What I Do...What I Don't...What I am...What I'm Not

What I do, I take adventures every day. I step into a classroom, not knowing the atmosphere or the energy. I simply try to add a piece of myself, to be honest, to be a constant listener. I believe in my students, even when they do not believe in themselves. I trust them. I do what I say I am going to do. No matter my exhaustion or doubt- If I accept a challenge, I climb mountains and dig tunnels to solve it. I remain mindful, I may get frustrated, annoyed, or even rant a little, but I quickly return to a place of zen. It is where I prefer to reside. Among the calm, focused avenues of mindfulness.

What I don't, I don't always believe in myself as much as I believe in others. I don't always take time for self-care and personal revitalization. I may meditate daily and create mantra's for focus and strength, but I don't always find a quiet place to just breathe out and center my spirit. As educators, we often focus so much of our energy on our students that we forget to mend our exhaustion and get our required hours of sleep. I don't.

What I am, I am a mother, wife, sister, daughter, friend. I am an educator. I am a writer. I am a curious, growth-minded, searcher. Always looking for tidbits and nuggets of truth. I am a believer in voice and individuality. I am a listener of opinion and a continual architect of my own, for I know, without dissent, opposing thought and unique points-of-view, I would be lacking insight and understanding.

I am not a confident person. I write, I put out two blogs. I moderate a chat on Twitter, but every time I do, I fear no one will join and no one will read. This is why my book, has stayed inside my head and not on paper. I am not a perfect educator. I need to grow, find ways to use more technology and incorporate more ways for my students to be independent. They have a lot of freedom, but I am not a hands off educator. I need to take that journey: the path towards observation with less structure. Step back even more and let my students create more labs, activities and self-regulate themselves.

What I was, I was an awful student. Barely made it to high school, my Dyslexia made learning a struggle and I was to shy to ask for help. I was not a disruptive student, but a complacent one. I resisted change because I liked the comfortable, because I could control the familiar. I was a quiet person unless at home, where my family used to say, I had diarrhea of the mouth. I was a conundrum. I was bullied. I was misunderstood. I was a loner. I always wanted to be a teacher, because the only friends I had growing up were my dolls and stuffed animals, and those were my students, they listened and understood me and I knew, even then, that I wanted to do that for the rest of my life. I was a dreamer whose dream just happened to come true.

I can be a published author, if I trust myself to put words to paper. If I believe what I have to say will matter to someone else. I can be better to myself by believing I have something to offer. I can be more determined to share my ideas and teach at conferences. I can be the same person, stay in my lane, never grow... but I refuse to do so. I can always be more engaged, more empowered and more confident. This is my goal.

I thought nobody read my blog. I thought words on Twitter just went past on a scroll and that nobody really truly read them. I thought social media was ineffective and unnecessary. I thought teachers stayed in their rooms and kept to themselves. Now, I think this is changing. Educators are getting on social media and building digital families. Creating connections stronger than any 'wireless signal.' They are bridging gaps, solidifying ideas, conquering misunderstandings through universal ideals and open minds. I thought I was alone, but now I know educators are connected in so many ways and that they truly listen and care about one another.

I am afraid of my isolation. I often tend to go it alone. I have limitations that I have placed on myself. I also have constraints placed on me by the powers that be. I am afraid of feeling like a failure like I did growing up. I am afraid to put myself out there more than I do. To really put myself in the lime-light. Because, I am comfortable in the dimness of the outskirts. But, most of all I am afraid of succeeding because that means I have to do better, keep innovating, keep surpassing my goals. But, I am more afraid of not trying. So I always try.

What I long for is to devour my goals. To never cease taking the baby steps, because these baby steps eventually become trots, gallops and leaps. I long for a continual barrage of words and ideas that stimulate my brain and get me writing. I long for many more years of adventures: treacherous and scary, heart-pumping and terrifying and those that seem insurmountable -for those are the ones that say I choose to be uncomfortable, I shut the door at don't, I will thrive off the fear of failure because with every failure I continue to build my cobblestone crosscut and on this beaten path I see myself-What I do, What I don't, What I am, What I'm not and ultimately where I am headed next.

