Line, Speed, Beauty: A Semblance of Being

Perfect your line. Build your speed. Make it beautiful.

Line

Every letter and shape begins with one. The first placement of the writing instrument on the page, the mark produced by a quick action of the wrist. A line emerges. Straight or curved, font determined by the angle, the momentum, the slant. Lines can be crisp delineations or contours shaping the landscape. They can be demarcations, separations and borders: each for security or independence.  Lines can be tactile, like braille, or communicative like Morse Code. Dashes, hyphens or bars, each representing sounds or words. Even just a simple scribble, an expression of boredom or distraction embodies emotion in a subtle, unassuming way. Lines shape, distinguish and embody.

Lines can be measured, meters or inches. They can be divided, traced and configured. They are tangible images, we get in our heads from an early age. "Line up at the door," or "Form a queue." We as humans feel more organized if we have a line. A line for coffee, for the restroom, even on the highway, traffic is a line of cars. If our vehicles were strewn all over the place, travel would be chaos.This is why we have yellow or white divider lines down freeways, thoroughfares and roads. They keep the flow of our lives organized. Like the grooves of a stream, as it curves and meanders down the landscape. It is a force, the simple line, in almost every aspect of our lives. A symbol of specificity. A broker of mathematics, language and science.

Bilateral or symmetry there is a furrow or wrinkle that separates. Sometimes a line is marked. Sometimes it is implied, like the Equator or Tropic of Capricorn: recognized and honored but very much imaginary in nature. Windows are framed, doorways arched, by lines. Silhouettes are shadowed with a darkening of an edge. A shoulder between obscurity and light. Yet, this shaded profile illuminates. It creates a figure we recognize. Lines can limit, but they can also maximize liberation. People often say "A line has been crossed." Meaning in some trenchant way expectations were marred. Feelings were hurt, morals were strained. Yet, the borderline, the perimeter was never defined. It was never agreed upon. This line, the mark in the sand, we often draw around our comfortability, is personal, it is very much real, if only in our minds.

The problem arises when the periphery is fluid and our expectations are not made clear. Borders are set politically, so that this miscommunication, can be kept to a minimum. These margins of countries and counties are there to bring order. They are not always fair or logistically sound, but they are purposeful. They are in place to keep a semblance of normalcy. To keep a framework for movement of goods, to protect and manage commerce and travel. Again, not always fair but purposeful. The imaginary, personal lines we set up around ourselves are no different. They maintain an assumption of protection and communication. Yet, they are often inflexible, causing closed mindedness. They often construct high walls of separation, not allowing situations, in which one can grow and expand.

Perfect your line. Lines do not need to be permanent. Nor do they need to be guarded at all times, constricting the mobility of wanderers. We build relationships by lowering our drawbridge and allowing others to venture in and share ideas and emotions. When we sit atop a fortified tower, we isolate ourselves. To perfect our line, we need to build multiple spiral staircases, open our portcullis and allow others to take up residence. Our line needs to be permeable, accessible and manageable. If we place too heavy of a garrison, not only will others retreat, but many will never cross the expanse to even try to form an alliance. Step one- a line should never be forged in steel. Stone is strong and durable, but with the right tools, it can also be re-imagined and reset. Lines should be conceived and generated to bend and flex with the times. The speed at which it is erected, ultimately guides the level of beauty it exudes.

Speed

Speed is relative. Time appears to many, as slow and truncated. For others, situations are a blur. How we set our inner clock determines our perspective. We rush through certain situations because they make us uncomfortable. While, when we are in a place of calm and joy, we tend to stretch it out, making sure we get to experience every moment of it. If we haphazardly construct our sense of things, we miss opportunities. Our framework may seem sound, but it is tittering, due to uneven layers and misshapen memories. But, if we take each brick, each new experience and reflect, add mortar in balanced, smooth, seams- just maybe with time to dry and settle, they will add strength and fortitude to the fabric of our tapestry.

In other words, if we slow our speed, just a little, we can pick up more nuances and frame our border more accurately. We hang this masterpiece, this construction of reality, around us, the vibrancy of life, each panel an adventure we have taken. To prevent unraveling we must secure each thread. These stones and filaments, strands and slabs form the line- the boundary between ourselves and others. Speed matters. Perfection does not. Step two- use a level, well-constructed material and patience to lay the foundation of your perspective. The more we allow for alterations, the more freedom we allow ourselves, to climb over and walk around, rather than getting stuck behind our own misconceptions.

Beauty

The beauty of freedom of expression is that you feel like yourself, you are no longer tied down behind a wall of limitations. The highest part of the wall is often erected not by you, but by those who wish to have their boundaries secure. Beauty is definitely in the eye of the beholder. But exposure to the difficult, the overwhelming, the disquieting, is important for our well being. This emotional roller coaster not only allows us to empathize and sympathize, it allows us to recognize the beauty in everything. Above all it forces us to see the details, the differences, the eccentricities, that make us all individuals. We may not like what we see, or hear, but we need to appreciate the value in creativity, individuality and personal expression.

