Taking the Leap: A Mindful Journey to A Mindful Chat

As a child, I was always shy, introverted to the extreme. This caused other children to believe as they put it that I was "a weirdo, strange, a freak." They often taunted me, throwing spit balls in my hair, knocking books out of my hand, blocking my path to my locker, snickering and pointing. It is odd to look back on it now. It replays in my head much like a John Hughes movie. A typical 80's teenage angst film about the "underdog" or "odd man out" however mine did not end with a Simple Minds song, mine continued through grade school and at every one of the eight Catholic schools I attended over my elementary school life. I never defended myself, just took it because as the authority figures would say at my school, "toughen up, kids will be kids." They would tell me that their school only had well-behaved, polite, respectful children and that I had to be doing something to cause them to treat me unfairly." Yes, unfairly. Bullying was NOT a word in the educational vernacular in the 1970's. This trauma from my early years definitely has shaped my personality and the way I think about myself. Doubt is usually the underlying emotion deeply buried by over-ambition and taking on more then any normal person can handle. I just have to keep going, trying new things to prove to myself I can do them.

The leap is something I do frequently. I have never been afraid to fail because I have done that enough times in my life. Failure is never the end only the crumbling of an idea that merely needs a shuffling of the pieces so it can be reassembled. Growing up with Dyslexia has taught me one thing, my mind does not work the same way as anybody else's. At first this was horrifying because it meant I saw things differently, to me this meant not understanding concepts the same way so always feeling "out of the loop." I would try to explain how it sounded and what it meant to me, only to be told, I had to think and respond the same way everyone else did. But, thank goodness I was an obstinate child because this lead me to become more of a free-thinker and thus there is not a box that fits around me. I revel now in the thought that I see the world differently because much like a great novel, the world is a story unfolding with all its peculiarities and nuances just for me. As for everyone, the way we think and process information is who we are.

I only came to social media less then a year ago. The virtual world of conversations seemed a bit daunting for my Dyslexic mind. But a friend inspired me to jump on. I must admit it has always been about the educational realm for me. I have a Twitter, Voxer and blog but the focus is on education. The mudslinging and nay saying is not for me. So I have a path- Twitter chats, Voxer chats and writing my blog in order to connect with others about my passion, teaching. I have learned so much, more then I ever did in all of my college degree courses combined. I have found that sharing ideas and collaborating is what teachers do best. Finding like-minded individuals and listening to their amazing stories has inspired me every day to take the leap. To see beyond the classroom walls, to take risks regardless of outcome and see the impact I have on my students. Every smile, greeting, laugh means all the world to my students. We make an impact every day on everyone we come into contact with, I learned this first hand growing up, it is my goal always to make that impact a positive one.

Mindfulness has been in my passion and mindset for awhile. When I lived outside of Atlanta I used to visit a Buddhist Temple with my daughter on Sunday's. Just meditating with the monks and learning yoga and peaceful living changed my life. Meditation is the merely the mindset, breathing the action and positive, reflective thoughts the result. Each morning I begin with intentions. Before I even step out of bed. My intentions for the day are...simple reminders, goals for the day. Always one of my intentions is to see the best in people, be compassionate in everything I do. These are my mantras every day, I repeat them frequently and always remember to do my breathing. Breath is our best friend, it is with us wherever we go. We need to allow it to calm us and focus us. After many years of practice, I often lose my focus and my breathing always re-centers me. It is an amazing gift of calm and reflection. In my classroom, I use these strategies and I was wondering why so many people around me, students and teachers alike, are so stressed and frustrated. Thus #teachmindful was born.

On my 10th birthday my mother forced me to have a birthday party. I knew no me would show up, I was bullied severely. But she made me hand out invitations to every student in my class. She decorated the living room, balloons and all. Not one person from my class came. Two neighborhood children, aged 6 and 8 came at the behest of our mothers. That is all. I was left very much scarred from that event and initiating anything since has been very much an anxiety ridden course of doubt and misgivings. But, I wanted to see if my #teachmindful chat would interest people. I put out feelers with my closest PLN. Heard some great feedback. So off I went. But, I knew I was completely unprepared. So I agreed to moderate a chat with the help of some supportive and insightful educators. #nt2t  Saturday morning, Stephen Hughes and Hannah Turk my mentors. That went great. But, again the following was already there for the chat, all I had to do was write questions and get the chat organized and timed. I had a blast though and learned immeasurable strategies and insight into Twitter chats. Many people were there and I enjoyed learning about how to design the photo-cards, set up a chat using Tweet Deck, and of course responding to and writing the questions for the chat.

The week arrived that my chat was going to launch. Remember I mentioned overambitious. My chat launched only 5 days after I moderated my first chat. So I was nervous and anxious. I probably sent out way too many reminder Tweets. But, the day came. I checked Tweet Deck a million times making sure the Tweets were timed perfectly, the questions were thought provoking. But, still that 10th birthday party memory was flooding in, stirring the calm waters I was trying to maintain. Breathe, breathe, it is 6:58 two minutes. Stay calm people will join in the chat....people will join in the chat. Eyes closed, deep breath...ding my first Tweet is released. One by one there were people introducing themselves, familiar names, new Twitter handles, it was exciting. Then nerves kicked in, I was trying to respond to and greet everyone. But I couldn't. So I greeted my chat with a Hello everyone thank you for coming if I missed anyone, I am sorry. It was awesome. I observed more then I responded, just reading the insight was truly inspiring. Other people think like me and want calm and balance too. My mind eased up a little, I leaned into the experience.

I kept reading Tweets, continued to respond just went with the flow. Thank goodness for Tweet Deck what an amazing invention I thought to myself. It seemed the discussion was going well, lots of conversations and engagement. Thought provoking ideas and stories abound, ping...ping...Tweets poured in. For one hour people joined in a conversation about mindful teaching. They were interested in what I had to say about mindfulness. They understood the importance of collaboration and bringing a stress-free, student centered classroom into being. They believe in bringing awareness and attention into focus and helping students feel relaxed in the classroom. Flexible seating, reflection, calmness, balance. The chat went smoothly and I hoped that I sparked a new chat for other people on Thursday nights. Afterwards I reflected and I knew it was successful but I saw the flaws. I recognized where I needed to improve. This is a good thing. My personality is wrapped around anxiety and doubt but with mindful thinking I have learned to stay positive and always leap because I hope to share my ideas and help others see that we can overcome the hardships we face in our youth and use them to impact the lives of others. Sharing our insight helps others do the same. Be mindful, stay hopeful and focused on your intentions and they will carry you to new horizons.

