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.

Hyperobjects in Education: Predicting and Preparing

Timothy Morton, writer and philosopher in their book 'Hyperobjects: Philosophy and Ecology After the End of the World' describes hyperobjects as things that are often too large, complex or distant for us to really grasp and sink our teeth into. Concepts and objects like blackholes, tectonic plates, oil spills and the solar system. We know what they are, we understand their impact and meaning, but somehow - “We only grasp fragments and patches that do not always seem to connect up from our view on the ground.”

To me this makes sense- there are so many large hyberobjects in the world right now, our brains are so overloaded we are in a state of confusion. We are swirling around in the quagmire of human and climate trauma- Covid-19, political, racial and economic conflict. There are massive forces nudging and shoving us in all directions. As educators our cycle of swirl adds another layer of concern to our already taxed brains. Our students are feeling the anxiety as well and this is coming forth- in their behavior and engagement.

It is a time of ambiguity and distrust and it is creeping into every aspect of our lives. As educators, again we have this extra quake of concern that is causing us to withdraw a bit. We are present in our classrooms, we are planning and implementing, we are professional. But, the hyperobjects of the human landscape are causing us to get overwhelmed and exhausted more than in previous years.

We are not focusing on the many asteroids of anxiety hurtling through education space- but they are weighing on us. We are so focused on our classrooms that we are not encountering the other hyperobjects frequently in a tangible way, a succinct format where our minds can truly form a plan to do as we do as educators, learn from them and conquer any hurdles. But when we get home- they compile and compress.

I have been walking around these last few months in a state of confusion. I am functioning everyday- I haven’t missed a day of work. I am performing my weekly tasks, completing my routine. Yet, things feel very abstract, like in a movie, when you know something awful is just about to happen and you are yelling at the screen, “watch out, the villain is right behind you- turn around, turn around!” I have been speaking to a lot of my colleagues, students and family and friends and they are feeling the same way. Just out of sync. Head on a swivel, but feeling blinded by the pollution of negativity and suspicion. A heavy fog coating everything. Even the most focused mind can’t seem to penetrate.

In the human realm, political, racial, economic and of course health related hyperobjects are bouncing about our daily murk. But as educators we have more particulates taking seed and causing stormy weather. The battles against our profession are becoming commonplace. Where can we even begin to make sense of it all? We can not conquer every battle, for when we finally see the dust settling, there is another round of ‘incoming.’ We grab our shield and fight on- knowing there is more to come. More suspicion, more judgement, more particulates being condensed into our daily weather. The climate seems bleak at times, but the weather shifts, it brings calm and sunny skies. We need to embrace those.

No matter your point of view, opinion or battle ground- we all agree that our children, our students are what matters.

We believe that they must be provided safe environments to learn- that are flexible and open-minded. That equity is at the foreground of lessons, discussions and community. That we might get push back and questions. But if we are putting students first, we will be able to find the most equitable and inclusionary approach to education.

We need to have open conversations, we need a place where students can ask questions and feel a part of the decision making. Where they have choice and opportunities to find their own learning path. We all have planted our seeds (students and educators), we are all rooted in our tropism- our movement of growth and function. As educators we must focus on the gardens and fields of beauty- some grasslands and other forests. But our students are focused on the sunlight for photosynthesis and the soil for nutrients and water.

Students have very different lines of sight than we do. We as educators, of course, are focused on the big picture, the ecosystem- while students can only focus on their habitat, their niche. That is a hyperobject we as educators face- we need to look beyond what our minds can necessarily process simply. 

The classroom has tables and students- learning centers and chalkboards. Our hyperobject is that every student is learning and growing- we know what we are striving for, but how can we get there? Is it possible to make sure that every student in your class, at every moment, is engaged and learning? No.

We are focused on individual student progress, classroom growth, meeting the standards, pace and curriculum path. We are focused on the human quagmire of hyperobjects, our health, our livelihood. We are focused on family and friends and now of course the holidays. We are wrapped up in so many things our focus can get muddled. Our students' focus gets muddled. Yet, we overcome and learning happens. We overcome the hyperobject and get to the essence of the classroom..

It is difficult for any of us to truly grasp where someone else is coming from. What is happening to our students once they leave our classroom- the hallway, the bus, their homes. There are too many variables. These circumstances are so unique - how can we? So we focus on what we can design and implement- classroom life. 