Hocus Pocus it's Time to Focus: S.T.O.M.P. out Misbehavior

S.T.O.M.P.- Stand, Think, Optimize, Mindful, Presence

The first six weeks are behind us and as autumn has set in so has the restlessness of school life. We know their names, their personalities and their quirks- their 'true' selves are emerging, sometimes to our chagrin. Those quiet, unassuming students have now come out of their shell and are more boisterous and talkative. It's not that our behavior management is no longer effective. It is not that their attitude has changed. It is simply that their presence is more observable, audible and apparent. So how can we nudge the decorum and demeanor in the right direction for learning to thrive? All the while letting them enjoy the classroom and to remain independent and creative?

There are a few things I use in my classroom that work for all levels and all classroom dynamics. S.T.O.M.P. being the foundation on which all of my strategies align. The most important things are consistency, frequency and reception. Do students see the value in the strategy and do they respond to my enthusiasm for it. If I am not convincing- they will tune out. If I do not fully engage with the strategy they will know. So sometimes I do have to seem weird or act a bit silly- but because we have created an atmosphere of trust and acceptance, my students tend to 'go for it' when I ask them to. They try new things and investigate alternative approaches, knowing that if these procedures do not work for us as a class, we will toss them aside and find some that do.

Purpose and clarity- why and how. I do not implement S.T.O.M.P. strategies because they are misbehaving, nor do I do so because they are showing signs of frustration or boredom. I utilize them routinely because being proactive is a part of our classroom dynamic. Having a steady, dependable routine of mindful presence and awareness brings us closer as a community. The more we pause, observe, listen and reflect the more we truly understand the impact of our actions on others. When we see ourselves not as separate entities but as fibers intertwined with other filaments- we see ourselves united. When we recognize how we are woven together- we understand we are inseparable for a class period. Every tug on the thread weakens the fabric, so if we continue to reinforce the network, strengthen the texture, our tapestry will endure. Not because it is well-made but because it is valued and protected.

Stand

It is one thing to stand, it is another to have poise, posture and purpose. To take to your feet to observe and listen. To have a stance of recognition, cognizance and appreciation. I have my students stand up straight, arms at their sides, and remain quiet. I have them look around the room and make eye contact with three other people. To be thankful for three other people and to think about how they interact with them. To reflect on their interactions with others in the class and how they might improve upon any that may have gotten off course.

Think

Then as they are looking around the room, I ask them to think about their words and actions today. Were they kind? Were they helpful? Were they disrespectful or frustrated with anyone in the class today. I ask them to think about how they could have reacted not responded. How they could have handled the situation differently? Finally, I have them think if they might have been someone, someone else thought of during this time. Were they the cause of someone else's aggravation.

Optimize

I ask students to envision the perfect classroom. A place where everyone feels a part of the group. Every student has a voice, is heard, is valued. Then I ask them, what role are you going to play in our classroom to make that happen? Choose two things you are going to do today, tomorrow and all week to make sure that you are a reason why our classroom is great.

Mindful

This is the step in which I have students sit down. They can close their eyes and reflect or write down something in their journal. This is the stage for mindful reflection. Remembering their thoughts over the past few minutes and solidifying their ideas. Figuring out a way to make sure they implement their realizations. Then we discuss some strategies as a class and add some to our mindfulness board.

Presence

The last step is all about being present, purposeful and respectful. Students have one minute to walk up to three people, the three they thought of in the activity, and share with them their insight. I have heard all of these responses as students interact during this time:

I apologize for taking your pencil, I thought I was being funny
I know I was distracting for you today and that it was unfair to you
I am thankful that you always take the time to work with me even when I am off task, you get me back on task
I am sorry that I was impatient with you, but sometimes you won't stop talking and I need to get my work done

S.T.O.M.P.

This takes place in 5-7 minutes. Often we end with a quiet, deep breathing exercise just before dismissal. Sometimes we start the class with it to get us ready to be fully engaged for the activity. The first time we did this there were giggles and rolling of the eyes. The second less of that. Once a few bought in to the exercise others joined and now almost everyone is engaged in the practice. When we are taking notes I often use this strategy before we transition to individual work. To remind them of the importance of community and respect. A class discussion is frequently used but sometimes we just transition to our next activity quietly. S.T.O.M.P. only lasts 5-7 minutes and can be used at any point within a class period.

