Resistances confront you. Anxiety sets in, when you become conscious, of how much you are avoiding preparation. The sheer thought of writing, shuts you down. You get stuck trying to prove to yourself, that you still got it. The proving ground, enlarges, each blade of turf standing on end, just waiting for the 'cleat' of inspiration to crush it. Yet, no indentation occurs. Only a silent breeze, causing it to waver. Both extremes present themselves, they always show up. All in or avoidance.You can let things percolate, which seems lazy and evasive, or you can ninja attack it. However, too many swipes at open air, not making contact, can set things, even more off course. There are many tough drill instructors out there, ready to redirect and guide you. But, you have to be your own. That is the only way innovation can set in.
Something has been afoot recently, not distraction per se, but a density that feels suffocating. You need general maintenance. A reboot. A shut down. This is the only way to hear the ping...ping...ping.. in the fog. The only way that your crucible can be resolved. You breathe in deeply, taking in the ether. Lessons come in the ether. Ideas linger there. You have to grab them before they go away. You have to be open to the experience. If you proceed with precision, like a scientist, you may miss it. You have to find the spot of relaxation, calmness, flexibility. Inspiration can be deep inside, swirling a mile a minute, but if you are dissecting it, rather than inhaling it, it can become sterile. You have to let go, to not prepare so much, that accidents don't happen. When you are too dialed in, you often get a busy signal. Accidents are opportunities, that allow beauty, to find its way to you.
If you give yourself thirty choices. you will always be disappointed. you will second guess your choice. But if you limit yourself to three, you are more focused and wind up more satisfied. Choice is necessary, we all desire options and preference, but when over-stimulated, by franchise and selection, we get blinded. The ether is not precise, nor is it filled with advertisements or claims of betterment. It is merely a celestial center, in which our thoughts can find their voice. It is a cosmos of opportunity, based on what we can identify in the moment. If we struggle within it, it will dissipate. If we lean in, it will be a comforting blanket, of hope and direction, that will inevitably bring in to focus an idea, a creative notion, a moment of clarity.
This week my ether was no where in sight. I got lost, not in a focused fog, but a quagmire of indecision, distraction and murk. Each step was viscous and glutinous- slowing my every musing, to a syrupy, sludgy pace. I could only function in automatic pilot. I did not Tweet, blog or even read ferociously, as I tend to do. It is Thursday tomorrow and I am just now, starting to see the wispy entrance of my ether. The filaments are emerging, from the darkness and an awakening is taking place. I can see the revelation. Burn out is real. Fatigue will conquer fortitude, if we allow ourselves to be weakened, with too much responsibility. Sometimes there is nothing we can do, but to let it. To abdicate, to its charm. Escape is very inviting. We all need to be rescued at times, from our overzealous nature. Our minds have to go dark. But, after a personalized, well-deserved remedy, we bounce back. I am finally bouncing back.
Wednesday, February 28, 2018
Friday, February 16, 2018
The Entanglement of Vines: The Density of Seclusion
It is nefarious and perverse. It can cause anxiety and loneliness. But, worst of all, its vicious depravity, its intentional dive bomb, can lead even the happiest of people, down a dangerous path. Seclusion. Isolation. Division. A confinement of identity. When we feel like we are quarantined and forced on a different trajectory, as those around us, we tend to lash out. Our instinct as humans is to belong. To feel apart of a community. To be accepted by our peers and colleagues. To embrace camaraderie and collaboration. When we feel betrayed or forgotten, we no longer behave like a member of the populace. We become citizens of our own, insulated, abstract, reality and this can cause us to act, in very scary ways.
Quietly or actively, calmly or violently, we react. It may be a disheartening thought nagging us, luring us away from stability. A voice of discomfort and doubt that may linger, a little too long. If we ignore it, it festers. If we attack it, often, a darkness creeps in, making us feel, even more severed. The only solution is to address it, determine its root and rip it, from the ground. Eliminate it, like a weed trying to overtake our garden, of balance and cohesion. Once a migrant enemy approaches, we need to cut it off at the source. We can not let it dig itself in, or we will be over-run, with the densest of vines. Unfortunately, many people do not have the tools to avoid this.
If this 'kudzu' takes hold, it strangles and pins us down in regret. It suffocates us, drawing out our last glimpse of hope. Leaving us in despair. There is an epidemic of disconnection and disengagement, rampant, in our country. A pandemic of violence, that stems from a deep seeded fear, of being alone. A sense that we are missing out on something, that we are ignored and unappreciated. With all of these horrendous events taking place in our schools, stretching back to Columbine, there is a detachment, at the center. A broken circuit, that the perpetrator feels. A loss of commitment, to a society, that has abandoned them in some way. If you are covered in creepers, bogged down by the tightness of their coils, you become buried. Almost invisible, to the budding flowers and thriving fauna around you. If you feel concealed and ghostly, you are more likely, to want to get noticed.
