Zen and the Art of Teaching

Teachers are mocked: Bad Teacher, The Substitute, and Summer School, even Ferris Buellers’ Day Off depicted teachers as slow and out-of-touch. Filmatic teachers’ speak in monotone voices or screaming echoes. Hardly ever, are they portrayed as “real people.” We are real people actually with real families and real problems, and real personalities.  If ever we get a glimpse of a realistic educator their circumstances concern inner city gangs or minority racism. Which of course are great stories of diversity and strength but hardly indicative of most teachers.  I have worked at three schools in my ten years of teaching, all of them different, all of them unique. Each one of them changing me as a person and teacher. Each one setting the ground work for me to become the teacher I am today. I didn’t work in East L.A. or the Bronx, or even Detroit.  My students were challenging, funny, frustrating, demanding, and rebellious.  But also, my students were inspiring, humbling, and remarkable. This is why the politics of teaching, the gossip, back-stabbing of faculty, and discouragement of administration can be overcome. This is why I am a teacher. 

A Makerspace: How to Incorporate it into Your Classroom: Organic Compounds Posters

The makerspace in my classroom is used almost daily. Students used it last week to design organic compounds posters. These posters were the culminating activity after students were taught about the 4 types of organic compounds and what makes up organic compounds. After the direct instruction was finished, videos watched, and labs completed, I wanted students to create a poster, they could share with the class, of all the information in this unit.

When students created these posters, they had already used the makerspace several times and were well-prepared to chose supplies and design.The entire makerspace was open to students, rather than just going to play-doh as with the giant cells, students were more adventurous and chose random supplies found below in the cardboard boxes. Noodles, beans, buttons etc. were chosen to create the posters.

Students had one entire class period of 50 minutes to research and collaborate to determine how their poster was going to look. The second day they were given 20 minutes to complete the poster, noodles and all. Finally, the rest of the class period students shared their posters with the class. Then they placed some of them on the interactive word wall for all to see.

I gave students the information I wanted to see on their posters, but how they added it was their own choice. 1-What are the 4 types of organic compounds 2-What are all organic compounds made of? (elements) 3-Explain why something is organic or inorganic. As students shared their posters we discussed their accuracy and discussed how if needed, they could have been more clear on their definitions. Feedback was instant.

There were no management issues as my classes have been working collaboratively with the makerspace since the first week of school. 

A Makerspace: How to Incorporate it into Your Classroom: Giant Cells

The makerspace in my room is used for many different things. This particular task- a group effort, was designed to make a giant cell. Each table was given an organelle. They had to research what that organelle did in the cell and create a simple model out of play-doh or any other makerspace material. They completed this task in a group of 3-4. 

This was an explore activity after students had begun writing their children's books on cells. Students had already created analogies for each of the organelles, drawn and labelled both plant and animal cells, and were quizzed on the different types of cells including prokaryotic and eukaryotic cells.

The makerspace in my classroom is stocked with every art supply imaginable from glue, paper, buttons and of course various colors of play-doh. I set out various colors and they chose what colors to make each organelle. They also had a choice of anything in the makerspace. I also provided the giant paper, I went to the supply room and tore off giant butcher paper in various colors.


This was a three-part assignment. Each was 20 minutes in a 50 minute class period. Each day after the twenty minutes students worked on their children's books. Day one students researched their organelle and determined what it would be made of and look like. Day two students went to the makerspace chose their construction materials and created their organelle. Day three they each shared their organelle with the class, wrote their description of both structure and function on the paper and set their organelle in the class giant cell.

I walked around and talked to the students as they were constructing their model to just make sure they were on the right track. But, I offered no assistance in the research, design or creation of the mini-project. Feedback was immediate, after they shared with the class I asked them why they designed the organelle the way they did and offered constructive positive feedback.

In this type of project, it is all in class, at designated times, and collaborative. This was the first large makerspace activity my students have done this year. I had already modeled proper behavior, clean-up procedures, and collaborative group responsibilities. My students are up and about all the time. The community goals we have set in place have designed a classroom of respect and every student completed the task and shared their designs. The lesson was engaging because they were given a simple task and the choice of design and creation was completely by choice.

At the end as a class we discussed how all the organelles work together as a whole, why cells are so important and why making models is often the best way to study science, especially microscopic cells.

"Thinking-outside-the-Box" Why is there a box?

A box, a container, a pen to corral, a keep sake, a presentation device. They can be small to encase jewelry, shoes, or even school supplies. They can be large like a sand box or shipping container. No matter the size or design all boxes have one thing in common: to restrain or isolate. They are not places to thrive and express, and share ideas. Rather a place to protect and covet. This is why I have never understood the saying "Think-outside-the-box."

If you want students and teachers to be creative and autonomous then do not put them in a box in the first place. The standards and required information focuses us on certain topics yes, but that should never force us into a box either. Stifling creativity by putting someone in a box and then saying just be innovative and think-outside-the-box is counter intuitive. It is a way for the powers at be to control.

Like on Christmas morning, tear open the box to see what is inside and toss the broken, torn pieces into the fire. Lose the lid, like so many Tupperware. The only box-like design a teacher or student needs to be associated with is the classroom. Those four walls, ceiling and floor, although a sound structure, are merely the facade that an engaging, authentic, active, learning environment is housed. They are forever present, but the journey only begins there.

A great teacher, inspires, inquires, celebrates, and encourages the journey outside the boundaries of the theater of academics. Students are set loose to design the stage, paint the set, write the stage direction, create the props and costumes, even compose the score or soundtrack. They are the actors, directors, and stage crew. Teachers the audience, where the drama of learning unfolds. We are front and center when the curtain is drawn and the orchestra plays the first note. We experience the play from a different perspective so we can see it as a whole performance.

A box is confining and isolating narrowing creativity and innovation. Therefore, we need to demolish the box. The classroom is not a box but a theater, the program the lessons and units, each an act in a play. The standards the scenes. The problem-solving and inquiry the dialogue. The makerspace, or supplies the props in which the students or actors share their performances with the audience. This amphitheater however, has not critics ready to judge or critique merely an audience that applauds, gasps, and laughs in all the right places. An audience that enjoys the collaboration and suspense. That will buy a ticket to every performance because they notice the stage is the same but the actors and script change and improve over time.