I think it works because it is self-management, self-awareness, and self-motivation. No one wants to be told, you distracted me or made it hard for me to learn. No one wants to be thought of as the student that no one wants to be on a team with. They just need to be reminded by their peers sometimes, what the best etiquette for the classroom is. What is acceptable play and unacceptable distraction. It works for me because I model how to be honest and respectful but also truthful. It is best to tell the truth so other students understand their role in the community. Essentially my classroom community has strengthened through purposeful, meaningful, consistent conversations. Not me talking to them or redirecting them, but them redirecting one another. Supporting one another and listening to one another. This is the foundation of S.T.O.M.P.- being present and mindful, aware and generous.

If students learn to lift one another up through purposeful, respectful interactions, learning is at the center of the tapestry and all the individual threads bind into one beautiful masterpiece. They understand that every stitch sewn is by them, I am the observer, the patron of the museum that is theirs to fill with their art, their artifacts. The more students feel empowered, the more they feel like curators. The classroom should be their design, their landscape, their platform. When it truly is, then it is theirs and they will take ownership of it, protect it and cherish it.

Classroom Personalities: Leader, Visionary, Risk-Taker, Catalyst

One of Many, Single of Few

We have all been asked are you a visual or auditory learner? When we set up our stations for differentiation we ask ourselves do I have a kinesthetic activity added in the mix. We are taught the strategies to best guide and assist all of our students and their various learning styles. We ask ourselves how best would I learn this information. Would I need a quick video, hands-on time with models, and a collaborative discussion? We observe our students and it becomes apparent pretty quickly which ones need extra help and which ones master the content quickly, so we design remediation and enrichment activities, we compact curriculum, set up interventions and tutor inside and outside the classroom. We are in constant perception, inspection and interception mode, because we want all of our students to be successful.

The focus in education seems to be on preventative measures based on academic achievement. There is a growing wave of educators who are focusing on mindfulness and social interactions, but we often miss the social styles of students, not behavioral, but social and psychological. Their personalities. Are student’s leaders, visionaries, risk-takers, or catalysts. Are they the glue that holds a team together or the distraction that holds them back? Are they the idealist, theorist, enthusiast at the start only to then fall short on the follow-through? Are they the stimulus and motivator? The spark plug that ignites the fury that keeps the engine roaring? These temperaments, dispositions and personal frames of mind and practice are often overlooked. But, they impact achievement as much as any learning style.

A View of Individuality

I have been watching my students these last few weeks through a different lens. Not one of visual, auditory, verbal or tactile but one of who are my leaders, visionaries, risk-takers and catalysts? This new acumen has clarified a lot of things for me. It has given me new insight into my students, but also it has changed the way I design and implement my lessons. I look for ways to differentiate between my three levels based on skill, pace and understanding, but I also seek various ways I can create connections between my students, in a way that is meaningful. Building a community is based on familiarity, respect, comfortability and trust, but it also needs a framework around all of these things. A scaffold of individuality and independence intertwined with self-confidence and persistence.

I have Dyslexia, I struggled learning in a fast paced, structured, all desks facing forward, independent work classroom. I missed out a non-traditional, student-centered, collaborative community. The type of classroom I have tried to create as an educator. My teachers had strategies and interventions to help me succeed, they provided me with extra-time to demonstrate my knowledge and complete my homework, but they never gave me what I truly needed- an opportunity to be a leader, visionary, risk-taker or catalyst. I was put in a box, given a label and there I stayed throughout school. Not until I had nearly completed high school did I get the privilege of having some forward-thinking educators who really got me to blossom, because they let me find my voice. They didn't lead me to be one of the four, they let me try on each one for size and switch between them depending on the situation. This is why I am an educator today- because I can choose to be all four: leader, visionary, risk-taker and catalyst, or step back and be none of them. It all depends on the situation.

So how can we get these qualities, these personalities shine alongside the fundamentals of higher-level thinking, problem-solving, inquiry and STEM learning?

Leader

Some leaders are great at delegating, empowering others and holding others accountable. The true leaders have integrity and honesty, they inspire others. While some get the team motivated and on task, they often lose their luster when it gets tough. Keeping a group moving forward and driven can be a challenge, especially for children. So what types of situations can we design in the classroom for them to shimmer and dazzle even when things get difficult? 

1. If a class period assignment, let the leader take charge and only peek in for reassurement

2. If a longer project, have co-leaders so they can share the responsibility and feel the weight of leadership

3. Never force someone to be leader

4. Give everyone a chance to lead, even if they don't know they are: give them small leadership tasks like checking papers for names and asking questions 

5. Make sure students know that leadership is important and that every one of them possess leadership strengths

Visionary

Visionaries are not rare. They ignite small movements but also with mere words can change the course of history. In the classroom they are often quiet and unassuming and we need to set the stage for them to be at the center. We need to let them gravitate towards those they feel comfortable with and then their ingenuity and creativity blossom in front of your eyes. Their voice starts a movement of learning, unparalleled.