Even in our classrooms we are still inundated with perspectives, opinions and personalities. Listening, guiding, mentoring our students the only way we know how. We are all particles in a system of change. We are adjusting and maneuvering at such a fast pace, no one has a perfect handle on things. Some are doing better than others- but everyone has their blindspots, their hyperobjects that steer them off course.

For myself, meditating helps. Walking away from school responsibilities when I leave the classroom at least 3 nights a week helps (plan ahead and work harder on the other two weeknights). I make sure to spend most of my weekends doing what I love- hanging out with family, reading and writing. 

If I do not close myself off of social media and just exist in a microcosm sometimes- I get very lost in the fog- I hear everyone, I feel the warmth of the sun- but never seem to find it. This is anxiety. This is coping with the hyperobjects that we are facing- too many to name, but we all know what they are.

Vitriol does not make things easier. Seeing the judgement and anger lightning bolts blasting and splitting around us makes things worse. No wonder we are all spinning in the storm. Like a weathervane on the roof. Some days we feel good, we find something to focus on, that is localized- something we can control, so we feel more balanced. 

Other days we feel like the bent back umbrella- fighting to reverse snap into place amidst the lurch of wind. Unfortunately many of us, some days feel trapped inside the tornado- bouncing off the trapped refuse of skepticism, perplexity and indecision. We make plans, but break them. We lose our routine and comfort zones- and we drift.

I say a mantra, daily, that I recently heard in a television show “La luz del alma” (the light of the soul). I repeat it to myself as I feel blind in the dark, helpless when so many voices are overlapping and distracting, when I am feeling anxious and offset in my classroom. I mentally say it more than I can count on a daily basis.

I am reading “Atomic Habits’ by James Clear and other books about philosophy and sociology- I love to read about the human mind and how we think and process the world around us. I am writing in my journal a lot, organizing my book. I am trying my hardest to stay focused on what I can control- as they say. BUT when you are feeling anxious and nervous- you don’t feel much in control do you?

The hyperobjects are so large and so diffused they feel like we can’t get a handle on them.

So many opinions and counter-opinions.

The only way to start to decipher them is to swivel away from them sometimes and focus on the local things.

But they loom, they cause the shift in temperature and air pressure that leads to our storms- our mental squalls. The jet stream of the collective thunder is strong.

I hope you have found your refuge, your shelter in the extreme weather- we find ourselves as educators and as humans. I hope you find your calm in the chaos. You are amazing and strong. You are a voice of reason and the embodiment of mindfulness. I thank you for the positivity and joy you add to the world- it is those like you that bring the light- even on the stormiest of days.

We can predict hyperobjects- we need to widen our scope to ecosystems and narrow our view to the flora within it. We can not remove them from our realm because they are part of the fabric of it. So, especially as educators we need to have strategies to combat them and unravel them for our students and for ourselves.

The only way we can prepare for them is to recognize them- see them for what they are. Accept them and look them in the eye- turn around per se- rather than yell at the screen- turn around and face them. Education is a field misunderstood by those who are not submerged in it every day. We need to talk openly about it- share ideas. Help others understand their hyperobject- education. For us educators it is life- for others it is a hyperobject too large and fluid for them to fully grasp. Let's be the leaders and help bridge the gap. 

 

 

Outcomes

I am reading a fantastic book "Atomic Habits" by James Clear. There is also a great podcast with Brene' Brown where they discuss the book.

It got me thinking about goals and goal setting. It is the end result I think, at least for me that really gets my mind overloaded. I am on the spectrum and I have Dyslexia and my brain gets overwhelmed very easily. Growing up I set very strict goals for myself- small minute, step by step goals- to get through my tasks. This tactic followed me into adulthood.

I think setting goals no longer works for me. It pulls me into a loop of outcome and result rather than process and journey. I have been rethinking my day to day life- planning and organizing a system as James Clear so eloquently describes. Creating habits that change my outlook not necessarily the outcome.

I am living my life based more on my outlook- my processes to get me where I want to be. Some days they are so simple and so miniscule that I don't see a result. Not a tangible one anyway. But after a week-it surfaces-and on Sunday's I reflect and write specifically about the circuits and conduits I created that week.

Progress is hard. Overcoming childhood letdowns and trauma is challenging. Often when we as writers write, we crave feedback. We desire some sort of recognition. Not praise necessarily but readership. We feel our outcome is based on other people seeing our words, understanding our outlook. But in reality, it is just our outlook, no one else's.