A box is great to ship items or store our cherished keepsakes. They are NOT metaphorically speaking a good place in which to place students for they will block true vision and clarity. Tear down the walls that separate us. Instead let students take center stage, under the spot light. Be the stars of their own learning, shout their voices to the rafters and hear the applause that guides them to the next performance.

Courage

a feeling
the trickle of fear, worry
will I succeed, will I be accepted by my peers
courage
I will attempt
I will take a deep breath and open my eyes
face the uncertainty
knowing
I will be alright if I
fail
I will dust myself off
I will continue to push the limits
toward innovation

a thought
it crosses my mind at first
fleeting
but then it grabs hold of my
attention
forcing me to replay
it over and over in my mind
until I face it, hear it
embrace it
doubt
becomes
courage

the fear of isolation
the silence after success
the humble realization of
lack of importance
a bustling landscape of self-centered ideas
a stampede of forward-thinking individuals all
searching for their own successes
a cog in a very giant machine
a grain of sand on a pristine beach
feel insignificant
courage persists

Bright eyed, eager children
smiles
open-minds
seeking the road signs to lead them
to their own thinking
to their own path
significance
importance
innovation
self-discovery
let go of the reigns and
let them have the freedom to explore
scaffold
inspire
collectively accomplish
courage

How Do You Inspire Students through Difficult Content?

There are topics as teachers we love to teach. A unit where our passion and interest floods in like a gasp. Students feel the energy and enthusiasm as you talk about it. The activities are authentic and engaging and students enjoy the topic because you do. They are interested and curious about the topic because you make it inviting and inspiring. Then there are the topics that you dread. You struggle to find a way to make it innovative and interesting. These are where we struggle, these are where we get exhausted before we even enter the classroom.

I have incorporated various tools to help myself find these topics more palatable and even find ways to find the passion and creativity I have with my favorite topics. Podcasting is the first thing I incorporated into my classroom. 1-minute expert segments where students share their ideas about the topic. Being only 1-minute, students do not feel intimidated about talking & sharing their thoughts. I listen to them and choose the most interesting takes, and share them on the blog/Canvas for all to hear.This has enabled even my most introverted, shy students to participate.

Blogging through @seesaw has brought student voice to the forefront of my classroom. Students reflect and collaborate through the blog. After modelling positive critique and constructive feedback with students they become quite adept at commenting to each other and helping each other narrow down topics, re-write essays, and even create activities and labs for the class. Allowing students to share both in writing and verbally through podcasts has put them at center-stage under the spotlight and me in the audience, which is where I want to be.

Finally, a makerspace, the best thing for me this year, has proved time and time again a fantastic creative space for students to design, create and innovate. I do not have a 3D printer or any fancy equipment just hands on materials and supplies for them to use to discover new ways of explaining things. What was started as a simple drawing turned into a artistic endeavor when students took initiative to use the makerspace.

Students created giant cells and organic compound posters. My students surprise me daily with their ingenuity and creativity. I assign a simple task and they take it to the next level all on their own. I give them a question or a problem to solve and they not only step outside the box they dismantle it and use it to create something new. That is what a makerspace is for. To spark inspiration where stagnation may have crept in. I find myself excited for every topic now because I know that through podcasting, blogging, and makerspace design, that all units are transformed into journey's of exploration and discovery and uniqueness. Every student finds their own road to traverse because they have so many choices to show their creativity.

Be passionate, be a pioneer, a risk-taker, a voice on inspiration and encouragement and students will follow your lead. they will find even the most mundane of topics fascinating and accessible.

Here Comes the Rain Again!

The dark, ominous clouds have rolled in. Flashes of lightning in the distance and thunder rolling in seconds later. The humidity is causing static to fill the air and the breeze, slight, is heavy almost like molasses. It reminds me of why I love a storm. The anticipation of the sky parting and a down pour splashing on the ground...spat...splat..splat. A melodic rhythm of boom, splat, boom splat. All the street lights begin to shine in the darkening landscape. To me a cleansing, a baptism into the new.

The sky outside is dark grey, thunder clasping at anyone who will listen. Lightning streaking across the horizon making sure that pedestrians are aware it is on the way. I am watching these inhabitants stare at the sky then run to their cars as the droplets begin to make contact. A bright afternoon has suddenly transformed into a shadowy period of empty streets and quiet sidewalks. Here comes the rain again.

There are so many great songs about rain. I made a playlist of them on Spotify. It is time to put in my headphones and listen as I watch the miraculous atmospheric occurrence.


Singin’ in the Rain Gene KellyLet it Rain -Eric ClaptonHere Come the Rain Again- EurythmicsPurple Rain-PrinceRain-the BeatlesRaindrops Keep Falling on My Head- BJ ThomasLooks Like Rain-Grateful DeadBuckets of Rain-Bob DylanWho’ll Stop The Rain? Creedence Clearwater RevivalI wish It Would Rain Down-Phil CollinsI Wish It Would Rain The TemptationsNovember Rain Guns ‘n RosesNo Rain Blind MelonFire and Rain James TaylorHave You Ever Seen The Rain? Creedence Clearwater RevivalA Hard Rain’s A-Gonna Fall Bob DylanA Hard Rain’s A-Gonna Fall Edie Brickell

Connecting the Dots: The Journey of a Pencil

I am long and skinny. Designed to come to a point when sharpened. I can help a thought come freely by sparking the imagination but I can also be used to write down the mundane like a grocery list or phone number. I deem myself worthy of these musings for I have been around for thousands of years. Once I was simply charcoal or chalk scraping on slate but now I am graphite scrolling on paper.

In my early years, I was naked and exposed. Staining the fingers of my users. Eventually, I became encased in wood surrounded by yellow paint and topped with a pink eraser. But, I am also found in mechanical utensils of various colors and designs. I am used to write prose, jot down notes, and compose symphonies. I can be permanent if glossed but usually I fade slowly by the passing of time.

I sketch ideas, draw graphs and charts, calculate math, and even find myself resting behind an ear or jammed into a ceiling tile. At one time I was the tool of preference but now only in schools. Although a form of me is preferred by many artists and architects for I can be erased and redrawn with ease. I always work when sharpened and need no power but that of a hand.

My purpose has diminished over the years however I am found in nearly every store across the world in some form or another. Various designs, advertisements and even Movie Stars are printed on my outsides. I can be purchased dull or sharpened but often I am not used completely. Wasted like crumpled paper, I am often found on the ground discarded like a gum wrapper.