Ed Camps: How They Can Ignite Student Interest and Curiosity

In my mind the best way to collaborate and learn is through a great open-minded, fluid conversation with my colleagues and peers. I learn best when the atmosphere is flexible and friendly but also very engaging and hands-on. Earlier in the year I decided to have an Edcamp in my classroom about the human body and the processes of our body systems. It went really well but it was confined to one classroom with a single class. I wanted to go bigger, I wanted to get all of 7th grade-science classes at least- to mingle and learn with each other. Have them teach and inspire one another. So my team worked together to design and implement Edcamp Ecosystems this year. Today and tomorrow all science classes are rotating on their own at their own individual pace between the four science classrooms: aquatic biomes, desert & tundra, grasslands, and three types of forests: coniferous, deciduous and tropical rain forest.

Each student was given a template of each biome with facts/characteristics to learn and document as they move around. Data collection I call it. Then at the end of class tomorrow we will have a debrief. Then Monday we will have another class Edcamp where each group will take one biome to discuss and students can move about to discover more interesting facts. This is giving students a lot of independence on their time-management, organization, and listening skills. Today went smoothly and most students made it to at least two different classroom investigating various biomes and learning from their peers. Myself and the other teachers roamed around and merely observed. It was awesome to see the initiative of the speakers and the engagement of the learners/investigators. Letting students take the lead is always a great thing and on this level it was truly inspiring to see how respectful they were of one another.

Here are some pictures of the different classrooms. Tomorrow I will write a post blog about the experience and interview some students about the experience.

Being Mindful in A Busy World

I read once in an article this very insightful analogy: Think of yourself as a plant that may need more or less water, sun, or fertilizer. We wouldn't blame a plant for wilting because it wasn't being watered, or droop if it wasn't being fed and nurtured. We also can't blame ourselves if we feel emotionally drained if we have been sitting in fluorescent lit rooms all day, haven't had time for our afternoon snack. If we are then maybe we need to spend more time in the sunlight, soaking up the warmth. When we have time to relax with family and friends and find a balance between work and leisure we are healthier and more focused. How can we be mindful and find calm amidst our hustle and bustle of daily life. Yoga and meditation can be the answer for some but there are simpler strategies, quicker action plans that can be utilized in line at the supermarket, in between classes, and even on the car ride home.

To find ourselves we often have to swim against the current of distraction and avoidance. there is always something pressing: return an email, send a Tweet, respond on Facebook. Our children need attention, we need to make dinner, we have to grade papers. There is always something that needs to be done. But unplugging and stepping away is necessary. Even if it is for 4-5 minutes. We need to face our vulnerability and stress head on. We need to acknowledge our weaknesses and triggers and learn to cope with them quickly. We all are tired at the end of the day and it is important to lean in to this exhaustion and let it ease us down for the evening. We do not want to come home distracted and frustrated because this will take away valuable time with our family and friends. How can we focus before we get out of the car, before we leave our classrooms for the day? 4 x 4 breathing. 4 seconds breathe in....focus on your intention. My intention is to leave any stress behind. 4 seconds of breathing out...fast a burst of exhalation...letting the stress go. Do this four times, every time repeating your intention. My intention is to leave my stress behind.

The first time you try this you will say to yourself, I know because I did to myself the first time I did this, "This is not going to work, this is stupid." But you will go home a little less stressed and maybe you wont even realize it. Then the next day do exactly the same thing. After the 3rd or 4th day it will become more relaxing, more calming and eventually it will become habit. Now I do this in between classes to get me pumped and focused for the next group of eager and excited students. I also do this every morning before I step out of bed. My intention is to be compassionate and focused today. My intention is to listen and learn from others today. My intention is to find calm and balance today. So when I get to work no matter how crazy my morning was with 4 boys, I have a focal point. I have intentions. I repeat throughout the day and remind myself how well I am doing with my intentions. I just followed one of my intentions today. This helps me stay focused on them all day long. Just before I fall asleep I remember how many times I followed my intentions that day and reflect on how I may incorporate them for the next day, change them based on my attention and awareness.

Being Present and Invested: How Can We Get our Students to Commit?

Being present means feeling connected. Feeling connected means finding relevance, interest, and solidarity with those around you. Listen with intent not to simply wait for your turn to speak. How do we get this purposeful and immediate focus with our students. As teachers, we try to make lessons engaging and interesting even a bit edgy and surprising but even this may not get the true focus we are expecting from our students. We can sing and dance, tell jokes, laugh but even then the glassy eyes and distant expression may still be present on some students. We can not make them focus. We can not make them mindful. All we can do is provide them with strategies to help them teach themselves how to focus and stay focus, making sure they get what they need every day to be successful.

Mindfulness is not about changing any experience or even what is happening around you but simply it is how you choose to respond and interact with the experience. Your intention on what you expect to learn from the experience and how to make it meaningful to you. Attention and awareness are key. The teacher is speaking, am I listening to the words merely trying to make sense of them or am I distracted only hearing half of what she is saying? How can I focus more on the meaning not the words. How can I see the purpose and relevance to me personally? If I can pay attention, deeply, I know what I need to know but can I see the big picture? Can I see deeper meaning in this experience. Can I be aware of what is happening around me but still find a direct line to the focus, my focus? How can we be present and invested in our learning?

Commit- to bind to a certain course or policy. To be aware of this commitment is important. To choose this intention is what helps us commit, focus, become determined. Mindfulness: being in the present, breathing to calm and focus, relaxing during stress, listening and letting go of distractions leads to resiliency and enhances social interaction because it allows us to ignore the voices inside our head and hear the other person talking to us. It helps us with empathy, sympathy and trust. It is basically our instinct heightened and ready to guide us to calm and focus. There are many strategies that work for both adults and children it merely takes an open-mind, open-heart and intent to find them and implement them. The strategy I will share in this post is all about being present and invested, committing to the knowledge and learning within the classroom. It is simply, so simple that most people do this every day 24 hours a day. Breathe.

It sound ridiculous to many, paying attention to our breathing. But, believe me after using this strategy during stressful times, moments of pain, feelings of sadness or defeat I simply...take a deep breath slowly...1..2..3..4.. hold it in for 1..2..3..4.. and breathe out but not quietly but loudly and with force (like Lamaze or panting) then repeat 4 times. Yes a lot of 4's. But after the 4th time, seriously try it, I am calm. I teach this to my students when they are stressed before a game or test, angry and ready for an argument, even tired and unfocused and it works. They will tell you as I am it works. How do I get my students to commit? To be present and invested? A few moments of calm breathing.

Mindful. Flexible Seating: A Calm Place to Learn

Flexible classrooms give students a choice in what kind of learning space works best for them, and helps them to work collaboratively, communicate, and engage in critical thinking. Mindful learning environments provide a harmonious space where students feel empowered and comfortable to learn. By designing a classroom using furniture that fits student’ bodies; materials that suit their developmental capabilities, interests, and learning styles; uncluttered areas where they can work alone or with classmates —these are the building blocks of a space that welcomes children and supports their learning. This mindful design provides stability for students who may struggle academically with ADD/ADHD and for those learn better in a non-traditional atmosphere.

