Pitfalls and Do Overs: A Classroom Reboot

From Mind to Momentum

The first thing you need to know about me is that I am an overachiever. I want to try new things, but I want to implement all of them, at the same time. This of course causes a lot of pitfalls and do over’s. The second thing you need to know about me is my mind is never quiet, I am bombarded with ideas, some good, some bad, constantly- I look at something interesting and need to pause and see how it can become a part of my classroom or how it can become something new. This I think, is because I have Dyslexia and so my brain is always on overload trying to make sense of my world. I need to work a little harder at seeing the big picture.

These two aspects of myself, cause my brain to be distracted a lot, as I revamp, tweak and envision. They also cause frustration because I never feel satisfied with something. I doubt my comprehension and always need to pause and make sure I understood things correctly or that I said something accurately. At the beginning of each class period, I replay the last and look for every smudge, every tear in the fabric. But, I also recognize the vibrancy of the tapestry. The positive aspects of the lesson. This in turn, sparks new ideas and the cycle starts again. My mindfulness strategies have such purpose here: breathe, own the pause, accept, and above all own it. Own my choices and never regret the fail.

Pitfalls and Do Overs

I tried a few things last year, that for one reason or another, didn’t work. The EDISON boards (see examples below), creating a wall with yarn and connections between concepts. This fell flat. It required students to collect artifacts and add them to the wall. Let’s just say, we had a half of a board all year- and it was the first unit. It ended up being dead space. As a community, we just couldn’t get motivated to keep up with it. Now, Hurricane Harvey through off the flow at the beginning of the year, but it was not an intriguing or inspiring space and thus it fell flat. I thought this would be amazing- I saw all these examples of ‘big picture’ connections gloriously forming- but alas, we didn’t even make one. This is one of those things that are time consuming and needs constant maintenance, so for me a pitfall that stays in the pit.

A second endeavor that fell flat was the community board (see pictures below). The calling cards were great- we used them repeatedly, throughout the year, to create collaborate groups and for students to find partners across class periods. But the board itself, again stayed almost exactly like it looked week one of school. The follow-through just wasn’t there. I finally took down the cards and moved them to a different wall and covered the community board with awesome student work. This, I consider a do over. I am going to try this again but make it wall of cultural heritage, interests and hobbies and science curiosities. Broaden it to me more of a fluid spot where weekly a different class updates it. This way they can maintain it easier. I love the idea of artifacts from all the different cultures represented in my classes all coming together as a mosaic of diversity. This makes it more personal. This is my #1 do over.

There were things that worked well in my classroom last year. Things that I have utilized for many years that will be dusted off and improved upon: flexible seating, makerspace design and the graffiti wall. These were appreciated by students and never felt like a chore or task, but rather an aspect of the classroom design, that helped the room feel communal and accessible. But, reconfiguring the tables and creating more cozy seating arrangements is step one. Not setting up the makerspace before school, rather, letting students organize it, to where it is user friendly for them, step two. Step three, buckets of chalk and no tables blocking the graffiti wall- making sure it feels like a fluid and free space for science expression and artistic creativity. It needs to be not only content specific, but a place to sketch, draw and collaborate for students. These are do overs, but in the magical sense that they are already a highlight and now just need a fresh coat of paint.

The Reboot in Thinking

The last thing you need to know about me, is that I reflect a lot. I write a lot. Yes, I blog a lot too and podcast, however, most of my writing stays, in my journal or on my computer. I share very little of it because I am extremely hard on myself. But I have flashes of inspiration, I read amazing educator blogs and Tweet’s and get a jolt of insight. There are so many educators, that I am so thankful for, that listen, read, and send positivity my way. There are also many more who support me by their presence, their openness to change, their collaborative nature, who chat on Twitter and with every click inspire someone. This is the epitome of change- when we share our pitfalls and do overs, we hopefully spark others to do the same.

This profession is glorious. It is global and universal. It is collaborative in nature- we truly make one another better, when we open ourselves up and let our voices be heard. Our words may fall flat, they may be overlooked. But, often, they resonate. Someone reads them and thinks to themselves- see other people struggle, with the same things I do. Someone else feels exhausted, underappreciated. Someone else is joyful and excited to be in the classroom. There is so much optimism and mindfulness in our Educator Twitter verse.