Paper is my best friend and water my arch enemy. My cousin is ink which in most cases has overshadowed me. Children prefer to use me though because I am flexible. I make mistakes but they can be easily remedied for I have the cure. I am not permanent so I can be used for multi-purposes. I can be standard in color: grey or I can come in any color imaginable. Thick, thin, it does not matter for I will bend to the will of the user. I will scribble, trace, and even form the perfect penmanship.

I connect the dots of the human mind on paper. Words, graphics, and drawings that begin on a blank sheet and extend to layers of thought pouring out into the most amazing stories and designs, and the simplest lists or doodles. I was once mighty and cherished but now I am merely a tool used and discarded. For I am a pencil a wooden or plastic, graphite pencil.

The amazing thing about me is that I have been present since writing began. I wrote the drafts of the most honored and cherished documents in the world. I sketched for Leonardo Da Vinci and I wrote equations for Albert Einstein. I drew the first Snoopy and Charlie Brown. Technology has taken most of my jobs these days, but remember, I will always be here when the lights are out and the internet is down. I will be in a drawer or pencil case waiting for my chance to write what comes next.

The Big Picture: Do You Know What I See?

                                The Personality Compass

At my first science meeting of the year, I was not surprised to find that my personality characteristics were vastly unique from my colleagues and team. While all of them fell into three directional categories I alone fell into the other. We took our places in the room and being alone on one side at first I felt the urge to just pretend I read the paper wrong and step over into another group. But, I didn't. I chose instead to be courageous and own my personality traits. This in fact is what makes me the quirky individual and forward thinking teacher that I am.

North’s are natural leaders, goal-centered, fast-paced, task-oriented, assertive, decisive, confident, determined, competitive and independent

East’s are natural planners, quality-centered, analytical, organized, logical, focused, exact, perfectionists, industrious and structured.

South’s are natural team players, process-centered, slow-paced, good listeners, non-confrontational, sensitive, patient, understanding, generous and helpful

West’s are natural risk takers, idea-centered, creative, innovative, flexible, visionary, spontaneous, enthusiastic, free-spirited and energetic

Of course we are are a blending of different traits. But for the purposes of the meeting she wanted us to choose the direction that was most like us. It felt very weird to be the only West. The discussion centered around the details & methods most people put in place. My colleagues are planners and like to have the lesson plan well-organized before the class. I am quite the opposite. My lesson plans are more fluid and I change them throughout the day depending on the class. I focus on the big picture and work my way back to the details.

I have always been this way. There is something beautiful about having a detailed plan and paying attention to the little things. My skill traits are just less specific and more general. I know what I am going to do it is the components or the "nitty-gritty" for me that remains flexible. When it came time to write our vision statements as a science team my colleagues struggled a bit with the wording and organization. I wrote it in 5 minutes and we agreed in 1 minute, typed it up and posted it. Last thing that was said "See, the big picture, west thinkers come in real handy sometimes." Yes, we do.

Solitude: Quiet Reflection and Finding the Shoreline

My early morning begins with at least two of my four boys arguing about something. It is impossible to get through any morning with out it. Waves splashing, the salt burning my skin. It ends with my arrival at work, walking into my dark, quiet classroom. 20 minutes of isolation allowing me to focus on the day at hand. These minutes are about reflection and meditation. The calm, ripples of the water, a clear sight of the shore.

At home my solitude begins only with headphones and music for it is never quiet in my house unless all my children are asleep, which is rare. I used to seek a dark, corner where no one can find me. In the bath, warm water surrounding me. But now my solitude can be sitting on my bed typing up my blog post for the day listening to my favorite songs: usually alternative rock or classic rock. My favorite song currently is the theme from "Bloodline" the song is The Water Lets You In by Book of Fears. A fantastic T.V. show on Netflix by the way. The song is not a cheerful song but it is poignant. Water like life is often unforgiving. As humans we get lost, lose sight of the shoreline, but keep swimming, keep paddling and you will reach the coast.

I have found solitude is not always found in quiet. For me it is found in opening my mind to reflection and making sense of the world around me. The din of laughter, anger, regret can be the loudest sounds of the day. But it is what we hear inside that drowns out everything else. The darkness and echo of what lies above, as you float under water. As the amazing Peter Gabriel says in his Song San Jacinto "I hold the line, the line of strength that pulls me through the fear." The life preserver, the life boat that we all have. The friends and family that steer the ship in the right direction.

Reflection is a form of solitude. Isolating the thoughts of the day into a singularity much like the North Star or Polaris guiding us to our destination of self-discovery. We may encounter waves, whirlpools and storms taking us of course. But with proper navigation tools we can get back on course. The shoreline is always visible, reflection and meditation are the binoculars one can use to find it. The current gets rough as we near the shore the riptide tugging at our feet, But, when we step into the soft sand and turn to see the vast ocean we have traversed we know we have found our way home.

Respond not React: A Teacher's Journey

As a first year teacher I wish someone had come to me with this phrase, Respond not React. Challenging situations will arise but one must always slow down, breathe and with calm in your heart respond. I was not good at this for many years within my classroom walls, often letting students get me frustrated and reacting outwardly in this fashion. Students win when they get the best of you. They will try to get you flustered and angry to see if they can "get your goat." I have lost many goats over the years.

About ten years ago, well into my teaching career, I began to mediate and find ways to focus my frustrations down to a pin point where they could be dispersed rather than consume me. This is not to say that I never get upset or flustered in class, but being flexible and accepting of all opinions has allowed me to let things go more quickly than I often do in other situations. I stop, breathe, count to 4, smile (always smile) and refocus my energy.

I say to myself, these are 12-13 year old children. They often get frustrated and upset just as I do. They all have situations that may cause them to lash out or overreact or cry or even shut down, just as I do. It is my responsibility to determine why? It is my role as facilitator to ask questions and determine why they are frustrated in class, is the lesson too challenging or are they not trying hard enough, is the classroom dynamic causing some students to feel under valued or unrecognized? Most importantly, what can I do to help alleviate this? What needs to be done to rekindle the harmony?

I have done everything possible to create a well-balanced, student-centered, flexible, safe, authentic and active learning environment for every student. I have discovered the strengths of this and the weaknesses. The strengths are student choice and freedom and independence. Students feel they have a voice and own their own learning and behavior. A weakness though can be that some students need more guidance and redirection and rules to help focus them on their daily quest. This balance is what I as a teacher, seek to find on a daily basis.