For two years I wrote every day I posted a blog everyday. It was challenging and very exhausting. But I did it 365 days of writing on one of my two blogs. But starting in January- Monday's and Thursday's are my process. Not a goal- but a system I will implement. Goals can be shameful when we do not meet them, we can feel guilty if we are not focused on them 24 hours a day. 

Systems are continual, static at times and fluid in others. They are incremental on some days while monumental on others. I do not have in me monumental. To keep up with the energy on Twitter is intimidating and when I fall behind it feels like a window smashed and shards are falling around me. I prefer the one way mirror. I can observe and still hold on to my outlook and appreciate the glory and beauty of  the Twitterverse.

Outcomes occur no matter if we focus our entire energy on them or not. But they do not need to be un-relentless goals. They can be gradual inclines and vast plains of landscape and horizon. I choose the system. I choose the outlook. I am widening to encompass more of myself and sometimes unrecognizable progress can mean 32 degrees. That last increment that causes the sudden change that seem a surprise is merely the culmination of the process- the system- the outlook.

How Things are Framed: Proclivities and Possibilities in Education

 When you walk into a museum or art gallery, the paintings are not generally tacked to the wall. Some might be giant canvases- absent of wooden or metal frames. But most are mounted in ornately carved fixtures. They are bare or covered in glass- plexi or fragile. They are set on the wall to receive the right amount of light or sparkle. The wall itself is a stage. Expressive and illuminated- we are voyeurs of greatness.

 We often ignore the frames- they can be the focal point of course, but the brush strokes, camera angle or charcoal streaks, tend to garner the eye's attention. Framing something can be based in artistic expression as much as it is a verbal or written one. The font, spacing and visual presentation of an article, or chapter of a book, is framed very much the same way. When we design a speech or even enter into a basic conversation we frame it- choose our words, pauses and inflections wisely- at least we try.

 The gravitas of our personality, the slip stream of our consciousness, as we traverse our surroundings- they both collide to make us who we are- but we often still frame it with a set of principles, peer review and human filters- we have come to find ourselves wading in. The zeitgeist pool. Most of us carry deep inside a framework of familial advice and rational reasoning. At each corner of the chassis: sentimental uplift, objectivity, subjectivity and emotional reality. We carry the tools to keep us mounted on the wall, we just often fall off the nail.

 We muddle and trickle through the minefield of “Cancel Culture.” We have both a mechanistic and complexity mindset. We have so much to say. We want to express ourselves. We want to be positive, yet fall into the trap of avoidance and misunderstanding. It is often safer to frame our wall with perfect situations and colorful adornments of life. We are circling the room- staring at the artwork of others, hearing the “Listen to me,” “Listen up,” and trends of the loudest- so we unlisten and tune out. I know I do. Think about your classroom- do you ever say those words?

 It is all how you frame it.

 We all suffer from a minimal speech thought differential. We think faster than someone talks. So we often lose focus. We switch our attention from the landscapes and self-portraits, to the gold painted or shiny metal frames. We think about what we would put inside them, rather than what is in them. We ruminate on what we are having for dinner, or what the last person said to us to make us rethink something. In other words, we are human and as a human- our minds wander. It is a well-practiced, developed and then practiced again skill- to stay focused and engaged for an extended amount of time.

 Even when we frame our lessons with fanfare and intrigue- we will lose most of our students. So we have brain breaks, think-pair-share and other moments where we actually provide time for their minds to wander- yet we give the direction. Then we expect them to be on topic. This is ‘framing’ with a masterpiece in mind. Yet, masterpieces are rarely forced. We as educators need to just give students time to breathe- to chit chat and be kids. When we do this- we set a tone of respect and admiration. We are saying “I admire your focus and engagement, now just be a kid- you deserve the break.”

 We need a new set of rules and routines. Not giving up the frame- but letting go of some of what “it has always worked in the past” and focus more on the “I’m not sure how exactly this will work but I know if I try it- something awesome will come of it.” We need to stop asking why? And say instead- Tell me about a time when…. Or share with me how you feel about the content right now… This frames the conversation, not with a choice or expectation- but with a - be you, share your story moment. I do this with one-minute check in’s and now it is a staple in our class discussions as well. But it is taking practice, I admit.