As educators, parents, colleagues and friends, we need to have a machete' in hand at all times. A tool ready to hack down, the tallest of trappings. We have to bend the stalks of invaders. Mow the squatters that settle in, around our students. Ease the desperation, that takes hold and sinks them, under the waves of pressure. Between 'fitting in' and doing well in school, wrapped in athletics, music and academic competitions, our students are overwhelmed. Some of them are overachievers, diving into every activity they can. Yet, many are intimidated by, or fearful of rejection and trying to impress their family and friends. They buckle under the enormous weight of it all.
We, as educators, need to have a green thumb. Take on the role of vigilant gardener: pluck the weeds, nurture the perennials and fertilize the vegetables. All the while, making sure we get enough sunlight and rain fall, to keep us at our peak performance. It can get exhausting, but it is one of the most important things we can give back to humanity. The gift of inclusion and acceptance. The feeling of acknowledgment and community. We have to stay healthy and active.This is how we can make a difference. This is the best way to avoid escalation to violence and rage. Listening with intent and action by follow-through and solution.
Last week I wrote about the underdog- being one myself and seeking out those students, who may be considered misfits or offbeat. It is with that determination, that I live my life. I remain steadfast in my eccentricity and dissidence. I make sure to say hello to, and smile at, the distracted and sullen. They may not want to share their discontent, but they will exchange with me, a nod or grin. I want to make sure that no one, I come into contact with, not a single passer by, of my orbit, feels desolate or alone. I do not infringe on their privacy or solitary nature- I myself am reserved and remote at times, but I never feel, neglected and unwanted, anymore. I have in the past, more often than I can count, and it is the worst feeling in the world.
Exclusion, persecution, oppression: these are the density, of seclusion. These, form the heaviness, of a mind gone rogue. If we, as individuals, can help keep the walkway clear, the gate open and the invasive species at bay- we can make sure, that no one around us, loses their buoyancy. We can lure in, even the most antisocial or misanthropic of people. Everyone, no matter how introverted, wants to feel important and special. We have to make this happen. We have to find the disenfranchised, disillusioned and defenseless and give them a voice. A warm bench in the garden of humanity. Once we feel a connection, we lose our need to try to be connected. We just are. Then our fear and doubt dissipates and we recognize our place in the world- ultimately, we become a member of the group and when we are no longer feeling separate, we no longer need to lash out.
Quietly or actively, calmly or violently, we react. It may be a disheartening thought nagging us, luring us away from stability. A voice of discomfort and doubt that may linger, a little too long. If we ignore it, it festers. If we attack it, often, a darkness creeps in, making us feel, even more severed. The only solution is to address it, determine its root and rip it, from the ground. Eliminate it, like a weed trying to overtake our garden, of balance and cohesion. Once a migrant enemy approaches, we need to cut it off at the source. We can not let it dig itself in, or we will be over-run, with the densest of vines. Unfortunately, many people do not have the tools to avoid this.
If this 'kudzu' takes hold, it strangles and pins us down in regret. It suffocates us, drawing out our last glimpse of hope. Leaving us in despair. There is an epidemic of disconnection and disengagement, rampant, in our country. A pandemic of violence, that stems from a deep seeded fear, of being alone. A sense that we are missing out on something, that we are ignored and unappreciated. With all of these horrendous events taking place in our schools, stretching back to Columbine, there is a detachment, at the center. A broken circuit, that the perpetrator feels. A loss of commitment, to a society, that has abandoned them in some way. If you are covered in creepers, bogged down by the tightness of their coils, you become buried. Almost invisible, to the budding flowers and thriving fauna around you. If you feel concealed and ghostly, you are more likely, to want to get noticed.
As educators, parents, colleagues and friends, we need to have a machete' in hand at all times. A tool ready to hack down, the tallest of trappings. We have to bend the stalks of invaders. Mow the squatters that settle in, around our students. Ease the desperation, that takes hold and sinks them, under the waves of pressure. Between 'fitting in' and doing well in school, wrapped in athletics, music and academic competitions, our students are overwhelmed. Some of them are overachievers, diving into every activity they can. Yet, many are intimidated by, or fearful of rejection and trying to impress their family and friends. They buckle under the enormous weight of it all.
We, as educators, need to have a green thumb. Take on the role of vigilant gardener: pluck the weeds, nurture the perennials and fertilize the vegetables. All the while, making sure we get enough sunlight and rain fall, to keep us at our peak performance. It can get exhausting, but it is one of the most important things we can give back to humanity. The gift of inclusion and acceptance. The feeling of acknowledgment and community. We have to stay healthy and active.This is how we can make a difference. This is the best way to avoid escalation to violence and rage. Listening with intent and action by follow-through and solution.