I do not step in to help resolve every situation, I let them find the right solution. Most of the time they do with little fuss or upheaval. I model for my students daily that listening skills promote trust and respect. To think before you speak. To seek the positive rather than focus on the negative. Everything we encounter is a learning possibility if we choose to make it one. I model this by allowing for freedom of respectful opinions and ideas. If I do not agree, I ask many questions to try and understand their point of view. But I actively listen and seek new ways to challenge myself and my students.

If we respond with respectful words, "I hear what you are saying, however I disagree because." "Thank you for that feed back I appreciate your ideas, however I believe..", then we are responding not reacting. I model positive feed back and together as a class, we may fail and have to have conversations to reinforce this ideal, but after 4 weeks of school, my classes have very little behavior problems because we model for each other how to respond and not react, to find the calm, and to work collaboratively towards our classroom "community" goals.

Acceptance: Recognizing our Inner Strength

Growing up in my world of being bullied and teased relentlessly, created in me, a wall, too tall to traverse and too thick for sound to cross. This wall, still sturdy and impenetrable to many still casts a shadow over my personality. I go about my daily life sometimes forgetting it is there. Then situations arise where I retreat behind it afraid that others will not accept or appreciate my ideas. It is a human need to belong to something bigger than ourselves, family, friends, colleagues provide us these opportunities. Often, however, as individuals we can not find the level of comfort needed to let them in. To let them see the truth behind the curtain.

As a child, I always felt like the Wizard of Oz, or Willie Wonka, never Dorothy or Charlie. Many asked things of me, expecting me to deliver. But many just took with little regard of my feelings or needs. I knew I had something special, I knew I had ideas and creative thoughts, but being isolated behind the curtain and in the chocolate factory, forced me into a role of frustration and doubt. It was not until my teenage years did the curtain part and the gates open letting in friends to help me find my true calling.

Today, on Twitter or Voxer, even with my blog, I fear that people will not read it or even care what I have to say. I participate in some chats where many respond and collaborate with me, these I go to every week. But others, I try to communicate with others, but no one responds, my Tweets just fall between the cracks. I get frustrated and then just doubt myself and retreat. It takes reflection and reading the transcripts of the chat to often discover, that I just was not clear in my thoughts, or that there were so many tweets that mine just did not stand out. Other times, I just don't click with the participants.

As a child, I never stood out. I was a wallflower, shy and introverted. I never wanted to be noticed for fear of being bullied again. As an adult, unfortunately that still lingers. But, I do step out and I do trust my own voice. I recognize the insecurities in others and help them to find their voice. I seek opportunities to step out in front and take-risks and challenge myself. I do not want to stand behind the microphone and convince others my way is best. I merely want to be an advocate for change. I want to create a safe place where students and colleagues can share ideas and learn from one another.

I think feeling valued and respected as an educator, colleague and friend is what allows all of us to feel accepted. Everyone wants to belong. Everyone wants to know that they have a positive contribution to share with others and most importantly that others will listen and support them. Everyone wants to feel appreciated and respected. Being accepted calms our fears and lets us participate and be creative.

Acceptance to me is not the big things but the little things we encounter daily. Eye contact, a smile, positive feedback, engaging conversations. My biggest hurdle is accepting my own faults and my own strengths as those I alone control. That feeling accepted must also come from within. Trusting yourself to recognize those people who lift you up and steer clear of those who don't.

                                                   

A Quick Book Review on 2 Amazing Education Books: Part 1

Fish In A Tree by Lynda Mullaly Hunt

This is a beautiful, poignant, insightful and relevant novel about growing up with Dyslexia. Like the main character, many children, including myself, grow up misunderstood. When I was in grade school I was always in trouble. I knew the principal on a first name basis. Not because I was a bad students, but because I, like the protagonist in the novel, would act out when I got frustrated. I was frustrated a lot because I could not understand the directions, or complete the math problems, or keep up with other students academically. Like Ally, I was not diagnosed with Dyslexia until 6th grade. This is an amazing book about life as a special needs child and the trials and tribulations a child with a learning disability face on a day to day basis.

The Writing on The Classroom Wall by Steve Wyborney

This is an insightful book about asking the right questions and getting your students to see the world from a different perspective. The author explains how writing is a great tool for reflection and making connections on a larger scale. Students will gain insight about their own way of thinking and how they best process information by reflective writing and reflective thinking. Students should be led down a path full of inquiry, problem-solving and critical thinking. Posing questions about their own thinking and information processing will teach students to be mindful and make more meaningful connections in their learning. Empower students to find their own voice, to search for meaning not a specific answer, and use reflection as a tool for growth and understanding.

Life is Like a Box of Chocolates.....

Life is like a box of chocolates, you never know what you're gonna get. More often than not, these boxes of delicacies come in a prearranged assortment. Different shapes, sizes, even varieties. The diversity in each box is an attempt to accommodate the many personal tastes of consumers. To enable the chocolatier to sell as many boxes as possible.

Candies are divided by a paper wrapper and organized in evenly spaced rows. Each chocolate an individual with its own design and markings. Circular, square and even shell-shaped. Every morsel unique in flavor. Tidbits of caramel, fruit, marsh-mellow, and nougat dipped in dark, milk or white chocolate. Amazing goodness. No wonder they are the gift of choice on Valentine's Day and Mother's Day.

I have received many a box of chocolates in my life. Many were milk chocolate and delectable while others, nuts in the middle, I tossed immediately. Funny how most people do use their thumb and break the nibble apart to see what is inside before pooing it in their mouth. Most truffles a one bite delight. You can usually find one or two that are to your liking, the others well, you pawn off on someone else.

This conundrum of cocoa choice got me to thinking this weekend. A classroom is much like a box of chocolates. You never know what you are going to get. They are diverse and the different varieties or personalities mix well together or not. Some classes make you smile the minute they enter the room, while others take a bit to warm up to. The diversity is amazing. The anticipation each day of opening the door to see what is inside is suspenseful. Always curious as to how students will interact with me daily. But, I always stay flexible and open-minded to try new things. Much like an undiscovered sweetness or saltiness in a large box of chocolates, each student has hidden talents and interests that just need to be recognized and nurtured.

International Dot Day BDJH 2016!

International Dot Day!

September 15th is International Dot Day. All my class created dots and we hung them on the back wall. It was a day full of amazing discussions about what inspires them and ways in which they can be inspiring to others. As a class we also shared ideas on what makes something great? How there are varied degrees of greatness and what one person might feel is great another may have a distaste for. Finally, we shared ideas on how to be great every day.