1. Let every student have input, give them a place to write down their ideas: IDEA BOX or sticky notes on the white board

2. Provide time for students to brainstorm and really talk things through as a group

3. Have students jot down ideas on a piece of paper and then eliminate ideas and add new ones based on new information

4. Prompts and Sentence Starters are a great way for some students to kick start their imagination and curiosity

5. Set up a makerspace for students to design and create models, blue-prints, mock-ups etc.

6. The more time provided for purposeful talk with peers, the more they bounce ideas off one another and this is when I see the true innovation take shape

Risk-Taker

Most students do not think of themselves as risk-takers, but they are. They introduce themselves to new people, make friends, they try new things every day and with excitement and intrigue. They generally in school, however, play it safe because they fear a bad grade or embarrassment. But, with a little freedom of expression, enthusiasm from their teachers and safety of the classroom community, they will venture into the realm of the unknown and take the leap. We just need to provide the chute and they will glide.

1. Design a no risk, failure is an option, trial and error, no judgment classroom: make sure they know unequivocally, they are safe to try and try again without penalty

2. Ask them a lot of questions- the more we sit with them look them in the eye and ask them questions, the more they see they can do it

3. Have a 1-minute individual check-in or group pep talks to reinforce the need for bold and creative thinking

4. Share stories of your risk-taking, of the actions of great innovators and great failures so they feel safe to launch, initiate and invent with bravado

Catalyst

These individuals are the enzyme that gets the reaction started. They stimulate conversation and action. They can be disruptive but with a little modelling and patience, they can be shaped into great leaders too. They just have to express themselves, often at inopportune times, but they are the impetus for great things, if we as educators learn to accept their quirks and overlook the minor infractions of protocol. I have many catalysts in my classes and with a little nudge and redirection they are often the motivators that get things going- not always completed, that is up to the leader, but they do get things off to a very electric start.

1. Never stifle

2. Guide and nudge but let students uncover their potential

3. Let them giggle and get of track temporarily, this lets them build camaraderie

4. Redirect energy if necessary but as the Conservation of Energy states- it is never created nor destroyed so let it build and wane because we often need things to fizzle before we can see the next opportunity

In a classroom we are privileged to teach, a cornucopia of characters. A plethora of personalities. A quorum of quippers who just need an audience now and again. We have the highly motivated and eager. The struggling and disengaged. But, most of all we have a community of learners all of whom have their own personality, learning style, strengths and room for growth. Each with the potential to be a leader, visionary, risk-taker and catalyst- all of whom at one point or another, have been all four. In the classroom we need to accentuate these personalities just as we emphasize strategies for visual, auditory, verbal and tactile learning.

These last few weeks, through 1-minute check-ins and group pep talks I have really gotten to understand my students. See them as individuals, classes and communities. I have learned so much from them because I have asked them to reflect and critique my teaching. I have asked them to be themselves and not only focus on the way they learn but why they learn that way. We have shared our stories of success and failure- how we have had to redo, retry and reimagine our learning so together we can all be leaders, visionaries, risk-takers and catalysts- and well for the first time....I see the potential for each in all of them and myself. 

Glance, Glare, Gawk- Dealing with Shame

Imagine a World

Let me begin with a tale. A paradise I feel in my heart but do not see with my eyes. A place where hatred is tolerated as much as individuality. We think what we think, it is how we choose to deal with our fear that matters.

Imagine a world where every person could dress how they feel, be who they are and express themselves without fear of judgement. Well without an attack of it anyway. Judgement is a part of our human psyche, even the purest and kindest of individuals have a moment where they judge others- they just let it pass and focus on mindfulness rather than discrimination. Imagine the vibrancy, the beauty of individuality, glory of self-expression that would arise if we felt safe to be who we truly are. Close your eyes for a moment. Did you see it?

Every color has more shades, every sound more notes, every emotion brings more connection because we would all sense a commonality. This fantastical world will unfortunately never exist, because there is too much intolerance, bigotry and hatred. There is too much prejudice against things we do not understand. People will be brave enough to dress flamboyantly or even against the norm but those who fear change, resist individuality, have to make sure they are the cause of fear. They think if they instill fear they will squelch our human freedom to be who we are. That those of us who have a voice of personal expression and creativeness will fall in line with their beliefs, their values, as if our values are not the same.