Last week I wrote about the underdog- being one myself and seeking out those students, who may be considered misfits or offbeat. It is with that determination, that I live my life. I remain steadfast in my eccentricity and dissidence. I make sure to say hello to, and smile at, the distracted and sullen. They may not want to share their discontent, but they will exchange with me, a nod or grin. I want to make sure that no one, I come into contact with, not a single passer by, of my orbit, feels desolate or alone. I do not infringe on their privacy or solitary nature- I myself am reserved and remote at times, but I never feel, neglected and unwanted, anymore. I have in the past, more often than I can count, and it is the worst feeling in the world.
Exclusion, persecution, oppression: these are the density, of seclusion. These, form the heaviness, of a mind gone rogue. If we, as individuals, can help keep the walkway clear, the gate open and the invasive species at bay- we can make sure, that no one around us, loses their buoyancy. We can lure in, even the most antisocial or misanthropic of people. Everyone, no matter how introverted, wants to feel important and special. We have to make this happen. We have to find the disenfranchised, disillusioned and defenseless and give them a voice. A warm bench in the garden of humanity. Once we feel a connection, we lose our need to try to be connected. We just are. Then our fear and doubt dissipates and we recognize our place in the world- ultimately, we become a member of the group and when we are no longer feeling separate, we no longer need to lash out.
Saturday, February 10, 2018
Seeing Past the Score: Looking Out for the Underdog: Snip It #27
There have been many underdog stories, over the last year or so: The Houston Astro's winning the World Series and the Eagles taking the Super Bowl victory, from the Patriot's. It happens all the time, this empowerment that pushes, a team or individual forward, sparking confidence, motivation and drive. The determination that overcomes even the strongest of talents. I see it every day in my classroom. When the soft spoken, understated students, become the leaders of the team, of their own volition. The moment something sinks in and solidifies, and students, who are struggling, get an A on a test. It is a beautiful thing to witness, as an educator and as a fan.
Underdog usually has a connotation, of a weakness or inferiority, in some way. To me though, an underdog has the chops, skills, and mindset, to conquer anyone or anything in their path. All they are lacking is opportunity. Somewhere along the way, they missed a chance, they were overlooked or forgotten. It only takes one person, one educator, to reach out and provide a moment, a juncture, a fair shake. I know for me, this took place when I was in high-school. A teacher, slowed his roll and took the time to mentor me. He recognized something in me, I hadn't. He helped me carve out my niche, my boulevard. This thoroughfare, was not a two lane highway, but an expressway, with options and variables, and above all chances. Prospects that led to contingencies, that ultimately, forged an outlook. This perspective, made me who I am today. At times an underdog or dark horse. But always a contender.
I actively seek out fellow travelers. Those students who tend to roam and stroll, rather than dig in deep and focus. They remind me of who I was, before that fateful day, when Mr. Marx, said the words, that steered me to where I am today. "You will be a great teacher one day. I can see it in your eyes. You have the spark of a fantastic teacher, just waiting to be lit."
I have a student in Quiz Bowl. He reminds me a lot of my son, who is a nomad of sorts. He meanders, gallivants and rambles. He has the mindset of a warrior and the follow-through of a beach comer. He just needs an impetus, to get him motivated. Both of these fine gentlemen, are often underestimated and left out. Excluded because, they think differently. They appear laid back and indifferent, but if you take the time, to really get to know them, you discover, that actually they are just lone wolves, waiting to be a part of a pack. I have taken my student, under my wing and without any fuss, or obvious action, nudged him, into the group. I pulled him onto the top 16, to try and build his confidence. To provide him with an iron, he can place in the fire. He has to work hard and earn his spot, but now he has a fighting chance.
Overconfidence and skill do not mean everything. Not to me. Some of my best players, skip practice, and prioritize quiz bowl near the bottom, they become complacent, because they know they are on the nationals team. While my underdog, my wanderer, comes to every practice and gives it his all. Of course I want to do great at nationals. It is expensive for every player to attend and we have to make sure we do great. But, the heart of a team often comes from those who may not be the fastest or smartest, but those who are consistent and reliable. Those who are team players, not break out stars. Those who are not quarterbacks, but support players, who 100% of the time, bring the team to victory. Win or lose, they are successful.
I have talked to many coaches and they tell me, "always build your strongest team with your strongest players." I understand this concept. I believe, in this ideal. However, you can't win a football game, with all quarterbacks. You have to find a balance. I was never the smartest or fastest. I am still, not the best, at anything. I am a progression, of strength and fortitude. I put my best foot forward everyday, and even then, I am never nominated for this or appreciated for that. I remain a quiet dissenter, in the ranks. An instigator of change. Words and accolades are temporary- it is action, endurance and determination that leave a lasting mark.
I recognize in myself, a personality of both separateness and collaboration. I am both extrovert and introvert. I long to be part of the 'cool kids' but, yet lack the confidence. I revel in my independence, yet miss camaraderie. Like every underdog out there, I am often just a little too late to the table, and for that, I miss the appetizer. Even though the main course was a bit cold, I get to enjoy it. I get to put my two cents in, but ultimately, I am a blip, on a radar, somewhere. It is up to me to strengthen my signal. Just as it will be his, to demonstrate his tenacity to our team.