A major objective of  a mindful classroom is to provide alternative and flexible seating for students. To design a well-organized classroom sends a clear and positive message to students: This room was created for you, with your specific needs in mind, because you and your learning are important. Active and flexible seating is conducive to a healthier learning environment and the overall well-being of our students. Board-certified behavior specialist and special educator, Jessica Minahan explains that a flexible classroom culture which is proactive and supportive can prevent students from becoming disruptive, disengaged, and work avoidant, while leaving the teacher more available for teaching. By providing Balance Balls and Hokki Stools, and a variety of seating, a more mindful classroom can be achieved.

The Balance Balls and Hokki Stools will enhance movement during regular instruction, as well as project-based learning, after-school clubs, and annual campus events. The implementation plan for the Balance Balls and Hokki Stools: 1. Purchase balls and stools. 2. Design comfortable classroom spaces to create opportunities for physical movement 3. Provide choice in seating opportunities to enhance collaboration, trust, and focus for all learners. This project aligns with the Katy ISD Instructional Cornerstones by creating an environment of creative thinking, problem-solving, and social contribution by providing opportunities for student interaction.

Student collaboration with peers and teachers, as well as overall behavior and engagement in the classroom will improve when comfortability is taken into account. A decrease in behavior issues and an increase in student involvement will also take place. Empowering students to decide where and how they want to be physically present in a classroom, eases anxieties and promotes a more focused learning environment.

The Ohio Education Association reports that research by the Mayo Clinic and at the University of Minnesota indicates that, by allowing students to move and channel their energy during class students stay more alert and feel more energetic. Alternative seating may help accomplish this. Burning off energy by standing up and moving around may also reduce behavior problems. Other potential benefits associated with mobile and alternative learning arrangements include improved behavior and learning for ADHD students. Alternative seating will promote physical health which can roll over into community and athletics programs.

Designing A Deciduous and Tropical Rain Forest: A Classroom EdCamp

What better way for students to get fully emerged in an edcamp then to design the venue. We have 4 7th grade science classrooms and each classroom is being set up to look like a different set of biomes/ecosystems. 1 classroom is deserts and tundra-basic dry extremes, another classroom is the aquatic biomes: freshwater/rivers, ponds/steams and oceans/coral reefs etc. The 3rd class is all the various grasslands including Savannah, and my room is the forests: coniferous, deciduous and rain forest. Students are designing and creating on their own entirely. The walls and cupboards are covered and trees, flowers, bushes etc. are becoming to dominate the classroom. I will post some pictures here-the beginning pictures and then tomorrow I will post the finished pictures. Students will have two full class periods to create the biomes.

Thursday and Friday of this week, students will be running an edcamp. Each classroom will have ecosystem representatives to stay in the room and share information about the individual forest. As students walk around, they get to choose where to go, they will have an organizer to fill out about the characteristics of each ecosystem. They will not be rotating as a class but they will get to go to the various rooms at their own pace. This gives the academic, ELL, GT, Pre/AP students a chance to mingle and learn from one another. Also, each class will get to nominate the "expert" who gets to represent the class in a particular ecosystem. This is going to be so much fun. The rooms are already starting to look amazing.

Finally, next Monday after the edcamp in my classroom at least, we will have a class edcamp where each table will be a different world biome and they will share ideas and rotate around the room having a conversation about the differences and similarities between the world biomes. This will be the time where they can make sure they have their organizer complete, see the big picture, and discover which ecosystem we live in, where they may have traveled to, and what is their favorite ecosystem and why? Rather then a PBL or simple museum walk or project, as a team we decided to incorporate a more relaxed, independent, interest driven activity where students still get the information they need but they have more choice in how they get it. They have a chance to discuss with different classes and at their own pace walk around rather then with their class.

Here are the beginning pictures....tomorrow I will send a follow up blog with the finished product. AND Thursday and Friday I will take pictures of the edcamp and we will be recording the event.

Rubik's Cubes...who knew they could be so fun? Part 2

A follow up post- at the end of the day my students, 7 total won every award in their division. They were to as a team solve 25 cubes, a times event. We came in 1st place with 3 minutes 29 seconds next in line was nearly six minutes. They also played solo rounds. They took 1st place with 27 seconds to solve, 2nd place with 34 seconds to solve and 3rd place with 46 seconds to solve. They also beat the scores of everyone in the high school division. I claim no responsibility here, I haven't solved one since 1984. I was merely a mentor and provided a venue- it was all them. 1- 11 year old and 6- 12 year old's all competitive and eager to win. It was so much fun.

Rubik's Cube Competition: Who Knew A Cube Could Be So Much Fun?

When I was a child, 1980's the Rubik's Cube debuted. I remember at that time only the standard cube was released and the world was striving to solve it as quick as possible. I played it for hours and hours only solving it once or twice by shear accident. Then I basically gave up. My sister tried for a bit, then removed all the stickers trying to show her prowess but we knew the stickers were off kilter, so it was more embarrassing then victorious. But after the initial craze died out my newly stickered Rubik's Cube ended up at the bottom of my toy chest.

Now the Rubik's Cube has had a huge resurgence with fast-paced competitions and speed challenges. In the halls, at the end of class several kids in each of my classes are speed challenging each other with the cubes. I am amazed at how fast and efficient they solve them. Quickest I have seen about 45 seconds. Now they also have every color, size and shape imaginable. Even round ones. Very cool. So I asked around. Were there any students who would want to go to a local competition? I had about 20 confirm and now as a group we went into Houston at the Harmony School and my students competed solo against other students from around the greater Houston area. They did fantastic winning many rounds. This spawned my interest to see how I could incorporate Rubik's Cubes into my science classroom.

I decided to order (on loan) 600 Rubik's cubes so we could design and build a large mosaic from the cubes. They are arriving next week and my kids are going to be so excited. They will each solve one side of the cube and together we will place them into the frame until at the end of the day we have a mosaic. I am looking at templates and deciding what to create this week. I am thinking Einstein or something science related...I will let you know.

Mindful Design: Does Your Classroom Tell A Story?: Transforming Uninspiring into Hyperbole.

Last year I wrote and received a grant for standing desks in my classroom. They are now an integral part of the flexible, communal seating arrangement in my classroom. Currently I am writing another grant for Hokki stools, Stationary Balls, Yoga Mats, and giant pillows to further create a mindful learning environment. Does your classroom tell a story? That was a question I read the other day in an article in Edutopia. This question has been sitting on my mind ever since. Looking around my room I see that it does have personality, it does scream "there is learning going on in here" with a makerspace, plants & dirt, various style tables but a "story"? That I am not so sure of. The Katy Education Foundation ventured in my classroom today to video the success of the standing desks, they wanted to see how well their grant money was spent but also to see the impact of flexible seating on a junior high classroom.