Students responded to these questions in a positive and respectful manner. My favorite responses were geared around the "little things" that you can do daily to improve not only your own well-being but also that of others. Students shared ways they can make a difference at school by smiling, helping others, and staying positive throughout the day.

Another one of my favorites is one a student shared about failure and being great at something requires a lot of failure but a lot of grit and determination as well. Athletes, musicians, and everyone in between struggle, fail, train, train, focus, strive for success and eventually most of them are successful. Success does not need to be on a grand scale but rather it is the "little things" one does in their life that allows for success.

Poems, art, words, memories, goals all of which students shared and they were inspiring not only to one another but to me as well. A simple inspiration for me, as I shared is Dr. Who because as I have written in an earlier blog post, it carries such value and morality and speaks towards descency and respect and failing forward. Dot day is about making connections, connecting the dots and finding commonalities between yourself and others. Being an inspiration for others. Remembering that a dot, often small and overlooked can bring significant and important changes. 

Dots are periods marking the end of a sentence. But they are also the transition between events and and places in your life where you recognize the need for growth, change, and motivation. The smallest of things can change the world, just Ask Bilbo Baggins and J.R.R. Tolkien. 

Do What You Love, Love what you Do.

Teaching is a commitment. It is a calling. It is a choice. There comes a time in every one's life where you lose interest in something, where it becomes tedious and frustrating and no longer enjoyable. This has happened to me with knitting, yoga, and countless things over my life-time. But teaching, is something I love every day. There are days where my lessons are amazing and students are engaged and learning takes place. There are others where I think I have designed a successful lesson, I am so excited but it does not go as planned. I set out every day to find the joy in what I do. I love what I do and continue to do what I love.

I often hear other teachers complaining about certain aspects of teaching: behavior management, curriculum, new implementations, parents, students, etc. Frustrations are inevitable. But when every day is a struggle to get through, when you generally do not love your job, maybe it is time to retire or switch careers. You have to love children and be flexible and open-minded to be a teacher. Great teachers burn out. Amazing educators just lose their drive and focus. Always do what you love and love what you do.

A growth mindset is key to loving what you do. Curiosity and wonderment about education comes from finding a strong PLN on Twitter, Voxer, and of course in your own school. Collaborating on new projects, sharing new ideas, and having a willingness to take risks is what keeps you driven and focused. If you step outside your comfort zone and continue to try new things you will never get bored of teaching. If you surround yourself with supportive and encouraging people you will not burn out.

To be happy with your career, whatever career that may be, you need to see the possibilities and reach out for them. You need to seek opportunities to fail and grow and improve. You need to reignite the passions by incorporating them into your classroom. To love what you do is to be constantly discovering new aspects of it. It is as simple as trying a new paint or software.  Little or big changes can help spark your imagination and set a new course for yourself. Find your calling, let it lead you down a path where enlightenment surrounds you.

I choose every day to find something wonderful about my day. I read over my philosophy of teaching, vision statement, and goals weekly to help focus me on my quest. I reflect daily through my blog or by simple sticky notes to keep me grounded and focused. Teaching can be overwhelming and frustrating almost every day. Be organized and compassionate and flexible and you will find these days become less frequent. The joys and rewards teaching brings far outweigh any negative aspects. Find the calm, feel the love. Do what you love and love what you do.

My Philosophy of Teaching

I have been writing, editing, and revising this for awhile now. My philosophy of teaching was written so I have a reminder every day of my purpose and path as an educator.

         Knowledge is a lifelong process. Observations, interactions, and assessments of daily encounters guide us through a constant state of learning. Through interactions with other people, individuals learn about their immediate surroundings and the world beyond. Discovery occurs with acceptance or rejection of common held beliefs. Education provides a challenging and inspiring learning environment in which children and adults alike can find commonality on an ever-changing planet.

One-way for children to understand and accept their place in their community and the world is to have a pupil-centered classroom. Students learn best when they can rely upon and trust one another as well as their teacher. Knowledge seekers need to find out what is true for them individually instead of conforming to what may be true for others. It is a teachers’ job to guide students to understanding. They should provide familiarization and create a web of unearthing and cohesion. Only then can true learning occur.

My philosophy as an educator is to provide challenging learning experiences that promote strong academic development, critical thinking skills, and personal responsibility, while ensuring the opportunity to explore strengths and develop individual creativity. Enlightenment is the seed of freedom. Freedom comes from knowledge.The very best teaching practices include patience, a variety of informational techniques and helping students learn to the best of their ability. Instructors can use lesson plans, and follow academic standards, but they need to be flexible. The use of technology can allow for more student interaction and less lecturing. A variety of hands-on activities as well as readings and visual aids are used to incorporate all students’ learning abilities.

By evaluating truth through the education process we come to find our place in the world. Instructors can create a safe and effective learning environment by promoting respect, individuality, and self-discipline. A challenge for educators is to find a balance between classroom management and nurturing self-expression. Providing situations that harvest students’ intellectual and societal development promotes strong academic skills, critical thinking, and personal responsibility. 

Teaching: A Classroom is Like a Swimming Pool

A classroom can be designed to be an Olympic pool, one organized and disciplined with rows of ropes dividing. A crowded public pool filled with the unending laughing and splashing of children. Or even an infinity pool, on the edge of a precipice where swimmers can peer over the edge towards wonderment and curiosity. The most successful classroom being a combination of the three. Size does not matter but the safety and excitement of the swimmers/students does.

Every classroom has those students who sit up front and center, eager to talk and share. They are the first to dive from the highest board and expertly land into the deep end. They can wade in any current and are successful learners because they take risks and are willing to fail. They have belly flopped numerous times but always get back up on the board and dive again.

Some students prefer the middle of the pool. They can swim to the center and try a new style of swimming but they are also near the edge so they can grab on when they get tired or frustrated. They are proficient swimmers but need to be challenged to enter the deep end and dive to the bottom. They often will with some encouragement.

There are also those students who remain feet securely planted on the floor of the pool. Water only reaching waist high. They need to feel safe. They are afraid to go any deeper with out an inner tube or raft. We as teachers need to ease them in slowly. Let them dip under the water and get their hair wet but let them do this at their own pace.