 We as educators have a keen eye- we know by the shift, fidget and distanced glance, when students are no longer engaged. We walk through the murky, messy, meander of classroom life- with ease- we create active lessons, we provide collaborative time, we student-center our classrooms- but is this enough? Do we engage them 100% of the time? No. Absolutely not. But we try. Yet, we try- often by instinct and practice alone. We have to start toppling the canoe and forcing ourselves to swim in uncharted waters. This is scary because as educators- we like to have the frame well mounted and secure. We like the lighting to enhance and the climate to be mild and forgiving.

 But, we have to seed the clouds sometime and let it pour. Let the deluge force us to reframe, rethink and redesign. We need to refocus on the proclivities and possibilities rather than the perfection. Education is messy. Lean into it. Trust your instinct but also take risks and yes, fall down in the mud and muck and maybe sit in it for a bit. Let it stick to your fingers. Students do love to play in the dirt, they love to make mud pies and get filthy in the puddles of change. So let them. They will thank you for it- maybe not with words, but with learning and progress.

 We sometimes as educators try so hard to stick the landing, or “crush it” on a daily basis. But, when we are focusing on the lesson- are our students really connecting or are they compliant? Are our students learning or are they witnessing learning? Are they bystanders in the bustle of classroom synergy? I know I think about this a lot. I reflect on why I became an educator. When I was in school- there was little fanfare, but there was learning. I think now, there is both and I am thankful for that. I am thankful to be a part of the practical rebellion, the purposeful pioneering of educational change.

 But, it is how you frame it. Parents want their children to learn in a safe, organized classroom. Students want to learn in a comfortable, fun environment. Teachers want to teach in an engaged, energetic space. In order to achieve all of this, we need to find the framework- we need to carve the frame, we need to paint the landscape, but also be willing to trash it and start over. We do not want our students in the rear vestiges, we need them in the center. Assembling the artwork, hanging the masterpieces. Not ours, but theirs- and this means giving time for them to crush it, allowing space for deep engagement, and interactive learning being more of them and less of us.

 I became an educator not for wealth (of course) or accolades. But I did have self-interest on my mind.

 I needed to be heard- because as a child in school, I was ignored. I needed for my words to be valued and my insight to be respected. I needed to make a difference - maybe not macro but micro because it is the small, incremental, progressive changes that really stick and follow our students into the future.

 I started out, twenty years ago, with an idea of what made a great teacher- but that was smeared and recreated many times. Sometimes from what I have seen, read or even imagined. But, mostly because I have allowed myself to recognize my setbacks: Dyslexia, ADD and struggling to make eye contact- and giving myself time to create a safe place for me as well. I have used them to enhance my teaching because they - like a frame- highlight my inner beauty.

 How things are framed matters. Sometimes the frames are falling apart- sometimes they are ornate and flamboyant, sometimes they are simple and unadorned. But they are frames. They set us in our ways. They hold our lives in place. They allow us to be placed on the wall for all to admire. Our words, actions and thoughts are framed in the zeitgeist and often we hide them due to the actions, words and thoughts of others. But we still hold them tight- they are us. Our students do the same. We need to let them find their style of frame and their surface on which to display them.

 I guess I have been thinking a lot lately about “Cancel Culture” and how much inspiration and beauty is lost, due to its toxicity. How many of us are not allowing our masterpieces to be seen because we fear judgment? How many of our students have been veiled with negative comments and are shying away from being themselves in the classroom? I was blanketed as a child- I shied away.

 The negative zeitgeist is powerful- it is the bulldozer of creativity. With each dig, a pile of dirt is moved, not mounting and raising- but burying.

 How things are framed matters.

 But more importantly- what we choose to put inside the frame matters most.

 What we use to make the world a more positive place. How we show forgiveness and grace. What we say and what we keep to ourselves matters. We can not be positive all the time- but we can choose to not speak about every negative thing we think. We can choose to move past a negative Tweet, Facebook entry, or Instagram post. We can choose to add joy to the wall of society, joy rather than toxicity.

 Every little frame we add to the wall matters- it is what creates the bubble we find ourselves in. We live in bubbles- we create our local safe spaces. Let's make education a bubble of brilliance and acceptance. Of change and progress. Of shiny days and sparkly classrooms full of glorious masterpieces- these are timeless. These are the frames of creativity, inspiration and mindfulness. This for me- is why I became an educator- for museums might be dusty, and art galleries loud with expressive thought- but classrooms- they are truly the next showrooms for adventure and growth. They hold the wall space for future generations to hang their goals and intentions upon. 