Imagine a world where we have the freedom to think for ourselves, and glance, glare, gawk at others but with respect. It is alright to glance at someone who you find strange or unique it is not okay to gawk and make rude comments only because you are afraid. We all have an image in our head of what 'normal' is, what 'acceptable' is. It is when our image is forced onto other's, when this world, our world becomes a place of shame for me. I am ashamed of others who feel they need to make my son feel bad about himself. I feel shameful that people do not see the beauty in others and focus instead on believing they are better than anyone else.

Reality of it All

People are positive or negative. Accepting or judgmental. Some in their head, others out loud. Some take ownership of their prejudices, ego-centrism, while others want to speak loudly but deny their cruelty. They hide behind a mask of Internet or claim ignorance. But in reality they know they are wrong and that is why they hide. They feel trapped in conventionality so they lash out at others who have removed the shackles of it.

In crowds I notice glances, glares and gawks- of others, maybe at me, although I do not stand out physically- I do in my actions: risk-taker, innovator. Those who walk the line, but choose safety of the box, often resent and hate. Judgment runs deep- we all have it in us, yet in most of us it is fleeting and silent. We feel it approaching and we tackle it to the ground. While some need to showcase it- shine it up like a trophy and put it on display because it feels powerful to be mean, to know you made others feel bad. Because then they do not have to face the humiliation and fear in their own minds- the fear they themselves have flaws.

I am sad as I look at the faces of those who feel they are superior. Those who feel their words are necessary. It is a phenomenon and wide spread- fueled by discontent. They feel justified. They feel empowered. While others of us feel exhausted and frustrated at the notion that part of humanity has lost its way. That people have lost their moral compass and they are navigating on the mid-advice of extreme influencers. Those who seek opportunities to be mean. They are everywhere- these cruelty-philes they are beacons for others like them.

They stand- glance, glare, gawk- point, snicker, as a unit. They stir the pot- like a swamp, life in their sphere, is nearly motionless, ripples may reach the surface but they quickly slow under the weight of the sludge, moss and mud. These crocodiles stick only their tips out so they can remain predatory. They swim so still no one sees them until they pounce with hostility and malice. The trees around them droop, insects quietly buzz about, fearful of the wrath of slow moving creatures. This quagmire of negativity and evil, lurks. It nears the edges of happier places.

It surrounds the moments of isolation and anxiety. The only way to conquer it and paddle down stream to clearer waters is to collaborate and build relationships with positive, like-minded people. If mindfulness is going to succeed we must remove the sludge from our habitat. We must clear the rubbish and lay a foundation of bright, purposeful behavior. Trim the moss and plant the seeds of garden life. This way fruitful interactions, fibrous collaboration and flowering connections can be formed.

Glare, Gawk, Rude Comments

Now let me end with a tale. A family day trip to the beach. A paradise I felt in my heart and envisioned with my own eyes. A place where I never thought so many would be judgmental. Where how we dress, how we look, who we are, would not be criticized. A day I thought would be filled with family fun, which was for the most part, but was tainted by cruelty-philes. A day that was blemished because of several people who felt they were superior, they were flawless and that their values were different than my family. Who felt they needed to be mean, and were cruel because they could be.

The Masterstroke of Meeting, Craftsmanship of Community Building, Classroom Artistry

Routine, practices, expectations, syllabus, 'setting down the rules,' 'unpacking intentions'- Whatever you call it, it is important as educators to let students know what the classroom procedures are. Are they flexible, set in stone? Is the teacher the 'sage of the stage' or are the students actors in their own play. Is the teacher the director from the front row or the back of the theater? Every educator has their comfort zone. Every teacher their personal playbook full of strategies and anecdotes they have used for years. Some are free of alteration, while others are chock full of X's and lines, reworking the steps and moves of the game. This is a new school year, new students and a chance for a new playbook. Some 'plays' are flawless, while some need reworking. Taking the time to get to know our students will determine which.