Pitfalls and do over’s, successes and refurbishing these are the cornerstones of education. Not everything goes as planned and that is okay. We know this going in. Our emotions as well as our profession, are truly universal and when we recognize this, we form a bond, a connection that runs deep. We will most likely never meet in person, but virtually we are friends. This wave, this network is a conduit – each circuit a surge of inspiration, each current a life-line and together, they create the mainframe for all educators. All you need to do is plug in. Can you feel the spark?

What are AP/Gifted Learning Skills, are They Exclusive?

The Seeds of Self-Learning

As educators we instinctively know the basic skills every student needs to thrive in the classroom. We design and implement lessons to enhance these skills, give our students the opportunity to grow and hone these skills. Research and literature, and almost every educator out there, will tell you, that there are certain skills, aptitudes and level of readiness that students and learners need to be successful. But what are these skills?

Experience in the classroom as an educator, has shown me, that these personal approaches and tactics are extremely important. These methods range from effective communication, organization, critical thinking, teamwork and confidence. These strategies are something engrained in every classroom to some degree and are necessary facets, of the foundation of every students’ learning arsenal. Advanced curriculum, gifted, advanced placement, academic and Special Education, alike. These skills are universal.

As educators we understand the need for these skills- they are fundamental to our students’ knowledge acquisition and self-advocacy. So are adaptability, initiative, motivation, curiosity and imagination and even a bit of humor. Even though these attributes are more personal, we can model them and push our students outside the box, nudge them out of their comfort zone, to help them strengthen these traits. When students are surrounded by these strategies, they become more empowered and more equipped to deal with the challenges of learning. This is also why it is so critical as teachers, that we form strong relationships, not only with our students, but with their parents, then together we can reinforce these.

Gardening

I took an on-line professional development class this week, about making connections between junior high gifted education and high school AP education. Trying to find a bridge between the skills needed to pass and excel on the AP College preparatory exams and the junior high advanced curriculum. One of our assignments was to read over part of an AP exam, I chose the AP Biology exam, because I am a life science teacher. After reading the exam questions, we were to determine what skills, we felt were pertinent to mastering the test. Not just the knowledge skills, but also the learning skills.

As I was reading the test, which was challenging indeed, there were short answers, multiple-choice questions and one long essay, where students had to combine their knowledge of human and bee anatomy, plant germination, biomes, cells and climate change. It was an awesome question, which included graphs and charts, students needed to interpret and analyze. It also required students to make connections, predict results, justify conclusions all the while, integrating scientific knowledge and facts.

I read over the essay question several times and dissected its structure and vocabulary. Then I read it again. Then I went through the short answer and multiple-choice questions and broke down what the question was asking and what skills students would need to answer it quickly. It is all about speed on an AP exam. The tests are timed and if a student struggles with the needed skills, they may not finish. They may completely understand the content, but processing the framework of the question, especially on a written assessment, is just as important as the content knowledge required. It was a very enlightening assignment. It really got me thinking about my lessons with my gifted curriculum in 7^th grade. Do I provide enough opportunities for them to acquire and enhance these skills? Also, how do I also integrate them more in my non-gifted curriculum class?

Watering, Fertilizing and Pruning

After analyzing my data, I came up with six learning skills, I felt would be critical to possess, to be able to answer the questions, on the AP exam thoroughly. The first being, interpreting and designing graphs. The essay asked them not only to read and analyze the provided data tables, but to also design one to display their conclusions. Now in a science, math, and social studies class reading, and interpreting graphs and primary sources occurs frequently, at least it should. So, this, I feel confident that I do well. But, I will do it more. More drawing and writing graphs and data tables. More primary sources and peer review articles. This is a must. Not just being able to draw them and understand them but to use them to make connections between concepts and ideas.

Interpretations of graphs and data leads right into the second skill, evidence-based research. If students can’t conduct research, find valid data and discover reliable information, then it is all for naught. We must teach them to be able to distinguish fact from opinion and repeatable and trustworthy evidence, from mistruths and outright lies. We also must provide them the best search engines, periodicals and web sites in which to find scholarly and scientific research. The internet is full of bias and manipulation and we need to provide them ample opportunity to conduct research, compare articles and conclusions and determine for themselves, what is reliable and respected data based on different sources and well-respected research.