I can see the headlines now- “Teachers hand over the paint brushes and pastels, and education has come to life.”

 

When No One Was Looking

 When no one was looking, they did the right thing. They collaborated and expanded their thinking. They listened to alternative points of view and changed their own. They delved deep and felt a connection to others they never felt before. They were isolated but then blossomed into a new reality with hope.

When no one was looking there was a confluence, a collision of the invisible and powerful with the macro-world. This invasion was vast, unprecedented and it stopped gatherings, intimacy and connection. It caused isolation, and it destroyed lives. For viruses are relentless and we were unprepared.

But this turbulence, this precariousness led to camaraderie for so many- virtually for most, in person for others. It created a commonality. A universal disturbance in the force. It made people pause, listen and plan ahead. For precaution became the norm. Mavericks became empowered. For awareness heightens and strengthens.

The place is unimportant. It could be a hallway, classroom, or playground. A supermarket, a public park. There could be a single person or one or many- nearby. The maverick remains silent. Noticing. Acquiring. There is a privilege of being here. An inheritance of understanding that this real estate is invaluable. That being outside, being in school, being active in the world is the music of life.

When no one was looking they sewed the fabric. Tightly and proficiently, they brought together the threads, wove it, nurtured it and teased it into a tapestry. When the verge of chaos reigned- these warriors, rebels, and architects designed sturdy lessons. They developed routines and familiar paths so their students could feel safe and comfortable. No one noticed the dedication of such an endeavor. For the threads were many and the needles dull.

When no one was looking they fused together atoms into molecules and with sheer willpower and faith, the mavericks and warriors created an organism of trust and curiosity- energized and animated. No one noticed the fortitude of such an endeavor. For energy refuses to be harnessed, but when we win and it seizes- the task seems effortless. But these educators never wavered.

When no one was looking, the subtlety came back. The behaviors returned. The nardowellers pushed over their shelters and began shouting negativity and anger. They stirred up the muck and the once clear waters became murky with superiority complexes and a battle for control. Control over freedom and choice. They are acting out from fear. They are destroying normalcy for their own gain. These are those we must keep an eye on, try to engage with, yet keep our distance- for they are out to cause chaos for the sake of chaos.

When no one was looking people started voluntarily wearing masks and voluntarily getting vaccinated. There was a movement towards humanity and the greater good. Although some are on their own path, swayed by a myriad of circumstances- many are protecting, many are seeing the big picture. This is necessary. This is the stability we need to recover. We will slowly move towards common ground- but for now we are in a quagmire- wrought with idealism, dissension and strife. When no one was looking, solidarity became polarity and group think.

But within these walls of confinement and separation, beneath the frustration and us versus them- we have an opportunity to discuss and understand. We have an opportunity to reach out and help mitigate the effects of fear and ignorance. We have the opportunity not to judge and ridicule but to listen and empathize. I hope we start to look, to see these opportunities rather than hunker in our corners and pass blame.

When no one was looking we forgot. We neglected it. We focused on the wrong things. Some day soon we will be looking and designing, developing, determining where to go from here. We will lay the groundwork for big positive changes and with grace and kindness we will reach out and gather others to join us in this effort- and many will join willingly and with purpose. This is idealism, this is putting humanity, decency and faith first. This I hope is not going to happen when no one is looking- but when we all stop and stare- focus and engage. 

The Story of Education is Extraction

 Situational Fatigue

The situation is universal- The wrenching of familiarity and replacement with the obscure. Uncertainty- apprehension. Education envelopes itself with the uncomfortable. The discovery and extrication of knowledge unbeknownst to ourselves. Sometimes we search for the gold- we mine for it. Other times we stumble upon it, as we navigate the bombardment of the new. New ideas, new commentary, new tools to dig, tug and quarry data with.  

As educators we seek the strategies to enhance growth- embody individuality. We read, practice and discuss. We are in a constant state of extraction- pulling resources from the vastness of the Internet. Attending conferences. Reading in our free time how to become better educators. We are uprooting our former and adapting to our current. We shift and we erode what doesn’t work until, with creativity and innovation it becomes a shiny new element of our teaching.