The artistry of the disgusting is a marketable form of entertainment. Some thrive on watching and interacting with the uneasy. Others shy away from the unnerving, that is the nature of the beast. Freedom of expression does not bring unity, it brings discordance. It brings to the surface outspoken and determined individuals whose purpose is to destroy these liberties. But more tragically, to squelch the privilege to express it. The beauty of life is that it is a cycle- carbon, water, energy. Each have an ebb and flow, but are never created nor destroyed. They transform. Opinions, extravagances and influences do as well. Yet, these lines, these personal boundaries, often do not.

Beauty is everywhere. It appears not only before triumph and success, but after tragedy and failure. It is embedded in language and meaning, mathematics and science. It is visible on the faces of children, tasted in amazing food and felt in meditative and exciting experiences. It is absent in hatred, greed and prejudice. It is lost in moments of outrage and anger, yet it is found in resolve and forgiveness. Lines form profiles and open up frontiers. They change the flow of matter and energy. They transform neighborhoods, halt progress and build bridges. Above all, lines create a sense of pride, design new ways of doing things, because we are forced to step around them, they detach, emancipate and rescue. They are life lines as much as they are borderlines.

Step three- see the line, keep it fluid. Cultivate it and nurture it rather than simply construct it. This line should be not preventative but inviting. We all have these borders. Its a part of being human. But, we also have the consciousness to be aware of our limitations and expand our mind set. This is growth. So, lines ultimately are beauty itself, because they are a part of everything and everything: star dust, molecules of carbon and water, waves of light and energy- these aspects of our world are a part of us. Line, speed, beauty- each a layer of existence, each a building block of humanity. Now all we need to do is stop and smell the roses and see how the three combine to bring a perfect semblance.

You Wouldn't Put Gravy on a Salad, Would You?

You Wouldn't Put Gravy on a Salad, Would You?

You wouldn't put gravy on a salad, would you?" This statement came forth from my mouth the other day, as I was explaining an enrichment assignment to my students. They wanted to take it to another level, I am all for this by the way, when it is appropriate. But, when it is to be completed in a class period, the adornments that time permits, on many occasions are reigned in. "But at home, if you want to "I said, "add the milk, bring it to a boil and add yourself some gravy." As I said it, I could envision thick, gloppy, warm gravy, being poured over a perfectly layered Cobb salad. In some countries gravy can mean a salad dressing, but for me it means the heavy accoutrement to meat and potatoes. Not a salad condiment. I imagined the hard boiled eggs, blue cheese and bacon, swimming in the brown, murky sauce. To some maybe a delicacy, to me, it would make the lettuce wilt and warm, thus not very appetizing. 

"Why would anyone do that," I asked myself silently? Some may however, find a dark, savory gravy perfect on a salad, so we have to remember to make our lessons approachable for them as well. This blog post is my response to this question. What I find to be the best way to align gravy and a salad. But again, everyone sees the world differently and our taste buds are unique. Enrichment and engagement in the classroom, taste buds aside, do not always need embellishment, they need substance and alignment. They need a strong connection and relevance. Thus, sometimes when we want to 'bling' up an enrichment lesson, or any activity for that matter, we sometimes pay more attention to the sequins and less on the functionality of the bedazzlement.

Not all lessons need a shiny coat, some simply need a polished delivery. When students can see themselves in the purpose, recognize their reflection among the depths and layers, the assignment becomes more than learning, it becomes personal. Most of us love gravy, or at least sauces and embellishments, on our meat and potatoes. Most of us love salads too, some ornate and some basic with just lettuce, tomato and croutons. But, most of us do not love gravy on a salad, we wouldn't even think of pouring it on top. If we did we would have salad chowder and that does not sound appetizing, at least to me anyway. There is a reason a crisp salad is a pre-entree dish and the warm gravy is not. One is an aperitif, while one is added as a layer to an already well-prepared dish. In our classrooms we are usually rushed for time, re-teaching concepts and just plainly trying to make our lessons memorable. Gravy is not the only answer to bring engagement.

There is no perfect lesson.

There is no perfect lesson. There I said it and it pains me to. I know as educators, we have great ones. We have those, what seem to be, life-changing lessons, where we go home at the end of the day proud and satisfied that our students were engaged. We watched their eager, committed faces as they participated, collaborated and completed the task with excitement. But, then the next day, after a warm-up assignment, asking them to share their insight and reflection of the same activity, their answers fall short. We get a true eye opener. We let out a deep sigh, look back on what seemed like the perfect lesson and reflect. Were students engaged? Yes. Were students participating and interacting? Yes. Were students having fun, were they learning? Yes. So why then, did the information we wanted them to learn, slip through the cracks? We 'blinged up' the lesson. We poured gravy all over it and beneath the scrumptious sauce, the heart of the lesson, the nuts and bolts, or should I say fiber and healthy calories, got lost.