The masterstroke of meeting is upon us- we can't wait to meet them. Opportunity, possibility, virtuosity is before us. All we need to do is stop to look at their artistry, their choice of glow and hue. The craftsmanship of community building does not come from lack of structure. In fact, it requires it. But it also needs freedom and options, individuality and personality, collaboration and cooperation. Even with the strictest of rules, behavior will not be in line if students do not feel like a community. If they feel stifled and constricted, they will get bored and boredom leads to misbehavior. But, if we provide the canvas- with edges of course, they will get creative within their parameters. If we offer brushes of various sizes, paint of all pigmentation and the luminosity to display their masterpieces- they will engage and sketch a learning environment both fluid and comfortable for them. This is classroom artistry.

It begins......

The first day jitters are invigorating, albeit nerve wrecking. The anticipation of meeting students for the first time gives all educators a few sleepless nights leading up to that moment- the morning where you hear them coming down the hall for the first time. The bell rings....You feel the energy as it approaches. You look into the crowd, not knowing which of them will enter your classroom. In your dreams you have seen this situation play out in many different ways, but until you are there, standing in the hall, experiencing the juncture, it all seems so far away. We only imagine their faces. Yes, we see their last years pictures on rosters, but until we look them in the eye, see their initial facial expressions, the memory has not been forged. Our relationships have not been sparked. This synergy is the masterstroke of meeting.

They enter the classroom, some quiet, some boisterous- but all eager to meet you. You feel like you are smiling too much, you feel awkward. They don't notice though, because they feel a bit uneasy too. They are hoping you will be the cool teacher, the fun teacher, the nice teacher. These are the first impressions that will shape the classroom community. This is the palate of colors sparkling. These are the flash reactions we can't take back. We can add depth and shading, nuance and vibrancy but the first time we meet- that is the backdrop. Each stroke of the brush needs to be communal. The canvas becomes a landscape, only after each perspective has been seen. After each voice leaves its mark. We must choose to make the class portrait colorful and dynamic. Active and energetic. This can only happen if we clear the space, empty the walls and wait for the inventiveness and ingenuity to become the classroom mural.

When we walk through a museum, we may take a peek at all the paintings but we only sit down and really take in, the ones that speak to us, sing to us. Whether it is the symmetry, design or color palate if it connects with us- we will most likely buy a postcard or poster of it from the gift shop so we can remember it. As we pass the art on the walls that does not touch us visually, we tend to dismiss them without even a glance. Like a lesson, if these pieces aren't memorable they often don't wind up as merchandise. These first encounters, like a museum often contain the prosaic, teacher-centered arrangement with little room for self-expression. Those pieces of art we walk past, never giving a second glance to, are the ones we often believe lack vibrancy, relevance, meaning. If out of the corner of our eye is a shocking splash of blue, green, yellow we will take a second look. When voice meets retina we remember because it bridges the senses. The first day of class- create this bridge and students will remember.

Making sure students understand classroom expectations is necessary, because we know we have to set the frame, find a place on the wall to display our guidelines. We need to create the feel of a museum, quiet, reflective and creative. But, we also have to make sure it is active, collaborative and innovative so the artwork gets created in the first place. A museum without art is an empty room. Many teachers feel they need to 'set the tone' as controlled and disciplined. But is that how you want your canvas to take shape? The walls of your museum to be filled? Are you open to modern art, impressionism and realism? Do you expect them each in their own wing or mixed together seamlessly? Do you welcome the synergy or desire the partition? If we visit a museum, do we expect all the art to be the same?

Educators can share their thoughts on mindfulness, kindness, cooperation not in a teacher-centered approach but in a student one. If you want your landscape to come alive, sparkle with self-advocacy and individualism then make the craftsmanship of community building the first thing you do. Let students be active participants not only in the choice of paint, texture and lighting but also the style of frame- because simple or ornate, that is what will shape the class for the rest of the year. The masterstroke of meeting is the ticket, the brochure full of shiny, textual and beautiful artwork. The craftsmanship of community is the landscape, portrait or still paintings, colorful and eye catching as you make your way through the halls of the museum- let students have choice and the pieces will be magnificent. Classroom artistry does not come from a perfect lesson it comes from an environment that both enriches creativity and enhances self-expression. What does your museum have on display?