Withdrawal from the chaos of political strife, expectations of those who do not know of our plight- this is a constant struggle. Yet we persevere- we continue to evoke, express and advocate. We do not let the lode slow us down. We get exhausted, we feel like the canary in a coal mine- heavy and soot covered- yet we fly free. Not because we are forced to, but because we choose to. We continue amidst the negativity.

Education is a story of extraction. Moving every rock and finding every vein from which to source common ground with our fellow educators. We believe, as Ted Lasso,“Taking on a challenge is a lot like riding a horse, isn’t it? If you’re comfortable while you’re doing it, you’re probably doing it wrong.” and “For me, success is not about the wins and losses. It’s about helping these young fellas be the best versions of themselves on and off the field.” We look for reasons to “believe.” To be the voice of solace for our students.

The world can be struck down, in a state of relentlessness. It can cave in on top of us, burying our spirit. Yet, we dust ourselves off and enter the classroom with a smile, eyes wide- showing our students, even behind a mask that they are valued. This is our extraction. This is our process- separation from the stresses of life, taking out our best instruments and letting the sparkles of minerals and precious stones shine through.

For those who are not on a school campus or in a classroom on a daily basis- this may seem unbelievable. It may appear to be a facade, a scaffold holding back the true mine below. But it isn’t. We wear our hardhats with pride. We know there may be tunnels yet to explore, that part of the system may be unstable, we are amidst a critical hour in the field of education. We know unequivocally that we must prepare for the worst- but then with shovel and pickaxe in hand- we must continue to pan for gold, because it is always present.

The Emerald City

There is a treasure trove just waiting to be extracted in every student sitting in our classrooms. They have struggled this last year, some being isolated for part of, or all of, the school year. Seeing their peers and teachers from behind a screen. But now, for most, they have been given the ‘Golden Ticket’ the directions to the ‘Emerald City.” Now it is up to us as educators to make learning fun again.

It is our responsibility to create lessons that dig deep. That inspire and inquire. It is our fountain of discovery, bonanza of investigation, and discussion that will lead them back into a growth mindset. We must use extraction to not only create the mystery of learning, but also to help them transition back into a classroom frame of mind. To create a stable, secure space for them to thrive. They need to thrive, it’s in their learning DNA.

Debates, Socratic Seminars and Jigsaw activities are great ways for students to lead the classroom. Give them topics and have them debate both sides. Fish Bowl or have students share ideas in a format where they comment and discuss, with little input from you. Instead of lecturing to students for long periods of time, provide current, interesting articles on the main topics and let them group-think and then present their article to the class. This way they are in charge of their own learning.

Have 1-minute check in’s with every student once a week, just to get to know one another and build trust. Create graffiti walls so they can draw and share content vocabulary. Have 2-minute mindfulness discussions at the beginning of class- to take the temperature of mind and spirit. Some days we all need to vent a little to feel like we are part of a group, that we share the same struggles. We need to feel our commonalities as well as our individualities.

I love to have students draw giant crime boards- C.R.I.M.E. - Connect, Remember, Information by Merging Evidence. Students write large bubbles (one for each standard) and then they take the vocabulary and concepts and draw lines connecting them to each standard, they add an emoji or simple drawing and as a group discuss the ‘big picture’ how everything connects. They do this as a group of 4 and the conversations I hear are awesome.

Collaboration is extraction- it elicits connections, uproots isolation and lets students feel a sense of camaraderie. It unites us and lets them articulate their knowledge. I have asked my students their preferences- do you want to work alone, or with a partner? Do you want to create a slideshow, poster or diorama? Giving students choice is part of extraction- whether they pan, pick, dig or scan- it is their choice of personal method of learning that is important. As long as they get to the gold- the strategy should be flexible.

Digital Domain Blends with Tactile Tenacity

These days I have discovered that it takes a lot more concentration and determination to go with the tactile version of things. For a year they have been making slideshows, using simulations and playing virtual review games. This was the only way we could teach for a while. But these days when I offer Play-Doh, LEGO, dice and card sorts- they get more engaged. When I have them step away from their Chromebooks- their eyes deglaze, they shift in their seats with anticipation. Students want to be challenged scholastically. They want to dust off the sediment from their recent endeavors and get their interest peaked. Get their hands moving, rather than typing.

Students are stressed about a lot of things: their health, their family stability, their social interactions, the expectations of being back in school, being near other students after so long being isolated. It is our responsibility to help them find strategies to cope with the burden of this heavy load. Lay down the track so they can maneuver through the new terrain. It gets bumpy and they get ornery- for we all cope with stress differently.

