we are, as educators. Now and again we find new utensils and we add them to a pocket. We are constantly looking for better ways to build and design. These are our equipment, our wardrobe. They are as much a part of us, as our words and actions. So keep them organized, updated and sharp- because they will shape the future, one day at a time.

How Animated Films Bring Science to Life (66)

There are some amazing science related animated films out there. Big Hero 6, Meet the Robinson's, Osmosis Jones, just to name three. I show all of these during the school year. Big Hero 6 to demonstrate engineering and perseverance, Osmosis Jones is all about the human body.

Meet the Robinson's is about adversity and invention- ingenuity. But, also being quirky and staying true to yourself. All the while, being bound up in discovery and science. I teach 7th grade GT students as well as Academic and ESL students and everyone of my students connects with these movies.

We often forget to show movies for pure entertainment. They don't all need to be factual, documentary science movies. I show those too: Amoeba Sister's, Planet Earth and Discovery Channel Science films, just to name a few. These have their purpose and students actually appreciate them, but sometimes they just need to get absorbed into a movie. Learn some SEL, mindfulness strategies with their science.

Today for ready to roll day, our big donations day of the year- they chose Big Hero 6 and Meet the Robinson's. While a few chose Moana and Mulan. But, either way they got to relax and just have a little fun. It was a day about community and mindfulness. Feeling connected and just being present with one another. This was a good day, and a good reminder that movies don't have to be purely curriculum related- sometimes, Pixar and Disney get it right. We just need to take a breath and let them do the talking.

If Nobody Speaks of It- Then What? (64)

At the bottom of my week's plummet, apparently rests a trampoline, because I flew back up quickly. I never even had time to pause and reflect. I was back in the air- searching for an alternative hobby. I hate heights- I like my feet firmly on terra firma. So being sprung back up rapidly- it gave me a jolt. It felt like I lost time. I was inquisitive at this new arrangement, puzzled in fact. ‘So,” I said aloud to the universe, ‘Is this how it’s going to be from now on? Let my mind rest for goodness sake.’ I can't continue in this- up, down, up, down- endless bounce ahead. framework.

Before the plummet, it felt temporarily, like I had won the battle. The fatigue siege. The incoming combatants of hyperactivity, snark and restlessness crept in the lead, however. I started to succumb to the barrage of questions, din of spring break brain, and endless rotation of here, there and sleep. But, my mindfulness swung high and hit frustration, out over the bleachers. I was elated, eager, engaged in interaction and sound advice. For a few hours at least.

Trampolines have a funny way of evening out the energy and becoming deadened. The springs taut waiting for rebound. Pep, recoil, pep, recoil. But, like many a rider of elasticity, we often fall off into the hardness of reality. If nobody speaks of it, the thud- did it really happen? We often gloss over the bruise and jump right back on. Some of us fearless. Others hesitant. But, we get back on.

I generally wade through the current, swimming upriver, I take on a lot. Two jobs and coaching quiz bowl. Yet, daily my alchemizing skills are generally on point. I sense the shark trailing behind me, but I have enough chum, to throw it off my scent. I am a master at misdirection. I make mistakes, I have slips of the tongue, I lose interest in what I'm doing and then remember- "Oh yeah, I have a class in front of me right now." I get distracted and ambivalent- do you?

These are the things we don't talk about- nobody speaks of. We mention our successes, we discuss and accept our failures or blunders but what about our ambivalence? What about those moments, in our heads, at least, that we make judgments, we curse the world and the horse it road in on? These inner monologues, we rarely share because we are embarrassed- horrified sometimes, at what actually goes through our minds. If nobody speaks of them, are we forgiven?

We tend to keep these indiscretions to ourselves, rightfully so. If we blurted out every disconcerting idea or evil thought- we would be institutionalized. But, I was thinking today, if we don’t face them ourselves, listen to our inner dialogue, we will never grow as people. It is one thing NOT to say mean things- it is quite another to NOT think them for very long. We will think them. But we have to let them go and analyze why we had them in the first place.