Jungle, Prairie, Mountain, Sandy Beach: A Classroom Comes Alive

Cold air whooshes like a slap in the face, it surrounds you, as you open the exterior door. It sounds like a vault as it is finally exposed to the elements. Like on TV when they open a safe that has been locked for decades. The audible snap of the seal, whispering “What’s inside?” as it slowly releases the staleness of isolation. The anticipation speaks in a dull hum, felt to the core. As you step inside, hallway becomes scenery, each step a different landscape: Jungle, prairie, mountains, sandy beach. Crisp coolness mixes with a warm breeze- expectation meets imagination. Possibility meets parameter. Individuality meets consistency. There is a stillness, waiting to become noise. A serenity in need of agitation, disturbance, action. You can feel the rumble as it nears.

Desks empty, tables organized. Board advertising procedures. Enticing curiosity. This space has become your second home. You spend more time here than you do sleeping. It is comfortable. Yet, it is missing something, an energy, a din of giggles and contentment. There is a swirl of optimism glistening in the light. Sparkles of prospect, promise and passion gently adding a layer to the classroom climate. The daily weather forecast: clear skies. The warmth ignites a potency of happiness. A little bit of moxie and pizazz in your step. You are prepared. You are at the starting line, you have stretched and prepared for this- the opening bell is just about to ring.

For the remaining moments, you hum your theme song. A soft cadence becomes a boisterous rendition. The room absorbs your stamina and fortitude. It becomes an animated space: dynamic, spirited and above all else, activated. It becomes more than a classroom, it becomes an ecosystem: Jungle, prairie, mountains, sandy beach. It takes on the spirit of overlapping vegetation, tall grasses, peaks and valleys, ebbs and tides. As the voices approach, the wave reaches shore, the inhabitants merge into view- you see the entirety of potential. You no longer just see individuals on printed rosters, but communities. You may stand near the center of this beautiful landscape, but you are nothing without the residents. The citizenry of the classroom.

They enter, buzzing, chirping, cackling and chattering. They carry with them the vibrancy and tempo of real life. They send a vibration into every corner of the school. It is like a pulse, beating, charging the once silent hallways with electricity. This is the day they solidify your image of what your classroom culture will be for the year. They will determine the mindfulness. The kindness. The positivity. When you emanate joy and gratitude, they will return the energy with trust and respect. This is the moment many voices merge into a common language- expectations and possibilities. This is the day you choose to let many opinions remain vines, that connect the flora of imagination and creativity. This is the year that uniformity once thought necessary, dissipates and a common vision becomes clear. This is the space of all invested, the community of every participant, the home of every learner as they grow and expand into one giant jungle, prairie, mountain, sandy beach.

You Had Me at Hello: My Love Affair with Education

You Had Me at Hello

You had me at hello. I love to listen and read the amazing ideas of educators. It makes me recognize room for growth, but it also reinforces my belief in myself as a veteran educator. I absolutely love being a teacher. It’s a relationship that evolves and expands because I never get complacent. I understand it, it understands me. But we don’t always get along. I get angry at it, it overwhelms me. But at the end of the day I go home knowing that it will provide me with new opportunities tomorrow. Education is a beautiful profession, yet it is full of challenges, setbacks and frustrations like no other. It is a love affair for the ages. Both messy and boisterous.

There is a lot of noise, strategies everywhere, opinions, thoughts, sure fire suggestions. As educators we are bombarded with new ideas: some useful some not. Many repetitive and familiar. They often claim to reinvent the wheel, move mountains, yet many of them fall short. However, there are gems out there. You just need to keep your eyes peeled for them. During the back to school season the din gets louder and voices more powerful. It’s hard to isolate the ingenuity and inspirational from the mundane and common sentiment. Education is a profession worthwhile, meaningful and growth oriented. Most teachers want to share and collaborate. It is a wonderful field to be a part of. Hearing alternative points of view makes us stronger.

The Love Affair is Challenged

But the reality is, even with our amazing camaraderie and social media presence, being an educator, on the best day is challenging and exhausting. It is not for the weak of spirit or faint of heart.

Not everything is bake sales, blue ribbons and jars of jellybeans. As of late many strategies sound the same, they just add to the deluge of strategies. Joy, voice, community is classroom gold. Read this blog, listen to that podcast- buy these books. Better yourself by following these heroes of education- be aware, be present, build relationships. Technology is good- use it often. Homework is highly debated- is it bad now? Differentiate, use break-out sessions, stations, active learning. Teach students with visual notes, graphic novels, morning meetings. Be kind, listen, smile. Be yourself, be independent, yet stay a part of the community- build a positive school culture. Take risks, fail and get back up on the horse quickly. Share, reflect, give constructive feedback, accept critical feedback with humility. The list is endless.