What students remember most is what we say the most. What we as educators demonstrate the most. What we let our students explore and investigate the most. But, often we give them step by step procedures, or we tell them what we expect them to discover. This doesn't always remove the engagement. Many students want these solutions, it makes them feel safe and comfortable. What we need to do, however, is remove them and let students struggle. Let them feel uncomfortable and vexatious. For when they do, the lesson becomes more culminating: each step may not be a precise print we can follow to witness their growth, but these indentations, will lead in the same direction, changing as they figure out the best terrain for themselves. Leave off the how, the where and the when they should see progress and focus on the why. When we understand the why, we can see the rest, as they fall in to place. We can see the layers of the Cobb salad.

Strategies for Designing 'Bling' without Losing the 'Cling.'

I am no expert. Not even close, but I do have years of experience creating successful lessons, lessons I thought were boring, but that students learned a lot from and of course many a lesson that fell flat. I have a very active, chaotic mind. I change lessons literally as students are entering my classroom. I rarely write anything down, much to the dismay of my team. I see the lesson, play it over in my mind and then at the last minute, I see a different route. I ask myself, "What if I hated science? What would engage me in this lesson?" Now, sometimes I add 'bling' or more 'cling' but more often than not, I remove myself from the lesson. I make it more student-centered.

I blow the bubbles into the air and let them choose to pop them between their hands, chase them and watch them burst, or on their desks, I provide bubble solution and let them create their own. But more importantly, I give them the opportunity to make their own bubble solution. Let them try and fail until they get the mixture just right. Not just right for me, but just right for them. Not every student does well with complete freedom. Some need more guidance, while some need specifics. But, bubbles are shiny and translucent, just enough to lure most of them in. Whether they want to chase or create. Bubbles are the independence and self-guidance every student longs for. Here are some strategies I do in my class to keep the bubbles afloat and student choice bountiful.

1. Rather than a handout or worksheet- I provide some objects on a table and have them write a lab to demonstrate a concept. For instance: How does the Circulatory and Respiratory systems work together? (Supplies-balloons, straws of different sizes, a clear container, water and red food coloring)

2. Go Big or Go Home- I love enlarging things- students made giant cells (with large organelles to go inside) we also use giant arrows to create a huge food chain of the forest. Each student gets an arrow or an animal and they have to work together to assemble it. It’s a fun way for them to see something often unobservable become tangible.

3. Digital does not mean more engaging- In fact when I ask my students if they want to use technology they more often than not choose a hands on approach. My class is a blended classroom so they do get assignments and notes on-line but in class, they prefer to use the makerspace and build with Lego, Play-Doh or other colorful materials. But, for those who do prefer technology, I always have an alternative idea for them to tackle.

4. Digital can be a good thing too- Students, rather than completing reflection sheets after labs or activities, create podcasts. Either individual or group. They then share to Canvas, our on-line classroom platform. This makes students choose their words and have to be precise and specific in their reflection. It is more personal when you have to explain what you saw, what you learned, how well you worked together, then just copying someone else's words from a lab sheet. It makes them take more responsibility for their learning.

5. Differentiation of Notes- Visual, Sketch, Thinking Maps or your own organizational note-taking style. I let my students choose how they want to make their notes. I check them, they are graded which does hold them accountable, but I give them the freedom to get creative. The only requirements- some drawings, words and all concepts have to be covered in the notes.

6. 1-Minute Check-In's- 1 minute a week per student. Sometimes they are in groups, if there is a project or PBL happening, this helps me gauge their progress. But most weeks, it is face to face, one to one. Every student, every week. For some students it is more than once a week, depending on need. But these chats are fantastic. At the beginning of the year they were awkward but now we are comfortable with one another. We talk science, classroom struggles, or just life. But it is the relationship building that is so important. My behavior management is amazing because, if I have a student fumble, we chat. If a student’s grade drops, we chat. Everyone comes to my table to chat. So there is no whispering, they expect a conversation. These are enlightening- they have shaped my lessons, my classroom design and my teaching style. They are the best thing I have come up with as an educator, hands down.

Salads are Great, but Gravy is Tasty

Each of these strategies removes the gravy. It helps the salad be the center-piece. They are not embellishments or adornments but simplifications and components of the big picture, my student-centered classroom. I have altered and refined them based on student feedback. I have shared them at local and state conferences. I have adopted them as the foundation for my entrée. The main course of my festive, family dinner. Community building is the key to any student-centered classroom. A village has generalists and specialists. Classrooms do too. Let students choose which role they want to take in your classroom. Provide them with the tools to do their task, the freedom of how to do it and the guidance to make mistakes, problem-solve and make their own choices and a student-centered classroom will emerge.

Salads are great, they are the core of the dinner. Opening our taste buds, settling our hunger until the main course arrives. Whether our dinner is laden with gravy, meat and potatoes, vegetarian, or even vegan, the salad is the precursor. It is the fiber and roughage that helps us digest. Just as a solid lesson helps students digest new information. Gravy can be vegetarian too. It makes everything more palatable, for some. It is heavy though. Filling. So we need a balance between the two and hopefully never the two shall mix, at least not for me. You wouldn’t put gravy on a salad, would you? or would you? The choice is definitely yours, and my students of course.