If we entice our nomads, rovers and wayfarers to engage and participate, maybe we can be their, Mr. Marx. Maybe, we can be the beacon of light, they are searching for, in the fog. Not just a glimmer or passing beam, but a consistent stream, of luminosity. This is what all underdogs need: a durable, steadfast turning point. An ally, patron and cheer squad. Finally, not only a chance, but a boost. A nudge. A connection. Every day, be that connection for every student: quiet or loud, gifted or struggling, well-behaved and misbehaved. Every one of them is both an underdog and a quarterback. All we have to do, is set up the field and cheer them on. Each will find their place and with our words of encouragement, will become MVP players.
Underdog usually has a connotation, of a weakness or inferiority, in some way. To me though, an underdog has the chops, skills, and mindset, to conquer anyone or anything in their path. All they are lacking is opportunity. Somewhere along the way, they missed a chance, they were overlooked or forgotten. It only takes one person, one educator, to reach out and provide a moment, a juncture, a fair shake. I know for me, this took place when I was in high-school. A teacher, slowed his roll and took the time to mentor me. He recognized something in me, I hadn't. He helped me carve out my niche, my boulevard. This thoroughfare, was not a two lane highway, but an expressway, with options and variables, and above all chances. Prospects that led to contingencies, that ultimately, forged an outlook. This perspective, made me who I am today. At times an underdog or dark horse. But always a contender.
I actively seek out fellow travelers. Those students who tend to roam and stroll, rather than dig in deep and focus. They remind me of who I was, before that fateful day, when Mr. Marx, said the words, that steered me to where I am today. "You will be a great teacher one day. I can see it in your eyes. You have the spark of a fantastic teacher, just waiting to be lit."
I have a student in Quiz Bowl. He reminds me a lot of my son, who is a nomad of sorts. He meanders, gallivants and rambles. He has the mindset of a warrior and the follow-through of a beach comer. He just needs an impetus, to get him motivated. Both of these fine gentlemen, are often underestimated and left out. Excluded because, they think differently. They appear laid back and indifferent, but if you take the time, to really get to know them, you discover, that actually they are just lone wolves, waiting to be a part of a pack. I have taken my student, under my wing and without any fuss, or obvious action, nudged him, into the group. I pulled him onto the top 16, to try and build his confidence. To provide him with an iron, he can place in the fire. He has to work hard and earn his spot, but now he has a fighting chance.
Overconfidence and skill do not mean everything. Not to me. Some of my best players, skip practice, and prioritize quiz bowl near the bottom, they become complacent, because they know they are on the nationals team. While my underdog, my wanderer, comes to every practice and gives it his all. Of course I want to do great at nationals. It is expensive for every player to attend and we have to make sure we do great. But, the heart of a team often comes from those who may not be the fastest or smartest, but those who are consistent and reliable. Those who are team players, not break out stars. Those who are not quarterbacks, but support players, who 100% of the time, bring the team to victory. Win or lose, they are successful.
I have talked to many coaches and they tell me, "always build your strongest team with your strongest players." I understand this concept. I believe, in this ideal. However, you can't win a football game, with all quarterbacks. You have to find a balance. I was never the smartest or fastest. I am still, not the best, at anything. I am a progression, of strength and fortitude. I put my best foot forward everyday, and even then, I am never nominated for this or appreciated for that. I remain a quiet dissenter, in the ranks. An instigator of change. Words and accolades are temporary- it is action, endurance and determination that leave a lasting mark.
I recognize in myself, a personality of both separateness and collaboration. I am both extrovert and introvert. I long to be part of the 'cool kids' but, yet lack the confidence. I revel in my independence, yet miss camaraderie. Like every underdog out there, I am often just a little too late to the table, and for that, I miss the appetizer. Even though the main course was a bit cold, I get to enjoy it. I get to put my two cents in, but ultimately, I am a blip, on a radar, somewhere. It is up to me to strengthen my signal. Just as it will be his, to demonstrate his tenacity to our team.
If we entice our nomads, rovers and wayfarers to engage and participate, maybe we can be their, Mr. Marx. Maybe, we can be the beacon of light, they are searching for, in the fog. Not just a glimmer or passing beam, but a consistent stream, of luminosity. This is what all underdogs need: a durable, steadfast turning point. An ally, patron and cheer squad. Finally, not only a chance, but a boost. A nudge. A connection. Every day, be that connection for every student: quiet or loud, gifted or struggling, well-behaved and misbehaved. Every one of them is both an underdog and a quarterback. All we have to do, is set up the field and cheer them on. Each will find their place and with our words of encouragement, will become MVP players.
Friday, February 9, 2018
Dichotomous What? Bernie Botts Every Flavor Beans: Snip It #26
Classification is always a fun unit for me and my students. They come into 7th grade already understanding the six kingdoms and we get to delve more deeply into the levels of taxonomy. We also get to investigate how dichotomous keys are used to classify organisms. Dichotomous keys can be tricky and daunting, depending on the difficulty level. So, I always start out with a straight-forward, tasty one. Well.... tasty or icky, to be precise.