Finally, there are students who stay on the steps. Seated in the notion that they will not get their hair wet or shoulders submerged. Some may even only dip there feet in because they have had a bad experience in the water. It is a teachers job to provide opportunities for every student to feel like they can jump in the deep end and swim to the edge. They can leap from the high board or the low board. They do not need to leap but can slowly ease their way into the water to get comfortable to the temperature first before committing to the pool.

Teachers are the life guards there to protect but to observe. They are the expert divers, swimmers, and Olympic athletes. The swimmers however, make the waves, calm the tides, and create the excitement. They play the games "Marco...Polo." Some may free-style while others perform the breast-stroke or butterfly stroke. While others wade or float. But it is a teachers job to make sure every swimmer/student has the confidence to enter the pool.

A Poignant Postcard from Venice: November 2001: A September 11th Memory

This is a post card that was received in Venice November 2001. At first glance, it is shocking however, read it because it is very powerful and meaningful, not at all coming from a place of hatred or disrespect. The title throws you.

September 11th: A Recent Memory for Me but for Students it is History.

The day began as any other, two crying toddlers, diaper changes, and breakfast served in high chairs in front of "Bob the Builder." I was making their sippy-cups of juice when a breaking news story broke into the programming "A small passenger plane has just crashed in to the north tower of the World Trade Center in New York." There was a smokey image of the tower displayed on the screen. My sons began to whine at the loss of Bob the Builder so I changed the channel only to find the same image every time. I popped in a Thomas the Train video to sooth them.

I turned the television on in the kitchen. It seemed so calm at the time. "A fluke, pilot error, this is not supposed to happen, the reporters were saying."At first it was reported as a small aircraft, then the second plane hit. It was surreal because the camera's were rolling and a reporter was relaying information and a shadow of an aircraft made its way across the screen. The reporter fell silent and then screaming and bystanders frozen and pointing. At that moment, the world changed. At that moment everyone knew this was deliberate and on going.

I was not in New York. But, the fear was immediate and all encompassing. America slowed down and became quiet. News began to trickle in United Airlines, American Airlines, Pentagon, Pennsylvania, terrorists. Then collapsing girders, crumbling steel and glass and smoke and blackness and horror and then the realization people were still in the buildings. People were on the streets. Firefighters and police officers and first responders, gone, so much sadness. All I could do was watch and cry and embrace my children.

It is fifteen years today. The memory is fresh and still aches. I did not lose anyone close to me but as an American I lost the childhood notion that America will always be safe. Since then, gun violence, racial tensions, fervent political views have all become routine in the daily news cycle. Innocence and naivety has vanished. Fear mongering has taken hold. But rather than blame and hate we need to embrace and understand. As a nation we need to unite against a common enemy, not a religion or a culture or a philosophy but fear, lack of acceptance and immorality.

There will always be negativity, disgust and hate. There will always be violence. But there will also always be love, respect and inclusion. My goal is to see the best in people not the worst. To listen not respond. To embrace positivity and deflect negativity. To be me no matter what.

Social Inclusion: Where do I fit in?

As a student growing up, I suffered from Dyslexia and a speech impediment. This created a challenging situation for me. I was ferociously bullied. This led me to be extremely introverted. I was never provided a place to find like-minded students and discover that I was not alone. I look back and wish I had had a place where I could have laughed and bonded with other introverted and learning disabled students. The question I asked my parents every night growing up "Where do I fit in? Why don't people like me?"

A day in the life of a Pokemon Club:

2:36, the bell literally just rang. As my 8th period exits my room a crowd gathers at my door. Excited, 6th, 7th, and 8th graders peering through the window. Anticipating their entrance. It feels like the opening day line of a Marvel Superhero movie, wide eyed fans, the vibration of energy in the air. This however, is this years first meeting of Pokemon Club.

I have mentored Pokemon here for years, long before Pokemon Go catapulted the franchise to world fame. I actively sought out a club where disenfranchised students could meet and feel safe. As a child I never found this place, and I wanted to make sure that my own child, a huge fan of Pokemon and Super Smash Brothers, had a place to find others who enjoyed it as much as he does. At first, during the morning announcements my class would snicker at the thought, but I would say "What interests you? Are you sure you have the right to judge anyone for what they enjoy and are passionate about?" Funny how some of those same kids have joined Pokemon club.

I let the excited crowd in and they all sit down at tables some beginning to play on their Nintendo DS instantly. Others, eagerly awaiting the T.V. and Wii to begin playing Super Smash Brothers. The T.V. is rolled in and bags zip open and various controllers are held up in a competitive fashion. The discussion arises " Cool controller, have you seen the... or the ..." I have no idea what they are saying. But, the excitement is intoxicating.

They settle in to various card games or video game tournaments. I take a head count, gather permission slips.The conversations get louder but more focused. Cheers and jeers as players win and lose different games. I take a seat and just watch. Watch and listen. Camaraderie, common interest, deep passion for Pokemon and Super Smash Brothers. Every fact, history, detail rolls off their tongues. I still have no idea what they are talking about.

I sigh and feel such joy at watching these children interact and play together. One student, whom I taught last year, autistic and shy, is laughing and doing his best at beating an opponent in a dark forest, "run, catch the fish, get the Downta, aw man, get it get it!" He loses but willingly passes the controller to the next in line. Respect and cooperation. The true gamers' motto.

These children are a mix of the popular kids and the misfits, geeks, nerds etc. I was one of these kids. One of the ones who was bullied and never quite fit in. But here they do. They seamlessly blend into a sea of smiling faces bonding over a common interest. Class, race, socio-economics, gender are obsolete here. All fans, all gamers', all Poke-heroes. It is awe inspiring. I think if we could only get adults to interact and accept one another like this.

I make sure I find a day every year where these great kids can find one another. The usually shy, quiet often bullied students become Shiny Pokemon and Superheros for at least an hour every week.

Open House: An adventure in Playdoh!

This last week we had an open house at our school. Rather than stand in the front of the room and discussing my classroom design, expectations, or rules and procedures, I typed up a flyer and sent an email to those who missed open-house about those topics. Instead, at each table I placed Play-doh, paper, various craft supplies, and asked parents to create something they love about about science that they can share with their child. If they hated science, then make something you hate about science. They laughed.

It was awesome to see parents interacting and creating a simple thing to take home to their children. I explained that this is our makerspace and students use this process almost every day to tinker and create something that demonstrates their knowledge. This provides them the freedom of choice to show their mastery. Each group was only with me for 8 minutes but they felt an instant connection to the class and it was a different experience for an open-house.