Does my classroom tell a story? Not yet. How do I redesign my room to not be a science classroom but a mindful learning experience. Here is my thought, of course it will need to be a slow process and with another grant it could truly become an awesome place to collaborate. My whole concept of teaching is based on student-centered learning. So how can I create an atmosphere of personal choice but keep the integrity of a science lab? I am going to create learning spaces: standing desks with Hokki stools and stationary balls. I am going to lower the round tables to almost the floor and get giant pillows to put around it creating a Moroccan style seating area. Then some comfy arm charis around a higher level round table like a coffee house. Options. Right now I have flexible seating, which the kids love, but I am limited to what I have. But hopefully with a grant I can truly immerse into a "Feng Sui" like Zen classroom for next year. I might teach science but that is no reason not to create creative and fun learning spaces. It takes some modelling and trust but I know my students will love it.

I was the first grant for standing desks and the wave is coming because now, many others are asking for grants too and it looks like stage one of flexible seating has begun district wide. But for me, stage two is beginning. I want my classroom to tell a story. Not a story I have written but an ever changing narrative of hyperbole and metaphor bridging the gap between traditional and zen, mindful classrooms. Student voices creating the dialogue and exposition. Right now the story is being written but it feels very specific and organized rather than a free flow of brainstorming and excitement. This is what the story of my classroom needs to become. I think the framework for it needs to be the design of learning spaces and turning flexible seating into creative pods and centers where every day can be a different experience based on mood and motivation. Relaxed or focused learning. But learning based on student voice, choice and community through options and unique arrangements.

Strategies to Help Our Students Reflectively and Critically Think

Reflective and Critical  thinking, writing, and speaking have been defined in various ways:

Critical thinking is used to describe:

"... the use of those cognitive skills or strategies that increase the probability of a desirable outcome...thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome." Halpern (1996).

Reflective thinking is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Making sense of an activity or lesson either verbally or written. Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Students should be aware and in control of their own learning. When they actively participate in reflective thinking – analyzing and critiquing what they know and need to know, they make their own choices and therefore can reflect on their decision making.

Critical thinking involves a wide range of thinking skills leading toward desirable outcomes and reflective thinking focuses on the process of making judgments about what has happened. While reflective thinking is important in prompting learning during problem-solving situations , it needs to be nurtured and practiced. Reflective thinking provides students with an opportunity to step back and think about how they actually solve problems which is an important step not only during experimental design but in all decision making. So how can we implement a particular set of problem solving strategies to help our students use both critical and reflective thinking that is appropriated for achieving their goal?

Raising students' awareness and attention to how they learn and how they process information is a very important step to helping students guide their own learning. My goal as a teacher is to step back and let my students teach themselves. however, this can be a challenge sometimes when they are not provided ample time to reflect and solve problems for themselves. Making lessons too challenging can cause frustration which is healthy, but too challenging can cause them to give up. To easy, they become disinterested and complacent. So the key is to challenge them but help them refine and strengthen their interpersonal skills, and self-reflective awareness. 

Herbert (1995) offers some excellent advice:

To be an effective facilitator of this type of reflection and an analysis, the teacher must be a good observer of what is happening. He or she needs to observe not only the learners' actions and non-actions toward the activity, but also toward each other. Then, at appropriate times, observations could be offered, questions asked, feelings explored.

The teacher must also be able to vary his or her approach in helping the students analyze what has taken place. The methods are dependent on the personalities and situations involved. At times, it might be necessary to be blunt and honest with feedback.

At other times, questions, discussions, or a gentle approach help students discover for themselves what they have done and how they are perceived. Sometimes nothing needs to be said. It is difficult to know the approach to use with each individual in each situation. Experience is a good teacher (p. 206).

Differentiating these techniques works best for me. The more reflective writing and collaborative activities we have in my classroom the more critical thinkers my students become. Talking through your ideas with your peers and seeing your ideas come to light is an experience every student experiences. When we hear critique and feedback it only strengthens our resolve and helps us put our learning into perspective. The more we reflect the more focused our learning becomes. The more practice we have with problem-solving and critical thinking the more strategies we discover to help us learn and grow.

Halpern, D. F. (1996). Thought and knowledge: an introduction to critical thinking (3rd ed.). Mahwah, NJ: L. Erlbaum Associates.

The Power of the Right Question: Provoking Problem-Solving and Ponderance

Often, a teacher is in their lecture zone, asking questions and waiting responses. These questions may be deep and meaningful but still very much from the perspective of the teacher. What if we put this roe of question writing for quizzes and assignments at least in to the hands of our students? What is we empowered them to design assessments driven by discussion and debate rather than multiple-choice and short answer questions. This style of questioning, state exams etc. is necessary for practice for the "real-world examinations" but self-driven, personal questioning is just as important because when you can train yourself to ask the right questions you can discover the answers to almost anything.

When I start a unit I always begin with the broad, over-arching concept. That is the framework from which all of the student-centered activities and learning experiences derive from. I let my students research and delve into the topic through discussion questions and short video clips. Then they venture deeper into the topic they find incredibly interesting. Something that they are curious about will automatically be the magnet that pulls them in. When my students are fascinated, the topic will be more focused and their ideas will be more fleshed out. Let them come together in groups and discuss their findings because together they will see how independent thought will create unique ideas to their own but yet sync beautifully into the big picture.

Once students develop their large scale questions and research their interests, they come together and create graphic organizers or info-graphics to share with the class. These often lead to blog discussions or podcasts too. The more excited and connected they feel to the topic the more time and effot they put into their collaboration. These questions then become the foundation of our student-driven assessments. My tests are standard with my team-mates as per district policy, but my quizzes are very different because I feel interactive quizzes, student run informal assessments work best to truly gain insight to their strengths and growth. This is when I can really see those who are still struggling. Then we have remediation or enrichment circles to delve deeper or to help those who may need an extra push forward.

Socratic seminars, fish-bowl, interviews, and podcasts are all great tools for a class wide assessment. Rather than have them take a written quiz I prefer performance tasks as a class or at least large groups, where everyone must participate equally to get the grade they desire. They get individual grades but they push themselves harder when they know it is for the betterment of the group that they come prepared and ready to attack the days task. The last assessment I gave every student stood in a single line and had to build off the person in front of them's response to the topic. To make a connection between there topic and those around them. when we got to the end of the line there was a clear understanding of photosynthesis and plant characteristics and adaptations. Their test scores have increased by 25% after we have begun these types of quizzes/performance tasks. I use these in all three levels as well. Once students feel empowered in their own learning they will achieve great things.