We delve into our first classification lesson, by using Bernie Bott's Every Flavor Beans, from Harry Potter. Each table group gets ten different beans, some yummy, and some not so yummy. I sort them the night before, making sure to have similar colors and patterns, to throw them off. They have one of each, tasty and yucky, for most color patterns. The legend tricks them into thinking they have cherry or watermelon, when actually they have dirt or sausage.
They won't know which flavor they actually have,
until after they go through the key and identify it. So they have to take a bite. This activity not only gets them familiar with a dichotomous key, it reinforces the importance
of using all of our senses, to identify and classify objects around us. Plus, the anticipation of finding out if they got a 'good' bean or 'bad' bean is hilarious to watch.
This is a very engaging lesson. I choose to use this particular brand, of jelly bean even though its a bit pricey, because they are
animal product free and I have many vegan and vegetarian students. This guarantees most of them, who are allergy free, can partake, in the excitement of the activity. It takes about 30 minutes to complete all ten beans and then there are a few reflection questions at the end.
This is a lesson they always remember and former students always come back around this time of year, to see if I have any extra beans. It is a fun, engaging way to introduce classification and dichotomous keys and it is definitely, a cool conversation starter. I love walking around and talking to the groups, as they are tasting the beans. We laugh a lot and this sets the tone for our classroom culture.
Wednesday, February 7, 2018
The Zone of Saturation: Breaking Through the Comfort Zone: Snip It #25
A zone of saturation is the level at which water has filled under ground soil and sediment. A zone of demarcation being the border between two areas that are not inclusive, but rather need an area of separation. Residential versus industrial zones, no fly zones, and frigid versus temperate zones. All areas of division, some small in area while others expand over thousands of miles. However, anyway you look at it, they are given areas with certain characteristics that allow it a purpose or use. This territory can be designed to be temporary, fluid, or definitive. But, there always seems to be "the other side." The area viewed from a far, either with envy or dread. Much like a comfort zone, many stay safely behind the walls of the sector while others scale the walls and venture out into the unknown. Which one do you see in your classroom? All of them, right?
Students create this zone through habit, fear, or they can be raised by others through lack of conviction and hesitancy. They decide to wait a moment before answering only to be cut off by another student, forcing them to retreat out of embarrassment or disappointment. It is a teachers job to prevent the drawbridge from raising. To try to coax them back out onto the playing field. So how do we do this? How do we recognize that a student is withdrawing? For me, it is all about building relationships.
How do we get the cascade to slow and the invasion in to learning begin? Build a level of trust- this forges a safe haven both inviting and comfortable. Just like the commander of the forces, watch, nudge, raise the flag of victory. But allow students to carve their own path through the battlefield. Give them an arsenal and the confidence to implement them and they will conquer any battlefield. The sides have been chosen, now as educators, all we need to do is help them expand their comfort zone, so they can construct their defense.
In any battle of wills, delineation is key. The enemy on one side, while allies on the other. The enemy can be anything for students: public speaking, reading skills, collaboration even writing. a personal growth mindset can weaken the enemy, break their stronghold, cause them to raise the white flag of surrender. These defenses can be heightened if we as educators help students find the strategies that work best for them. Mindful breathing and quiet reflection are two ways I have helped build a sense of personal advocacy for my students.
The larger arsenal they possess, the more impact they can have to destroy the enemy. The enemy is quiet and stealthy and can creep across into the comfort zone on a moments notice or even unnoticed causing undue stress and frustration. But if students have a reserve force, a national guard they can knock them back across the border quickly. Positive reinforcement, reflection, and collaboration can help strengthen the barricade. Slowing down any advancing threat. In fact, with enough reflection and feedback students can begin to anticipate the enemy advances and begin to get proactive. If we keep the wall low to the ground- students will feel safe to step over it.
A comfort zone can be bordered with a high wall, garrisons defending or a bridge that is protected by mere border patrol. a bridge that is designed to bridge the gap not isolate and shelter. when a student has erected a tall fortification how do we knock it down? By creating a safe, interactive environment for them to venture in to. If they can look over the turrets and see that their territory is unthreatened and out of harm's way they will let the guard lower their arms and allow visitors at least. They need to see beyond themselves and witness the villagers laughing and learning as a community. They will then begin to slowly but surely leave the gates open and spend more time out with the local populace.
An enclosure can be weakened if we allow it to stay intact in case of retreat, but make students feel it is getting farther and farther away. The distance eventually outweighing the need. A bridge lowered in which all foot traffic can cross builds a sense of community and commonality, everyone travelling to the same place. Common ground and common goals bringing everyone together, making a giant classroom comfort zone where everyone resides.