Evidence gathering is critical but conducting experimental design projects- observing, asking the right question, developing the procedures and conducting a controlled scientific experiment, is the best way for students to integrate all these skills and build their scientific prowess. Cookie-cutter labs will not do this-labs need to be written and designed with a goal in mind, by students. They need to be able to formulate their own questions and reach their own conclusions- not a specific result. In my classes, we have three six week long experimental design projects per year. This goes hand and hand with the third skill: prediction, reasoning and analyzing information. If they can do this, they can muddle through the mounds of misinformation and find the authenticated and supported evidence they need to interpret their ideas.

The fourth skill, as aforementioned, is experimental design. This embodies both the fifth and sixth skills: understanding correlation vs. causality and argumentation and justification. If students can design a well-thought out experiment, conduct scientifically based research and determine conclusions based on cause and effect not just interconnection – they will be able to successfully justify it. They will be able to use verifiable evidence and write accurate conclusions based on their results. Without a controlled experiment using experimental design, one can’t claim causality. We can say that misbehavior correlates to a low grade on a test- it may appear to be undeniably true- however, without conducting research and measuring different levels of behavior over time, we can’t claim a causality. We can only say that we feel there is a correlation- that the two things have something in common.

Causality versus correlation, in my experience at least, is one of the hardest things for students to grasp. As adults it is conundrum as well. We want to see cause and effect, in everything that happens- it simplifies things, it makes things easier to understand. For instance, with the long-debated topic of sugar causes children to be hyper. If we give our children candy in the evening, we notice they won’t go to sleep. The sugar and hyperactivity research provide a perfect example of why it’s important to unwind the two notions of causality vs correlation. The fact that sugar consumption and hyperactive behavior often occur together, a correlation, does not mean one causes the other. In fact, research supports that is doesn’t. It is important especially when analyzing data that students understand the difference, or they will misinterpret the data, make false claims and formulate incorrect conclusions.

Letting the Flowers Bloom

As educators, we have a pretty good grasp on the skills needed to be successful learners. These learning skills enhance our growth-mindsets and allow us to see the world not as a chaotic place but an environment of observation and discovery. They help us make sense of our surroundings, but more than that, they help us piece together the layers and connections in our landscape and see our place in it as meaningful. There are six skills that go beyond the basic learning skills, that when combined allow us to go one step further. To be able to make deeper connections. When we can successfully interpret graphs and data, we use them effortlessly to support our evidence- based research, we find reliable, valid data to support and argue our ideas and ultimately, we teach ourselves how to think and how to understand the world.

Finally, when we can reason and predict we can find the confidence to explore our world because we know what to look for, we understand that bias and manipulation are all around us – but we possess the skills to weed out the misinformation, to get to the garden: both flourishing with ingenuity and grounded in science. If we teach these skills, students will understand that cause and effect is present all around them, but that correlation is too. Knowing the difference, will bring clarity of thought, determination of purpose and a mindset of investigation rather than acceptance.

These skills of course, are not exclusive to advanced curriculums, but in my resent PD course, they were focused on making sure junior high gifted educators are strengthening these skills in their students, for students to be more successful in high school AP courses. These strategies are integral to the success of students taking AP exams, but they should be identified as essential skills for every student. This is my focus on my gifted courses and my academic students. Every student is going to get ample opportunities to hone and improve these skills. We must teach our students to teach themselves, believe in their ability to learn and grow, ask the right questions and evaluate their answers. These skills are invaluable, essential and only meaningful if we share the strategies and step back and allow students to use them. Step away from pre-planned labs and set answer assessments and activities and let students take the lead. This is when these skills will become integrated into their learning process, not my repetition but by experience.

Classroom Microhabitats

Gardens can be well-groomed with precise rows of petunias and squash, or they can be unkempt and more natural. The gate can be kept closed, protecting the vegetables and flowers, or it can remain ajar- letting the wild creep in. Pruned, planned, weeded, tended- these all evoke an image of award winning horticultural masterpieces. All perfectly arranged, meticulously maintained. They are a sight to be seen and not touched. To sit in and admire, rather than to climb in and play. You can wander, but you must stick to the path. Stay off the grass.

The more organic, free-form, untamed, overgrown field, however more distracting, is often in fact, very disciplined, with a hierarchy in place, for flora and fauna alike. Snakes, beetles and butterflies, roam more freely, with little hindrance in their habitat. Even the most beautiful, groomed and cultivated of gardens, has the same creatures, they just simply stay hidden, for fear of removal. Nature untouched or contained, always welcomes the native dwellers, in some fashion. This begs the question; can we ever truly have free reign over nature? We can sculpt and manipulate, but can we ever fully tame it?