Having parents see the value of a makerspace is so important for me. I want them to see that my classroom is student-driven and that having flexibility leads to innovation, engagement, motivation, and ultimately student success. At first I was worried how parents would react to the radical open-house experience but it went well. The smiles when they left reassured me it was successful.

Parents go to so many different parent nights or open-houses why not create an experience for them rather than a quick disjointed lecture. The time goes so fast in these things we need to make it memorable. When students came to class the next day they shared stories of their parents and discovering things about them they never knew. A simple task of play-doh design lead to many great conversations. That is all I could have ever hoped for.

An Interactive Word Wall: Is it Truly Interactive

A word wall is a place to showcase pictures or artistic vocabulary posters. They can be useful if they are colorful and do not contain too many words all at once. A lot of vocabulary words on one wall is daunting and students will not embrace it. An interactive word wall is one created by students using artifacts, drawings, even large concept maps and data tables to help see the bigger picture. A word wall if often designed and created by a teacher before the lesson. An interactive word wall should be blank until step by step students create, design, and post their artifacts.

An interactive word wall could be online, a digital version on a class blog is always awesome. I like to leave a big open space on my chalk board for students to notice. They always ask "Why is that space blank?" I answer "That is your space to add your ideas, questions, and artifacts about our current unit. The makerspace has provided them with various tools to tinker and build artifacts. Our class interactive word wall has just started and students are eager to add to it.

The important thing about an interactive word wall is to let students take control of it. A student will post something and other students may not like it, they will leave a sticky note with their thoughts, and often the student will edit or redesign their idea. Respectful collaboration is always an important component. Ultimately, an interactive word wall is another tool to keep students in the growth mindset. Providing them an arena to share ideas. A space to feel safe to add their discoveries and have discussions about the current topic.

A truly interactive word wall depends on how much students take ownership of it. encourage them to put ideas and drawings and artifacts on the board for others to see. When the unit is done I will be excited to take a picture and share it on my blog. Student-centered classrooms should have various ways for students to collaborate and cooperation towards a common goal. An interactive word wall provides all of my classes combined a way to come together and in concert make connections and find relevance.

Grant Writing: Is it Worth It?

I heard about grants. I even went so far as to look up certain grants and the requirements one needed to follow to apply. It seemed so overwhelming and time-consuming. I thought, why spend the long hours researching and writing and editing I was never going to receive the grant anyway. There are far too many people fighting for the same grant. Mine would never be considered.

Then I discovered the Katy ISD Education Foundation. A local grant foundation offering grants to Katy ISD teachers. I read their requirements, attended a grant writing course in the district, and listened to other grant winners explain their process and how they were successful. This motivated me to take the leap. Rather than just write one grant-many hours of research, writing, and editing I wrote three. I received one.

My first grant application was for $1000 to implement a Lego Robotics team at my school. This was also the hope of several other schools who indeed received grants, I however did not for this particular endeavor. But it was great practice.

My second grant was a group grant to create a makerspace for myself and two fellow teachers. At the time I thought this was a creative idea, however, so did several other schools resulting in two receiving grants for this purpose. I was disappointed, but I created a makerspace with my own supplies and have been receiving small donations from parents and students. I will write another grant next year to expand my makerspace incorporating a years worth of data to show its importance for student creativity and success.

My last grant was for standing desks, $5000 to purchase 24 desks each, for 3 teachers in my building. This grant, as I was told by many foundation board members, created quite a stir among the decision makers. "It was a radical idea, one that at first many dismissed, but once they read your grant research and saw your passion and motivation to student success, reconsidered." This was the grant I believed we would never receive. However, we did.

The desks are not here yet. But they will make a great addition to my classroom design which is a student-centered, flexible seating classroom. Once they arrive and are all set up I will blog about how successful or challenging they may be in my classroom.

Never assume you will not get a grant, as I once did. I will continue to write grants. Making your classroom the best place for student growth, interaction, and success deserves your time in writing grants in order to get the tools that will help students thrive. Who knew standing desks would become a trending topic in my district. Everyone should write grants and spark new trends, it is worth it.

My Motherly Quest to Make Connections with My Children

Day 6 #blog365

The bustling world of You Tube, Nintendo DS, Pokemon, makes it a challenge sometimes to bring my family together. Sunday's are no device days. This often frustrates my digitally driven teenagers and tablet consumed six year old. But, I enforce it.

A day in Galveston, visiting the Zoo, going to a Movie, all options. But not necessarily in the budget. As parents my husband and I decided that one of us would stay home until all of our children were in high school. Well our little one came along and extended this for a few more years. As a teacher, well, inexpensive or free options are a must. The ultimate family night for us is playing board games.

My family has about 100 board games we have collected over about twenty years. Our favorites are Ticket to Ride, Titanic, Risk, and Taboo. The face-to-face time board games provide allow us to laugh, interact, and rekindle after a long week of school. Getting away from technology is not only important for my children but also for me as I am now a Twitter chataholic participating in 2-3 education chats a day. I need to step out of teacher mode and into family mode for a day or more every week and have conversations with my boys.

I always struggle with balance between teaching and family. To alleviate a lot of this my husband and children help with all of my science club competitions and attend them as well. It is amazing to see my teenagers mentor my students. This also provides an opportunity for more conversations and bonding. Every day I sit down one-on-one with each of my boys and just talk with them. Discuss school and life and even yes...Pokemon for that is the biggest interest for two of my children.

Being a mother is my most important role as a person. spending time with my children is very important to me. But, I also strive to create many opportunities for my students to learn and grow. Combining them just works. My students all know my children and they laugh and share ideas too. As a large group we do bond and make lasting relationships. I still communicate on Face Book with many of my students from my first year of teaching up to more recent years. We share life-experiences and it has been amazing to see them grow up and graduate high school and attend college.

Ultimately though, turning off the devices on a weekly basis plunges our family into an engaging chat, laughter, and personal bonding day. This plunge is needed. Family time needs to come first because they just grow up too fast and before you know it they will be on Face Book away at college sharing photos and telling you about their life experiences. Be a family, be a mother, then be a teacher. You can great at all three.

After-School Clubs: A Way to Build Connections with Students

Day 5 #blog365

About ten years ago I was sitting in my room and the phone rang. It was a teacher from another school who wanted to know if I wanted to form a robotics team at my middle school. I had never thought of it actually, being my 5th year of teaching, I had settled into a groove but had not ventured outside the classroom walls with students. I jumped at the chance. This was not a paying position purely voluntary, as my science competitions have always been for me, but the opportunity they provide, is immeasurable.