Students create this zone through habit, fear, or they can be raised by others through lack of conviction and hesitancy. They decide to wait a moment before answering only to be cut off by another student, forcing them to retreat out of embarrassment or disappointment. It is a teachers job to prevent the drawbridge from raising. To try to coax them back out onto the playing field. So how do we do this? How do we recognize that a student is withdrawing? For me, it is all about building relationships.
How do we get the cascade to slow and the invasion in to learning begin? Build a level of trust- this forges a safe haven both inviting and comfortable. Just like the commander of the forces, watch, nudge, raise the flag of victory. But allow students to carve their own path through the battlefield. Give them an arsenal and the confidence to implement them and they will conquer any battlefield. The sides have been chosen, now as educators, all we need to do is help them expand their comfort zone, so they can construct their defense.
In any battle of wills, delineation is key. The enemy on one side, while allies on the other. The enemy can be anything for students: public speaking, reading skills, collaboration even writing. a personal growth mindset can weaken the enemy, break their stronghold, cause them to raise the white flag of surrender. These defenses can be heightened if we as educators help students find the strategies that work best for them. Mindful breathing and quiet reflection are two ways I have helped build a sense of personal advocacy for my students.
The larger arsenal they possess, the more impact they can have to destroy the enemy. The enemy is quiet and stealthy and can creep across into the comfort zone on a moments notice or even unnoticed causing undue stress and frustration. But if students have a reserve force, a national guard they can knock them back across the border quickly. Positive reinforcement, reflection, and collaboration can help strengthen the barricade. Slowing down any advancing threat. In fact, with enough reflection and feedback students can begin to anticipate the enemy advances and begin to get proactive. If we keep the wall low to the ground- students will feel safe to step over it.
A comfort zone can be bordered with a high wall, garrisons defending or a bridge that is protected by mere border patrol. a bridge that is designed to bridge the gap not isolate and shelter. when a student has erected a tall fortification how do we knock it down? By creating a safe, interactive environment for them to venture in to. If they can look over the turrets and see that their territory is unthreatened and out of harm's way they will let the guard lower their arms and allow visitors at least. They need to see beyond themselves and witness the villagers laughing and learning as a community. They will then begin to slowly but surely leave the gates open and spend more time out with the local populace.
An enclosure can be weakened if we allow it to stay intact in case of retreat, but make students feel it is getting farther and farther away. The distance eventually outweighing the need. A bridge lowered in which all foot traffic can cross builds a sense of community and commonality, everyone travelling to the same place. Common ground and common goals bringing everyone together, making a giant classroom comfort zone where everyone resides.
Tuesday, February 6, 2018
Pots and Pans: Part Two: Snip It #24
Sustenance is a necessity. Cooking has been an honored tradition
for a very long time from: A mother, nurturing her children, with a home cooked
meal. To chefs concocting the most appetizing meals, for the kings and queens,
of ancient times. The art of arranging, planning and preparing meals has become
a skill set. Cultivating a palate for great food, either cooking it, or eating
it, has become more and more popular, allowing for more visionaries, to step in
the arena and show off their talents. The Food Network, The Chew and countless
other entertainment venues, have begun to dominate the air waves. I know I
watch them. Not necessarily to prepare French cuisine but to gain some
strategies that will help me in the kitchen.
Like in a kitchen, evolution has been taking place, in classrooms all around the globe. Idealistic and noble approaches are being shared on Facebook, Pinterest and Twitter, just to name a few. Each method, game plan and brainchild, finding a voice of its own. Finding a purposeful venue to be shared and experienced by fellow educators. Every design and blue-print providing new opportunities for growth, adaptation and sustainability. Whether it is edible sustenance or mindful knowledge, the nutriment, of these provisions, both elevates and feeds our need to find commonality, community and collaboration.
The staple of any classroom, a sturdy, seasoned skillet. The frequently-used, well-oiled machine, that keeps the 'meal' tasty and satisfying. You feel confident, that when it is placed, on the burner, whatever you are preparing, will be cooked to perfection. It is held deep, like a family heirloom. It is not fancy or pretentious, it is hearty like biscuits and gravy, baked to perfection. Comfort food. In my classroom, this delicacy: one-minute check-in's and framing the lesson. Framing the lesson, the buttery, layered foundation and the one-minute check-in's, the dressing that binds it all together. A cast-iron may be durable, but sometimes you need a lighter weight, more flexible alternative.
When you need your pan to react more quickly to changes in temperature, a stainless steel pan may do the trick. Non-stick or traditional, this is the apparatus, that will get things done. Your options are unlimited. Braise, roast or sauté, this vessel will provide the best conduction. These types of lessons in the classroom, for me, are the butterfly camouflage hunt or the Bernie Bott's Every Flavor Bean- dichotomous key activity. Engaging and active, collaborative and memorable. It is the main course that people are putting on Instagram or the conversation as students are walking down the hall. These are the authentic learning experiences for both my students and for me. I get to assess through observation, letting me know that the sauce is ready to be plated.