TEAMS: A Test of Engineering, Aptitude, Mathematics and Science Competition

Today after-school after writing a STEAM essay, taking a multitude of practice tests, and model building my three teams are finally ready for the on-site afternoon of building and test taking. TEAMS is a competition designed to engage students in engineering and to show them how math and science are used to make tangible difference in the world. This competition provides career resources and experiences often found in traditional learning environments: brain storming, design, tinkering, collaboration and implementation.

This competition TSA: TEAMS changes yearly. Focused on a particular theme each year allows for original academic and innovative concepts to be integrated into challenging design builds. This year the theme is Engineering and the Environment. The topics for research were: alternative energy sources, solar-powered cars, smart-houses and transportation safety mechanisms. Each of my teams chose a different topic on which to research and write an essay. This essay was submitted on-line a week ago. Today, the day of the competition, they applied their knowledge as a team to complete a 40 question math and science multiple choice exam on the topics about the designated theme. They had 1-hour to complete the exam. Then they moved on to the building portion of the competition.

Finally, each team built a robotic arm (not having the topic prior to this afternoon) using specific materials: metal hangars, binder clips, yarn, twine, paper clips, pencils, masking tape etc. Then the robotic arm had to make an object into the designated target. They had 75 minutes to build and 2 minutes at the target table to practice before their final run. Their score was calculated using a specific rubric. Then all scoring materials were scanned into the computer and emailed AND were returned over-night back to the competition judges. Now the essays, build and tests are done and we just have to wait for the results to see if we qualify for Nationals/Best in State in Orlando in June.

This is another amazing competition I have with my students. Anytime I can help bring my students into the world of STEAM and science I will. I love to build relationships with my students outside of the classroom as well as inside the classroom. This was an awesome experience of collaboration, peer support, and team-building that I think all students in the sciences should compete in. As with Quiz Bowl and Future City competitions we participate in, this is both unique, challenging and fun which is what after-school clubs should be all about.

Mindful Speech: Speaking to Yourself

Mindful listening requires one to take a step back, close their thoughts to any other sound but the sound of the voice that is speaking to them. Mindful speaking allows us to have an inner conversation. Constructive self-talk is something most people are familiar with. We give ourselves pep talks and moments of clarity. When we are sad we cry and tell ourselves it is going to be okay. Can we direct our personal discussions to be more fruitful and fulfilling? Here are some easy steps:

-notice what is happening, why you are upset, scared, frustrated
-recognize your self-talk as merely words and disregard the meaning, because if you are in a negative mood the conversation will not be productive
-refocus your words on something neutral so you can see the situation from a different position
-choose positive verbs, repeat these positive words until they roll off the tongue and make you see a solution
-write your intentions: I intend to stay on task, I intend to stay positive, I intend to let the negative go
-put your negative thoughts on a mind cloud, fluffy and white, airy and floating- see it and let your negative thoughts go, float away (this sounds ridiculous I know at first I thought so too, but I swear if you immerse yourself and meditate and believe, it will become second nature.)

Speaking to yourself mindfully should be a moment to moment occurrence.
Mindful listening requires one to take a step back, close their thoughts to any other sound but the sound of the voice that is speaking to them. Mindful speaking allows us to have an inner conversation. Constructive self-talk is something most people are familiar with. We give ourselves pep talks and moments of clarity. When we are sad we cry and tell ourselves it is going to be okay. Can we direct our personal discussions to be more fruitful and fulfilling? Here are some easy steps:

-notice what is happening, why you are upset, scared, frustrated
-recognize your self-talk as merely words and disregard the meaning, because if you are in a negative mood the conversation will not be productive
-refocus your words on something neutral so you can see the situation from a different position
-choose positive verbs, repeat these positive words until they roll off the tongue and make you see a solution
-write your intentions: I intend to stay on task, I intend to stay positive, I intend to let the negative go
-put your negative thoughts on a mind cloud, fluffy and white, airy and floating- see it and let your negative thoughts go, float away (this sounds ridiculous I know at first I thought so too, but I swear if you immerse yourself and meditate and believe, it will become second nature.)

Speaking to yourself mindfully is apart of ones own personal journey. Writing to yourself, reflecting on your own thoughts is a moment to moment occurrence. It should be like our inner voice that is consistently guiding us but with mindful thoughts and awareness and attention to what we need every moment of every day. This is mindfulness.

Mindfulness Inside and Outside the Classroom

Greet the day- At home before I even step foot out of bed, I greet the day. Deep breaths....slowly..open my eyes..welcome in the smells and sounds of the morning rush in my house. I think about my day, plan my route in my classroom from the key turning in the lock: objectives and outcomes on board, tools and models on tables, music quietly turned on, then lights on. With the emergency lights my room is never truly dark. So I take some time in the dim light before my students arrive.  After my room is set, I sit on my yoga mat, quiet and breathing, welcoming the education that I will surround myself with. Being mindful before I get in the hustle and bustle of the day helps my energy get focused and my mind in sync with my actions.

Inside the classroom, I take a moment every class period to simply listen and observe. When I listen I do so conspicuously so my students feel free to openly discuss and share ideas. But I learn a lot from simply listening. What I get from my students in our 1-minute check-in's is very helpful but hearing them collaborate and even chat about anything not science related gives me great insight into my students: how they think, how they see the world, but most importantly how they learn and reason. The most important thing as teachers we can do is help students foster their awareness of their attention and reasoning. Why they get distracted, what is a struggle for them, what comes easily. This is all teaching mindfulness. Inside the classroom, calm mind even when there is organized chaos around them. Guide students to become aware not only of their surroundings but their inner thoughts and what stresses them out.

Outside the classroom it is important to focus this same amount of energy looking inward and discovering the ins and outs of your own mind. What information stimulates you? Do you seek challenging situations? If so, why? How fast do you lose interest in things? Why? What can you do to help focus and calm your mind? Being mindful of yourself outside the classroom needs to become a priority. When we are stressed or frustrated it affects our teaching. I know from experience that if I am off my game when the day begins the day does not go well. When I am calm and centered the day can present unexpected hurdles and stresses and I will adjust and stay focused on the plan, goals, objectives. I find that I love teaching even more now that I have a routine of awareness, attention and mindfulness.

I find that setting my intentions for the day outside the classroom: I intend to have patience, I intend to take a step back and let my students teach themselves, I intend to see the positive not the negative around me. These intentions change a little bit daily but I always focus on three. This sets my mood. Then after I set the room for the day- a routine that calms me and gets my mind focused every morning, I say my three intentions and focus on ways I can incorporate them into my day. For instance, this student can stress me out how can I bring patience to the forefront? Throughout the day when I am patient in a stressful situation or I witness my students helping each other learn, and I let any negative vibes around me slide off and focus on the little things, smile at my colleagues, offer my help, and stay positive I tell myself this is me....I focus on the times I remember my intentions. This keeps me focused on my goals. Mindfulness is not a momentary idea but a moment to moment routine that when incorporated and sustained can change your entire outlook.