Get up and moving- go outside so they can remove their masks for a bit- spread out. Watch mindfulness videos to relax at the beginning of class. Have some moments of quiet reflection during class- some students need a quiet moment to think. Keep things on a routine- students like routine, but leave room for some spontaneity here and there to keep them interested. Above all else- listen. Observe. Really focus on the little things- for that is what agitates the heft of uncertainty- not anticipating the next cave in.

Thank You

To every administrator, cafeteria worker, custodian, librarian and staff member- thank you for showing up every day and supporting classroom teachers. To every educator, thank you for shrugging off the negative parent attitudes, the stress of paperwork and expectations. Thank you for showing up every day- mask on or off- and engaging with your students. They are actively seeking extraction, connection, stability and we are providing it for them. We are battling our own fatigue, our own worries of Covid-19 and entering our building, walking the hallways, and setting up our classrooms as safe havens.

We know that the mine walls are crumbling at times, that the booms of uncertainty are causing cave in’s and challenges- but we show up. We are not giving up. I am seeing many quit, many changing professions- these are dire times for education. Yet most of us are still here. Are still grading papers, writing lessons plans, monitoring accommodations. We are  sterilizing our rooms, washing our hands- trying to keep our distance (only physically). But we are here- present.

Thank you to those who are sharing their stories: writing blogs, recording podcasts, attending and presenting at conferences. These are the things that keep our profession lively and flexible. We are educators and we thrive on connection, just like our students. 

So when you finally get home tonight, put down your stack of work and rest. We need you to stay healthy. We need you not burnt out. We need you to be strong, tool in hand to continue digging and extracting. Take care of yourself and know unequivocally you are appreciated and valued.

Strata, Data and a lot of Fun: Stratification in a Bottle

Today my 6th graders created Stratification in a bottle. We used ash, kitty litter, soil, baby cereal, rice, beans, and other materials to represent different times in Geologic History- as life began, extinctions occurred, and renewal started. Each table was given cups of different 'strata' materials. As I read the story aloud- they listened, and I paused after each section for them to be able to add their materials to their bottles.

Story

Around 4.5 billion years ago the earth was just hot rocks, minerals, and molten lava.  We have no evidence of life on Earth.

     Add 1 tsp of Lifeless Earth into your bottle

The earth slowly cooled and liquid water covered most of the earth.  Life evolved in the sea around 3.5 billion years ago.  The first life was bacteria and scientists have found chemical evidence of bacterial life.  After millions of years, the first bacteria gained the ability to photosynthesize and created the first free oxygen in the atmosphere.

     Add 1 tsp of Bacteria to your bottle.

Life continued to evolve in the oceans and diversified into many different shapes and sizes.  Many had shells and shells break up into small crystals, making sand.

 Add 1 tsp of Ocean to your bottle.

Life eventually moved to land, starting with plants, then later animals.

Add 2 tsp of Plant Life to your bottle.

Sudden extinction event- what material do you think we should add here to distinguish it from the previous strata?

Then animals evolved into a wide range of flying, crawling and climbing animals.  

Add 10 each Small Organisms to your bottle

Sometimes many volcanoes would erupt at once, spewing ash into the skies and leaving the land without the ability to support life.  

Add 1 tsp of Volcano and Fire. 

And 1 tsp of Lifeless Earth

The sea levels would rise and cover the land with shallow oceans.  

Add ½ tsp of Ocean.

Oxygen levels in the atmosphere increased and that allowed very large plants and very large animals to evolve.  

Add 1 tsp Plant Life

and 4 Large Organisms.

Sometimes a great earthquake would rattle the earth.  Gently knock your bottle a bit sideways.  At least once a great asteroid hit the earth causing tremendous heat to kill some of the largest dinosaurs and spewing dust into the atmosphere, blocking out the sun.  Without the energy from the sun, plants died, the large herbivorous dinosaurs, then the large carnivorous dinosaurs did not have anything to eat.

Add ½ tsp Asteroid.

Add ½ tsp Volcano and Fire.

Eventually the earth recovered, and plants and smaller animals thrived again.

Add 1 tsp Plant Life

and 5 each of Small Organisms.

 

Students had a fun time using funnels and adding different layers into the bottle. Eruptions, extinctions, and era's oh my! What a fun day.