As many pots and pans that are available and there are many, often they become redundant or muddled in the scheme of things. In my kitchen, some remain in the cupboard for months at a time, while others stay on the stove top, ready to be used. It would be impossible, unless one cooks in a restaurant kitchen, to need the myriad of options that William Sonoma offers. But, it is fun to wander in and browse.
Personally, I keep it simple. I have my cast-iron skillet, formerly my grandmothers. My stainless steel pan and finally, my third key kitchen kettle, is a large, versatile, stock pot. Investing in a quality stock pot means, you can do just about anything, from simmering bones to forge a broth, or making large batches of soup. This is the receptacle I use for boiling pasta and deep frying French fries. It is well-seasoned and stays on top of my stove, for easy access. Like a purposeful talk with my students, ready at a moment’s notice. Whether direct class discussion or small group instruction, this is the anchor of any kitchen and a necessary accoutrement to any classroom.
There are envoys in both the field of education and the culinary arena. They inspire those around them, with their fortitude and creativity. As educators and cooks, we want to revel in their genius, even though their confections, might not make it on our dinner plate. As educators we know what pot or pan to use, it is instinctual. It is steered by our likes and dislikes, flavor palates and skill set. You have a cast-iron skillet, a stainless steel pan and a stock pot. You may even have a slow cooker, waffle iron and double broiler. You have an arsenal of strategies, you know will give you the best results. You plan your menu, taste test and then hunker down for a great meal. Each day a variety of options, sometimes you go with comfort food and others you get a little more adventurous- you go spicy and bold. Keep your favorite tools handy and your mind open to new flavors- this will keep your classroom both nutritious and delicious.
Monday, February 5, 2018
Pots and Pans: Part One: Snip It #23
I love to cook, but I rarely have the chance to spend time in the kitchen. I venture into the cookery, a lot, but finding a good chunk of time, to really cook a good meal, is rare for me, during the school year. I only eat well, because my husband, a stay at home dad, is our chef. The first Saturday in months, that I had nothing to do, appeared last weekend. I was elated, I almost didn't know what to do with myself. I took my son to get his band uniform altered and I cooked. I actually spent a few hours in my scullery, tinkering with recipes and honing my rusty, culinary skills.
As I rummaged through my pots and pans, choosing a saute' pan over a sauce pan, a skillet over a stock pot- it dawned on me. There are a lot of different pots and pans. Seriously. There are all of the aforementioned, but then add in: Wok's, griddles and braiser's, baking pans and dutch ovens, roasting pans and pressure cookers. If that's not enough, the materials they are forged from, are just as vast, each a different conductor. Copper, cast iron, aluminum, carbon steel and ceramic, non-stick or stainless steel. Depending on whether you are an amateur cook, or a chef, you look at these options differently.
If you are making a sauce, braising meat, or cooking pasta, there is a different tool, you would pull from the cabinet. In an industrial or restaurant kitchen, each pot or pan, has a specific purpose, they are only used, for that purpose. You would never see a Michelin Chef using a sauce pan, to fry bacon or a skillet to create a Bearnaise. But in a home kitchen, while preparing the evening meal, for your family, you use a roasting pan to bake the french fries, or a sauce pan to boil the pasta, no one is going to say anything.
It is all about perspective- options, choices and decisions, based on need and importance. This leads me to my topic for tomorrow: Pots and Pans: Part Two: How important is it, to always use the right pot, for the right job, in a classroom setting? Will the meal be ruined, if we change things up a bit? Is there any reason, we can't fry a good burger, in the oven, rather than on the grill. I guess it depends on taste and availability, of oven, grill, or stove top. Either way, you still get a burger.
As I rummaged through my pots and pans, choosing a saute' pan over a sauce pan, a skillet over a stock pot- it dawned on me. There are a lot of different pots and pans. Seriously. There are all of the aforementioned, but then add in: Wok's, griddles and braiser's, baking pans and dutch ovens, roasting pans and pressure cookers. If that's not enough, the materials they are forged from, are just as vast, each a different conductor. Copper, cast iron, aluminum, carbon steel and ceramic, non-stick or stainless steel. Depending on whether you are an amateur cook, or a chef, you look at these options differently.
If you are making a sauce, braising meat, or cooking pasta, there is a different tool, you would pull from the cabinet. In an industrial or restaurant kitchen, each pot or pan, has a specific purpose, they are only used, for that purpose. You would never see a Michelin Chef using a sauce pan, to fry bacon or a skillet to create a Bearnaise. But in a home kitchen, while preparing the evening meal, for your family, you use a roasting pan to bake the french fries, or a sauce pan to boil the pasta, no one is going to say anything.
It is all about perspective- options, choices and decisions, based on need and importance. This leads me to my topic for tomorrow: Pots and Pans: Part Two: How important is it, to always use the right pot, for the right job, in a classroom setting? Will the meal be ruined, if we change things up a bit? Is there any reason, we can't fry a good burger, in the oven, rather than on the grill. I guess it depends on taste and availability, of oven, grill, or stove top. Either way, you still get a burger.