I have had science club ever since, consisting of various different science or STEM competitions. In the past, I have mentored Lego Robotics, E-cybermission, Georgia Best Robotics. Once I moved to Texas I continued with my favorite, Future City Competition a competition encompassing not only STEAM, but also writing and speech. This will be my 9th year in this competition with three different schools. It is a worthwhile, challenging and engaging competition.

I have dabbled in debate but quickly switched gears to what I am more comfortable with, which is quiz bowl. National Science Bowl, National Geography Bee, and NAQT or National Academic Quiz Team are exhilarating and rigorous competitions where students study various topics and use a buzzer system to compete against other teams. This does take a lot of time and practice, three week camps over the summer with my students, but well worth it. TEAMS by TSA is an activity based science and math competitions ending with tests and essays. This is a challenging experience where students really need to work as a team to successfully accomplish the tasks. Finally, Energy City of the Future: Houston and other local competitions are a great way to finish up the year.

As a teacher my ultimate goal is to help students reach their full potential. By mentoring science club and these amazing competitions I get to connect with students. Getting to know the parents of all these students is also amazing. Forming a teacher and parent community is key to fostering a positive school culture. Attending competitions puts you in contact with new educators and mentors. Science competitions also create an opportunity for the community to root for one-another and to meet new educators around the region.

This is not for wealth or fame because with these opportunities comes neither. However, for my students they promote, respect, sportsmanship, cooperation, a dedicated work-effort, and motivation to do their best. It is never about winning for us as a team but to have fun. We do win often but not always and learning about defeat is another great life-skill all students should be faced with. After-school clubs are the best way to get to know and understand your students interests and motivations. They do not even need to be academic. I have also mentored the Pokemon/Smash Brothers club for three years and it offers a place for like-minded spirits to talk, share, and well...find Pokemon.

Is Reaching Every Student Impossible?

Day 4 #blog365

How do we reach every child? How do we find the time to mentor and guide students to success? How do recognize their abilities and capabilities?

I have heard many teachers claim "This student just has no motivation, I give up." or "You just can't reach some students." or "Do you have this student, they are unteachable." Nothing makes me more sad then hearing teachers give up on a child. Every child can learn, they all learn differently and it is a teachers responsibility to find the motivation, learning style, and interests of every student. When teachers tap into a students mindset and listen to them, and find their strengths, the sky is the limit.

The most important skill in a teachers arsenal is learning every students name quickly. Build a mindful portfolio of every student not by 504 or IEP or ESOL folder, but by name and personality and student interest. Ask lots of questions and find a way to have a one-on-one conversation with every student the first week of school. I set up a stations activity on the first day of school. The stations were varied: lab safety, classroom design, getting to know me, goal setting, and most importantly introduce yourself to me.

Every student when they reached a certain station had to come over to me and introduce themselves to me with eye contact, a handshake, and three cool facts about themselves. I asked them questions and genuinely was interested in getting to know them. On day two students completed a lab activity, and I walked around the room and introduced myself to them with eye contact, a handshake, and repeating their names three times in a row. It was awkward for them at first but by day 3, I knew every name and cool facts about each of them.

When students feel safe and free to explore and take risks they will be more involved in the classroom. When they see other students engaged, motivated, and active they will follow suit. I have set up a flexible seating classroom where they chose their own seats. They are with their friends. We also, created a set of community intentions for the classroom. They wrote them, I just edited and put them on a poster. Following directions, listening, respect, and trust were the main objectives. So far, students are following these goals and they self-monitor and redirect each other because they created and have taken ownership of these expectations.

I wrote a mission statement for the class based on my own vision for the class and shared it with my students:

I will empower students to be scientifically and technologically literate through the use of authentic and active learning experiences. This will be accomplished by creating lessons that engage and motivate students. 

When students are in a student-centered classroom and they are provided with opportunities for collaboration and student-choice. Every student has a voice. The key to reaching every student is to give them a voice and to provide a safe classroom in which they can use it. Not every student will enter the classroom with a smile, nor will they enter free from hardship or stress, it is our obligation to envelop every child into the classroom and make them feel a part of a community. They may remain quiet but if they feel safe they will be engaged and open their minds to learning.

Resonance: The Effects of an Engaging Classroom

Day 3 #blog365


Resonance: the quality of a sound that stays loud, clear, and deep for a long time.

Authentic learning, consisting of active, engaging, student-driven instruction are lessons that are not forgotten as students exit the room. They spark further conversations, ignite insightful debate, and create curiosity. These lessons follow students home and when they come back to class they have questions and new ideas, and often inspire us as teachers to dig deeper into the topic. When students see teachers passionate about a topic they see its value. "Learning is not always practical" I tell me students but "A necessary tool for growth and excellence."

I have created a #makerspace, however, it is continuing to develop as students add their interesting items and share them. It is always open for use. Brain breaks, projects, warm-ups, even just tinkering and designing are always an option for students in the maker space. Create a fun place for students to showcase their ideas in a different light, find choice and opportunities to model their mastery of content, and brainstorm new ideas, and students will use it. Students are always looking for possibilities rather than certainty.

Resonance: a quality that makes something personally meaningful or important to someone.

Passion comes from taking various paths until one speaks to you. When the light posts illuminate your road and you feel the smooth surface beneath your feet, you welcome the new idea. You choose to stay on this thoroughfare. Once students own their learning, accept the challenge and set course, they find relevance and make that deep rooted connection. These connections are what drive student curiosity and interest. Ultimately, students find harmony in these resonate moments.

Resonance: a sound or vibration produced in one object that is caused by the sound or vibration produced in another.

A teachers voice, patient, passionate, and personal echoes in a students mind. The vibration of an inspirational, insightful voice is calming, focused, and stirring. It motivates students to wonder what they are ardent about. It leads them to making connections between important things in their lives. They see the bigger picture. #geniushour Is one great way to create a flicker in students so they can explore what makes them think. To design a project based on passion not expectations. 

Students need lessons to resonate with them. Active, authentic, captivating lessons will kindle curiosity that will prompt students to discover new ideas. Learning can not be forced. Learning is a desire to observe and detect new things and incorporate them into your mindset. It is a teachers responsibility to help students cultivate their growth mindset and guide them to the endless revelations that come once you open your eyes and look.