Mindful Games: Activities to Teach Mindfulness in the Classroom

My mantra I use in my class "Breathe, eyes closed, hear your blood flow, heart beat, mind seek, the quiet. Open your eyes and see the path, the goal of the day, and travel forward." Breathing and focusing mind and body may seem silly, but after a few weeks of doing this with my students for just a minute a day, their awareness and attention has become more focused and personal. They are using this strategy more and more. There are other simple techniques I have been incorporating slowly but surely into my classroom as well: riddles, how you see it, mindful eating, and noticing gaps, all of which I gained insight about in the book Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything by Deborah Schoeberlein David and Suki Sheth PH.D.

Riddles are quick easy way to get students deeply focused and engaged, at least 12 year old's. They do love to figure things out and decipher clues. An example I used, science based of course is: Who eats a lot of iron without getting sick? (rust) There of course are endless riddles to choose from. The reason I use them is sometimes, during class after finishing a lab or activity and they are a bit hyper and I need to calm them down. So I have them get quiet close their eyes and think through the riddle. Not saying anything aloud. Then they write it down and hold up their answer quietly. This focuses them and calms them before our next task. It also clears their mind and helps them transition into another topic. Using riddles not only connects with student interest, competition and participation it also ties to connection and community because it brings the class together to solve a common problem.

How you see it is a great, quick way for students to make a connection with the tools or objects being used in a lab or activity before they begin. Mindfulness is making a distinct connection to ones own awareness. By not merely using a tool but seeing the tool (even if only mentally), understanding its shape and purpose. An activity I used was placing a paper bag with different objects on each table. Then after eyes closed/blind-folded, I dump the objects into the middle of the table for them to investigate. Mindful seeing is holding an object eyes closed, giving students about a minute to turn it over and feel it from all angles (even a screw-driver or ruler can look or feel different if we take the time to truly see and feel them). I have students make a mental list of its shape, odor if any, color, design, dimensions etc. Teach them to refocus on the object by taking deep breaths if they get distracted. Feel and sense every edge, corner, chips and texture. They can not look at the item. Then have them place all table items in a bag. I then collect the bags and dump all items onto one large table. Then I have each table group come up and identify their object and take it back to their table to investigate further and reflect. This activity calms them but also draws their focus to seeing things from a different perspective. Then during the lab or activity deeper meaning becomes apparent as they truly understand the purpose of each object used.

Let's face it, kids love to eat. Anytime they can have a snack or piece of candy, their eyes widen and smiles abound. So how can we incorporate this simple moment into a learning experience? Mindful eating. I give each student a small cup of about 4-5 goldfish or skittles. Of course checking for allergies first. Then I tell them go ahead and eat one, just one. They chomp it down not even noticing the taste or texture. This sets the baseline, so I give them no instructions except to eat one. Then I say, take another one, look at it: shape, size, smell, texture etc. Then place it in your mouth, do not chew it, just feel it on your tongue, does it dissolve? does the flavor change over time? Then chew it slowly noticing its change in consistency and taste. Feel it travel down as you swallow. Is there any after-taste? Focus on the process again with another piece, notice every detail. Then eat another one like normal. Reflect on the differences between mindful eating and mindless eating. Students actually love this one. They see how important it is to slow down and enjoy the flavors of food, to discover the subtle differences between spices and textures and taste.

Finally, noticing gaps is another technique I use to help my students find the calm and focus needed to drive their own awareness and attention. This is the hardest to implement only because they are very silly for the first few times. It is hard for me to get this focused, let alone a 12 year old. But with some mindful practice at the beginning and end of class in short bursts, about a minute or so, they are now responding to this activity with calm and patience. I have students close their eyes and breathe slowly, listening to the quiet and their heartbeat. But when they get distracted (which will happen guaranteed) I have them redirect their focus by in their mind saying "I need to think about my breathing." Have them find the gaps in their calm, identify what takes them out of the moment, distracts them. Have them find a focal point they can always return to, to help them be mindful and aware of their goals. Once they learn to direct their awareness and attention this will apply not to only the quiet reflective moments but the organized chaotic ones as well. A strategy that can be used to design and create their own calm place for reflection and mindfulness.

Mindful Teaching: Seeing the Calm in the Organized Chaos of the Classroom

Attention and awareness are both dynamic and fluid which means if we focus and build on them we can shape them into a balanced, well-oiled machine. In a classroom, there are various levels of attention and awareness and we as teachers, as much as we try to engage and connect with every student all the time, we simply can't. Due to the fact that every child learns at their own pace, are aware of different aspects of their learning styles, and many have issues with attention. So as a teacher, we need to be able to set the course and design lessons that allow for these variances to combine, into a directional force, albeit a wide one. So how do we get students to gain insight to both their own awareness and attention? How do we get them to jump into the rapids, life jacket or not, and let the flow carry them down the river on discovery?

Organized chaos is what a science classroom, needs to be. Students up and about, stations or labs set up around the room, plants growing, experiments underway. It seems to an onlooker like too much is happening that it is dysfunctional and crazy but in all actuality it is the curving and meandering of a fast flowing river, carving in new knowledge and schema all the while polishing the rocks below. Clear and crisp water shaping ideas and minds. This type of classroom, a student-centered and student-driven atmosphere are ideal but first, students need to be taught how to adapt and focus their attention and awareness. Once they can do that, the rest falls into place, like sediment resting on the fertile land, following the stream. Students need to see a challenge as just that a challenge, a pile of rocks that slow the flow of water, not a boulder blocking and redirecting the channel or current. They need to see every setback as merely a setback needed to leap forward because baby steps are small and delicate while leaps forward are more meaningful and altering. Causing a splash or overflow needed to cleanse the shore.

What may seem normal to many students, loud chatter, laughter and peer interaction, may be completely uncomfortable for other students. So how do we bridge the gap? A quiet classroom is not usually an engaged classroom. When students are active and authentic learning is happening it is most likely accompanied with noise and mess. That should be okay as long as it is purposeful and relevant. As long as students are learning. By providing stations and various activities within the lesson students are given options to find their "comfort zone" at least at the beginning. Then slowly they will become more flexible and will take on the more challenging assignments and activities. But we must let students find their own path by teaching them the strategies that will help them become more attentive and aware of their own learning and comprehension. Mindfulness helps teachers, guide students to their own self-actualization which in turn puts them full center in their own information processing. Coasting down a calm stream on an inner tube or riding the rapids in a canoe.