Sunday, February 4, 2018
A Camouflage Adventure: Snip It #22
During our adaptation unit every year, students learn to identify between the different types of camouflage: discoloration, mimicry etc. A few years ago, I decided that having them watch a slide show, of animals hidden in their habitats, was not effective. I decided that getting students creative and mobile, by having them design a butterfly, with a type of camouflage and hiding it my classroom, might help them feel more connected to the terminology. The concept, these past four years, has been based on empowerment and competitiveness.
Competitiveness is in nature. Camouflage is a result of this. Being able to blend in, hide and survive, is inherent in the behavior, of most organisms. Especially prey. So I incorporated that into an easy, fun, engaging lesson. The butterfly hunt. Every student is given one butterfly and they have to camouflage it. Then they hide it in my classroom- as long as it is in plain sight, from the center of the room- high or low- it is good to go. They have 30 minutes to color and hide. This took place Friday.
Monday we will have the hunt. Step one- they have to stay seated, scan the room and count as many as they can find. This represents the lizards and other organisms that live close to the ground. Then they have to stand, at their tables and do the same thing. This represents the birds. Then, finally, students have to hone in, on one butterfly. Finally, they have to go to it and put their finger on it. If two students go to the same butterfly, this is competition, and they have to find a different one. Then they remove it (eat it) and we place all the 'found' butterflies on the back wall. This way as students enter, they can see if theirs was found, instantly.
The last butterfly to be found, is the winner. Their genes get passed on. They also, win a king sized candy bar. The competition is fierce. By 8th period, all of the butterflies, are on the back chalkboard. A bright, colorful display of camouflage, at its best. It is a fun day. A day that students talk about in the halls. Word spreads quickly, when a students butterfly is 'eaten.'
During each class, after they have eaten, we close the lesson by discussing, why they chose the butterfly they did, and why camouflage is advantageous. They really get to experience competition, predator-prey relationships and adaptation first hand. One of my favorite lessons of the year. Tomorrow the hunt is afoot.
My Sharp Edges and My Smooth Ones: Snip It #21
Iron out the rough edges. Smooth out our rough spots. Sand off the sharp edge. These are well used idioms. I heard all three of them, in television shows or movies, in the last week alone. This got me reflecting, as I tend to do. I often, think and analyze, more than I speak and write. I guess, this is one of my sharp edges -retreat. I have a place I go, quite frequently. An internal oasis. However, sometimes I get lost in the desert surrounding it, causing me to disappear for awhile.
January was a very hectic month for me. The weight of responsibility, forced my hand. I pondered and examined, leaned in to my frustration and exhaustion, and used it to push me through. This process, however, put my social side on hold. I pulled away from my blog and Twitter chats. It took all my energy to create and moderate, my own two chats. But, alas, January has ended and February has slithered in, almost unceremoniously.
The only reason, I know it is February, is that the 1st, is my husbands birthday. This marked the transition from heavy fog, to misty miasma. My view is no longer obscured. The days now have distinction, a clear delineation. This is another of my sharp edges. Over-doing it. A schedule both fulfilling and cumbersome. I know that this will never be smooth or sanded down. It one of many sharp edges, if pointed in the right direction, will never be a source of serration. But, a sabre, cutting through the vines and cane, that block my path.
I like my sharp edges. They balance my smooth edges. They take my limiting qualities: my shyness, doubt and isolation, and push me to interact. I have many sharp edges, many of which need shaped and honed, but none of which I believe, need to be smoothed or shaven. Each prickly, pointed surface of my personality, makes me who I am. I truly believe, that it is not sculpting, to a marble quality, but acknowledgement of the curves, notches and indentations that matters most. Sharp edges are necessary. Smooth ones have their purposes too. But, together they are the handle and the blade of our emotions and actions. Who we are is determined, by how we wield them.
The Back Porch Light: Snip It #20
The front porch light can be welcoming, or protective. It tells passers by, especially on Halloween, to ring the bell. But, if the residents are not home and want to make sure their property is protected, they leave the bulb on. Like a facade it shields any absence. It is the literal spotlight, on a household.
The back porch light, however, is less for defensive purposes, than it is an intriguing invitation, to wander outside. As I sit here, half shaded by the darkness of a February nightfall, half illuminated by a blue-full moon- I watch my children gaze at the luminous, natural, lunar, spectacle. They chase each other around, stepping back and forth between the unobscured beauty, of the Texas sky and the power-driven ignition, of the back porch light.
This particular back porch brilliance, brought a family outside, in the crisp winter clime. This enticing spark, both provocative and magnetic: created a learning experience not only for two teenagers and a seven year old, but also for two parents, who were unaware, they were yearning for some simple, unburdened, organic moments, with their children.
This night, I stepped outside, looked up briefly, then was drawn in, to the events unfolding, in my back yard: laughter, synergy, sibling harmony.
Subscribe to:
Posts (Atom)