Collaborate, celebrate- don’t isolate and always reverberate positivity. Build a student-centered classroom. Teach through PBL, flexible seating, personal connection. Can we do it all? Can we as teachers have a perfect performance every day, every class period? Are we going to like every one of our students equally? Maybe not but can we guarantee we treat them all equally- and keep our classroom student-driven, mindful, engaging, purposeful, productive and challenging? Do we need to use technology every day? Do we have to lecture rarely and always keep our classrooms quiet and well-behaved? Should we not smile until after Thanksgiving? Yes, I have heard a teacher say this aloud. As a new teacher, I was not blessed with Twitter or Facebook. It was collaboration within the building not between them. This has changed- now social media has allowed teachers across the globe to communicate, cooperate and climb the mountains of educational struggles together. But how much time do we need to spend on-line to feel like a good teacher?

All the congratulatory nods – follows and likes are invigorating- but what really matters is the connections we build. The ideas that filter out into the world and get picked up and incorporated into classrooms everywhere. Education is a team sport on an Olympic, Superbowl, World Series, World Cup level. While the players sometimes get overlooked the spectacle is on the news, scrutinized. Education is universal, it is a phenomenon because it occurs everywhere. Most techniques and strategies are universal, yet it is a field changing so rapidly that it is necessary to keep an open dialogue so we can continue to make education better for our students. So, throughout the scrutiny we do not feel alone.

The Love Affair is Strengthened

Yet, ultimately teaching is personal. It is a room where within its walls are interactions, observations and experiences. Relationships are forged, growth, learning and connection happens. It is a place where one or two adults try to build a community so hundreds of children can thrive. The strategies we see and hear about on social media might be perfect for some and not practical for you. Your classroom may seat 32 or ten. You may have the same students all day or within a block of time each day. Everyone has different circumstances, populations and personal philosophies. If homework works for you- use it in a purposeful, meaningful way. If traditional seating is your preference rather than flexible- then make that a way to build student relationships. The most important aspect of teaching is building relationships- if a safe haven is in place then learning is the focus. If trust and respect are modeled and common place, then community is the foundation of the learning space.

I have seen teachers spending a day in silence because the teacher was annoyed or having extra worksheets because the teacher needed a break- is this how we want to spend our time- their time? Our focus needs to be about them not us. We need to listen to other educators and read blogs that inspire us. We need to listen to thought-provoking podcasts because these will help us feel like we are a part of a community of teachers and as educators we know we all have good days and bad and if we share them we can accept the bad days while never letting them effect our students. Mindfulness is the awareness we need to respond not react- to find positivity even in the most frustrating of moments. We all have them its how we cope that impacts our classrooms.

Teachers need to see the barrage of speculation out there as just that- an avalanche of opinion and personal choice. Don’t fill your bucket with too many strategies or you will come tumbling down. You will have stressful days because you will feel overwhelmed. You have instinct, soul and a mindful spirit and you need to focus on what works for you. Don’t incorporate things into your classroom because others say it was successful. Bring things in that you are comfortable with, that you know you will use because it feels right for you. Social media is both a gift and a curse. If we rely too heavily on it, it will bombard us and stifle our own creativity. But if we use it as a tool to probe our understanding and get us curious, it will open our minds to new ideas, and this will enhance our classrooms.

The Love Affair, Unique

Education is like the Himalayas- a towering range of knowledge and experience. For me, the top is too steep, and I don’t have on hiking boots. I prefer sneakers. I like my shoes comfortable, so climbing up the piles of strategies is not going to happen. I can’t read every book, listen to every podcast. Nor do I want to. The middle can be precarious, its crowded and that din is very loud. So, I stay calm, walk slowly and pick a up a few mementos here and there. But I choose to stay near the bottom of the very high mountain of great educators. This does not mean I think I am not a good teacher. I just means I prefer solid ground and room to escape the impending overload. I can choose to climb a little, swim in a nearby pond or just watch the sunset without fear of a landslide.

I am a free-thinker with the indelible need to listen to a lot of people and their ideas- this I know makes me stronger. But I am also realistic- I know what works for me and even though I take risks in my classroom- I can only do this because ultimately, I believe in myself, I know my limitations and I push myself to move past them. I gain strength from my amazing PLN and having one makes all the difference- this is the beauty of education- community and personal independence. It had me at hello and with every greeting, educator and students- the love affair just gets more powerful.