If we provide students with techniques that help them manage their own experiences and emotions then they will be more flexible with the turn of the river, the change of flow, even the possibility that the river is damned or forced into a reservoir. Change is scary for many of us. When we are placed in organized chaos or fluid situations we may not be prepared for the sudden alterations we must endure without notice. We have to adapt quickly or be left behind in a puddle drying up in the sun. When students are really present, engaged, and mindful of their own learning, the classroom is alive and noisy with the experiences of knowledge and discovery. Present in the moment, driving the organized chaos rather then sitting quietly and disengaging. When we teach students how to be present, how to teach themselves how to learn, it all falls into place. Mindfulness becomes front and center when students feel empowered like designers and creators rather than listeners and doers. Let them choose how to learn, teach them strategies how to strengthen their awareness and attention and they will rise like the rapids before the falls of the magnificent Niagara. The falls generating the power and impulse to keep going and take risks and seek challenges because that is awareness, knowing that fulfillment is the journey.

"Sherlock Holmes had cultivated the ability to still the noise of the mind- Laurie R. King, The Bookkeeper's Apprentice 

What strategy is best utilized by students on this wayfaring journey? Before class starts take a moment, a quiet moment as a class to take a few deep breaths, listening only to the silence and your heartbeat. Just a moment to focus and assess the goals of the day. After breathing read the objectives and procedures of the day, have students look around assess their learning path, much like first responders to the scene, allow students to gain insightful meaning from their surroundings before they dive in. It may seem weird to just pause and breathe but I have found this is the best way to focus my students, not brain breaks or music, simple calm. I see students now, when they are stressed or confused, close their eyes and take a few deep breaths. It is the best strategy I can teach them. Breathe, respond not react. Listen to your own mindful thoughts before sharing them. Focus your energy on your own goals not the opinions of others. My mantra I use in my class "Breathe, eyes closed, hear your blood flow, heart beat, mind seek, the quiet. Open your eyes and see the path, the goal of the day, and travel forward."

Should We Stop Giving Homework? : A Compulsory Conundrum

Whether or not to assign homework ah, there's the rub. In my school alone there are various opinions on the matter. Should it be compulsory, a choice, or by circumstance? Many teachers I know give it to give it. "They need homework to help review and prepare for the next day," giving it nightly out of habit or will power I am unsure. While some never give homework, believing it is a chore unnecessary to the educational process. Most however, as far as I have observed is that homework is only given if necessary, meaning classwork is not complete, or assignments assigned over a week long period giving students days to complete. However, nightly homework as much as it appears to be declining in some circles is very much a part of most students lives.

A study from Duke University states that homework offered a benefit to test scores but after digging deeper into the data discovered that this was the case with excessive homework and very stressed out students. How do we raise test scores without piling on the homework? There have also been numerous studies claiming girls put more effort into homework then boys and have less late work. This of course being anecdotal because I have a mix of both girls and boys who turn in the bare minimum and sloppy work. Homework I feel is only beneficial if it purposeful, relevant, and non-excessive. Giving 50 questions just to keep your students busy is not fruitful, many wont finish it, giving them low homework scores and 10 problems can be more effective because it will caquse less stress and students will not resent doing it.

Sometimes I hear teachers say, "They made me mad today so I gave them extra homework." Or "I gave a pop quiz just to let them fail because they didn't do their homework." Rather than digging deeper and discovering why they didn't do their homework, they simply get frustrated and get set in a vicious circle of homework and missing grades. Evidence does suggest that excessive homework just causes stress and anxiety in students. Amplify this by 6-7 courses and it is amazing that any of us made it through school. Robert Pressman of the New England Center for Pediatric Psychology,discusses how this stress and anxiety does not merely affect the student but also their family. Parents get discouraged when they can not help their child do their homework due to difficulty and subject matter. But, also excessive homework disrupts the family dynamic and takes away from family time.

Should we ban homework? No, of course not. At times it is necessary, finishing a paper, lab write up, reflection. But giving it nightly just to give it needs to be stopped. If the lessons in class are engaging and purposeful then homework is not always going to have to be given. Making sure students have some time to reflect and absorb the new information with a ticket-out-the-door or reflection can be all the review they need. I assign a set of discussion questions, encompassing the weeks vocabulary and higher concept on Monday's and they are due Friday. They are posted on Canvas so students can ask each other and me questions from home throughout the week. Every other week we have a blog post or podcast. If they ever have any other homework it is because they were not on task during class. Being a student-driven classroom they have plenty of time to discuss and complete assignments in class. The last 5 minutes of every class is a recap/reflection time where we make sure we all understand the days concept. Every week I also have a 1-minute check-in with every student and this is where we identify any issues or concerns.

In my opinion, setting up a blended classroom is the best way to make sure every students needs are being met. Create a safe learning environment for them to discuss concepts, challenge each other, and collaborate towards a common goal. The more students take the lead the more they feel empowered. Empowerment leads to self-actualization and responsibility. If I assign a project, podcast, blog post or discussion questions very few students will not complete them, usually everyone does. This is because they are purposeful and meaningful and short, I hate excessive or lengthy assignments unless it is experimental design. The less directions or specifications I give the better the assignments because the more they get to be creative and innovative. Homework is not a bad thing unless it is used as a teacher to make them feel powerful and in control rather than the student being empowered. Offer homework as a choice, optional, yes I said optional, I do all the time and you know what? Almost every one of my students competes it because they see the benefit not the command.

Happy Birthday Alexander: My Last 7 Year Old

His blonde hair is curly but only in the back
Blue eye wide as he stumbles into my bedroom
He waits, putting his head on my pillow
I open one eye and smile at him "7 years old"
It is weird to think he will be my last 7 year old
The last of 5 children

I try to think back to my 7th birthday....blank
I wonder if he will remember his
"Can we go....now"...he says quietly trying not to wake my sleeping, snoring husband
"Not yet, it is 6:30 in the morning, but soon baby." he crawls into bed
An action I still appreciate as the hugs are getting sparse
"I am 7 years old mommy, I feel bigger now."
I smile

Disney store....Tsum Tsum's in hand
Giant chocolate chip cookie
Chicken nuggets and a milk
his favorite
Cupcakes and verse
sleep

A birthday is like a day of wishes, getting just about everything you want
as a child
at least it feels that way
7 years old, one of the first you remember
I think back to my 7th, now remembering
Grandparents, doll, vanilla icing
the smell of my grandmothers perfume permeates in
family
birthdays are family

How Can I Instill A Growth Mindset in My Children, Even on Vacation?

We all have both a fixed mindset and a growth mindset. The moment we stress over failure or refuse to jump in and try something new our fixed mindset is in charge. But when we let loose, look for new opportunities to grow and just plain have fun out comes our growth mindset full of spontaneity and discovery. My children are like most teenagers, techno-geeks. If they aren't playing a video game they are watching someone else play, or watching you tube videos. It is a challenge to get all three of my teenagers off of the devices and into the real world. Vacations are tough because after the long drive, where they are fully immersed in the video realm, I have to draw them back over to reality. They are however not in a fixed mindset, they are looking for hidden clues, new paths to venture in these myriad of first person interactive games. Constantly taking-risks and trying again. Getting a new live every time they find a magical staff, healing herb or secret stash.