If nobody speaks of these things, will we ever truly understand the atrocities of mankind. Will we ever face our demons? Will we ever accept our absurd, calamity of a thought process? It is built on experience and perception. It is solidified with practice and ambivalence. But, it is also renovated and refurbished, to our specifications. We just need to be aware of any shoddy craftsmanship.- and have a definite blue-print to correct it.

Biome Speed Dating: An Interactive Adventure (62)

A giant biome project was not in my repertoire this year. I wasn’t in the mood to grade posters, dioramas or presentations. So, I decided to have students get a little competitive and creative. The beginning of the project was individual- they had to keep their biome a secret. They of course had to gather data: temperature, climate, annual rainfall etc. I also had them discover their biomes human risk factor, biodiversity and flora and fauna. With a little bit of geography and physical maps added in. They spent three days gathering their evidence. Then, I put a twist on it.

They had to create a character- their biome had to be personified and I gave them a profile they needed to complete about their ‘biome character.’ Questions: What is your favorite meal- spicy or mild? (Temperature) What is your career? (Niche) Where do you live? (Latitude) etc. Then I had them write a corny ‘pick up line’ and draw a profile picture. The later could only be used as a last resort- if they did not identify their biome.

Then every student was given a table number (pairs) and one was designated as the R-rotator and the other S-Stay putter. Then they were given 90 seconds to ask as many questions about the biome of their partner. Then the roles reversed. 3 minutes later they confirmed or denied their identity. They went through 8 rounds of ‘speed dating.’ At the end I had them ‘mingle’ – they found two people they hadn’t talked to and asked two questions to see if they could identify them too.

There was an A rotation and a B rotation so some of the students did not interview one another. Then lastly, I had students find their partner (the same biome as them) if they hadn’t already. They compared notes. This was a fun way for them to be competitive, active listeners and speakers. I walked around and listened to their conversations. They were very engaged and were trying to trick their ‘opponent’ by providing very cryptic information. It was a fun day.

Tomorrow as a closure activity, students will complete a quick survey of the difference between the main biomes: forest, desert, grassland, marine, fresh water, taiga, and tundra. Todays were much more specific: dry desert, cold desert, temperate rain forest, savannah, marsh and swamp just to name a few. This made it challenging to identify them. The speed also kept them on target and focused. They were determined to get them all correct, so they really needed to pay attention.

This activity- speed dating could be used for almost any topic where there are a lot of examples. Body systems, Elements on the Periodic Table, Genres of literature, even Mathematical Shapes. It is easy to set up, easy to grade and it lends itself to one class period and some time to reflect. It is engaging for students and teacher friendly. All you need is a timer, a student organizer and some gumption. Things will go wrong- they did for me. Students will go to the wrong table, students will be absent, and students won’t have their assignment done. But- they will have their research, and that will allow them to proceed.

It didn’t get super loud, students followed directions. They asked a particular set of questions I provided, or they chose their own prompts. They had a good time trying to hide the truth, only to have to share it in the end. It was very interesting to watch them cooperate with one another and interact with those they don't normally speak to. Finally, it was very collaborative and pressure free, because they could use their organizer as a safety net. This allowed my ESL students to feel comfortable in the activity.

I was worried things would not go as planned. I fretted over it. But, in the end it didn’t go exactly as planned- it went better, because they adapted, I adapted. They activity was meant to be like a giant dichotomous key, leading every student to an answer. They figured this out and even commented to each other, "This is like a dichotomous key, pretty cool." It proved to me that all my classes are motivated, adventurous and down-right excited to try new things. This was the first time I have done this and it definitely wont be my last.

Thank you to the teachers who created the base of this lesson- I used yours as inspiration. My students are 7th graders and thus it needed a bit of tweaking from a high school lesson to a junior high one. But, I was inspired by those who came before me, like all educators. I salute you.