How can I keep this curiosity and open to adventure mentality going throughout spring break? Engage them with new experiences. Create challenges for them to conquer at the park- make it up that slide in ten seconds, balance on the teeter-totter without letting either side drop to the ground, how high can you swing. Winner gets a free chore pass. It works every time. The more active I can get them the better. after a long day of hiking they are ready to relax with a great board game. This is my families favorite past-time. Playing board games, like Ticket to Ride, Settlers of Catan, Cranium, Yahtzee, you name it. We are very competitive. It is always our weekend tradition, when there isn't too much homework on their end at least. I taught my children early on that losing does not mean failure, it means better luck next time. It means practice and get better. It means, you can not storm away and pout because we all lose sooner or later. Just have fun. This of course is most challenging for my youngest son, Alex who turns 7 tomorrow. But he is learning.

As with all vacations, it is my goal to spend as much time laughing and playing with my kids as possible. Get up early, hike. Visit museums. Have great debates about irrelevant things. Yea! I said that. But it is fun to argue and pump my kids up into a fun conversation. Anything to get them talking and interacting. A growth mindset peaks its head when we are engaged and feel safe to argue and play without any fear of judgment. Just be yourself and have fun with your family. It is the only family you have and every moment counts.

Cinnamon, Cinnabon, Cineplex

Everyone has a food or spice that they consider "comfort food," mine is cinnamon. I love the smell, I spray it on my Christmas tree, put it in my cookies (Snookerdoodles) and put it in my coffee. I love Cinnabon, rarely, as it is well...an indulgence but today Cinnamon Machiato, Cinnabon and a movie. Logan. My first relaxing day in Albuquerque and I just want to chill, get comfortable, and watch Hugh Jackman kick some ass. The over-sized seats are plush with adjustable arm rests and cup holders. Sound, THX, check. Screen, really big, check. Company, my daughter, son-in-law and husband, check. Adult day out. Rarely do I have the time to simply do nothing, choose to go somewhere without having to rush somewhere right after. Lights dim and here comes the building....slow...growing hum....T....H.....X.... now it begins.

Perception and Reality: A Frame of Mind

These two ideals: perception and reality live in tandem inside of us all the time. Each of us seeing the world around us in unique ways. Perceiving events uniquely. Hearing words and interpreting them individuality shaping our schema and ethos daily. We think we are in sync with others only to find we are slightly off the beaten track. We say what we feel or what we mean and hold back others. We seek attention and acceptance at times but also require solitude and to "fly under the radar." Perception, what we think we see. Reality, what is actually there. Does it actually matter? If it does not change the outcome can perception be good enough?

Watching my children interact, seeing them react to the same problem, the same dilemma and responding in very different ways. For instance, a cup of spilled milk on the kitchen floor: my oldest, look what you did you are going to have to clean that mess up. Its a huge mess. Actually it is a small cup of milk, barely a mess, a single paper towel will clean it up. My second oldest, you spilled it, I am not cleaning it up. My next in line, simply walks away pretending it didn't happen. Doesn't say a word, simply in his reality, no mess. Finally my youngest, asks for a paper towel so his older brother can clean it up. He accepted the mess and was willing to nudge someone else to actually clean it up. He spilled it but still young, expects others to actually clean up the spill but at least he will get a paper towel to help, taking somewhat the responsibility.

Reality- spilled milk. Perception...well...varied. But truly it depends on the situation. If it was a chocolate chip cookie at the center of this story it would have been claimed and eaten. No questions or conversation needed.

Spring Break: Respite, Repose, Recharge

It is spring break, finally, a week to step away and regain my balance and peacefulness. The calm before the storm. Testing season begins when we return. But that needs to be a million miles away from my mind right now. A busy competition season coming to an end all except for two. National Science Bowl taking 2nd, 5th and 6th out of 32 teams. My student making the state level for National Geographic Geography Bee. Two of my teams making nationals for Texas Quiz Bowl Alliance. My Future City team taking 4th place in regionals out of 30 teams. After 8 competitions I only have 4 left. This very much sitting in the back of my mind. But right here right now I am letting all of this go because I truly need a total break from school and competitions, at least for a week.

A respite, a jaunt to Albuquerque to visit my daughter, son-in-law and grandson. A vacation not of relaxation, not with my 7 year old son and 2 year old grandson, but a respite. Escaping my neighborhood which keeps my constantly in school mode. A 13 hour car ride in the morning is not my idea of a good time but I am getting used to the drive and actually have time to just stare out the window and reflect, a lot. West Texas can be a very boring landscape indeed but you do get to see hundreds of wind farms along the way- giant blades whirling in the Texas heat. This time of the year at least it wont be 100 degrees but the humidity still follows you across the desert. Once you cross through El Paso and into New Mexico the slow climb in elevation brings with it the cool New Mexico breeze and crisp dew. Looking forward to being a bit chilly.

Spring break, why do schools take one? When was this repose from academia actually instituted into the school calendar? I was curious so I researched it. When I was a child it was Christmas break and Easter break. Now of course they are the holiday or winter break and spring break. But why do students and teachers get this time off when no other profession does? It all goes back to the early 30's when college students, behind the wheel of their new automobiles took to the "road trip" mentality quite literally. They needed a break. To get home to see family for the holidays. This time for travel to and from school turned into a week long vacation and thus, spring break was born. However, many school districts no longer build their spring breaks into the week of Easter, instead choosing mid-March as their respite time. The partying at the beach in large crowds well that came later. Funny I never went to a spring break in college, just seemed chaotic. But now as a teacher I appreciate the opportunity to get a break. Take respite, repose, and recharge. We only have 2 1/2 months left till summer guys!

March Madness: Relevance in the Classroom

Using brackets and a head to head tournament about anything in science may seem impossible. But during March I love to find opportunities to do so. to bring the main topic of conversation of many students into the classroom. Bringing March Madness, relevance into my classroom. First I set up a giant bracket on the wall. Leaving the spaces vacant. Then depending on the unit, I provide merely the topic and then let students decide what "competitions" occur. This year I decided to do food webs and competition within habitats. Students just finished creating their biomes in a bottle so this fit right in to the conversation.

To inject some March Madness into my science lessons, I have my students use their knowledge of the food chain to fill out a tournament bracket with head-to-head battles between various animals in their chosen ecosystem. They do this by making a special bracket featuring animals they have been studying. I use Desert, Aquatic, Rain Forest, and Tundra/Taiga much like the NCAA regions (South, Midwest, East, West). My students have fun imagining battles between the animals and debating who might win the ultimate food chain championship.

I actually got this idea from Moody Gardens. They have an exhibit with some great brackets my kids loved filling out while we explored the museum. A very cool ideas that can be used in the classroom.