We must accept the indigenous animals and plants, if we want access to the potential energy that runs through the landscape. We must embrace the weeds, if we want to see the flowers sprout from their midst. We can choose to pluck them, a nuisance to most gardeners, to allow more daisies and daffodils to flourish, or we can let them find their path in the shadows. But, we must acknowledge the balance of nature. We must see the garden in its entirety, whether sleek and pristine or messy and unpolished. Both styles are alluring and graceful to someone. While many will choose the perfection of a private, charming space, others will feel more comfortable, trouncing amongst the tall grasses, hidden blossoms and complexity of a lush, agrarian patch.

Microhabitats form in every classroom. Various styles of gardens and wild fields. Students bounce between them effortlessly. They are the cultivators, indeed. Some areas are loud and energetic, others are quiet with only the gentle sound of crickets, reminding us they are there. The climate is dictated by the energy level, the focus and the freedom. The more we place the learning in student hands the calmer the weather. There are stormy seasons, but that is good, every garden needs the rain to thrive. Whether monsoon or sporadic showers, it is the continuity of nurturance that counts. A garden, absent of the hustle and bustle of nature, will never fully flourish.

The insects, the animals, the pollen and seeds- these are the components necessary for any greenhouse, nursery or natural space to develop, rise and prosper. Every flower, every lady bug, every worm aerating the soil, each a contributor to the space, each integral to the cohesion. Gardens, both uncultivated and unkempt and structured and maintained provide a flow of energy and a cycle of existence. We must recognize their uniqueness, embrace their beauty and let nature take its course. This is when the balance arrives. The equilibrium emerges. This is when the gates open and the wild and tamed become one.

Looking at the Eclipse through the Cereal Box

Depression is real. It is not easily erased or suddenly overcome. It takes time, patience and a glimpse of what lies ahead. For, when we are dragged down, into the darkest of caves, we may hear voices around us, but we only see the rock: both slippery and moss covered. They seem treacherous and impenetrable. Although, if we just turned around, we could see the way out, our feet stand firm. Our eyes locked on the trap, that lies before us, entombs us. I have been there many times and only because those around me, made their voices louder than the darkness, did I turn and find my escape. 

Eclipses

Eclipses, an obscuring of light, a shadow over an object, a blockage of illumination. They are a sight to see when they are high above us. We can't alter them or avoid them, instead we have embraced them. We travel long distances to be able to encounter them first hand. To us, mere mortals, the moon and sun appear to come into such tight contact, that they seem to merge. I remember as a child, poking a small hole in a cereal box and going outside to take a peak, at one of these events. There really weren't any glasses available to the public back then, so we had to make our own makeshift optical devices. Every child in my class, was told to bring in an empty cereal box, to create our personal telescopes.

   

With Captain Crunch or Fruit Loops boxes in hand, we ventured, onto the grass at school, our teacher explaining the science. I have a vivid memory of feeling very separated from the occurrence, as I peered through the pin-sized opening. The box, smelled sweet of cereal remnants, distracting me. I wanted so much to feel the shadow cross over me, feel like the Earth was disappearing for a moment. But, that cereal box, held me fast to the planet. It was a view both accessible and safe, but guarded and remote. Now, as an adult, these eclipses, both literal and metaphorical, feel more scientific somehow, more meaningful when I come into contact with them. These transitions of light: alter perception, heighten curiosity and ultimately create realignment. They often transfix, but they also kindle our outlook, highlighting the need for change.

Obscuration does not only happen during celestial events of course. Shading and dimming can take place anytime, anywhere. When we lose sight of our achievements, walk away from our dreams, hesitate to take a risk. My grandmother always called these momentary or prolonged 'fits of fancy,' bone orchards. The cracks in the earth, from lack of rain, the places where we wear ourselves thin. Where we let fear choke us from behind. Fear is not something to be despised, it is a lifeline. It directs us away from danger and pain. It is a part of us, down to a cellular level. We have to coax it, appease it and befriend it. This is when it becomes beneficial rather than terminal.

Labyrinths

To avoid the labyrinths, we may come across, we have to keep a map close at hand. We have to stay on the path. Once you wander off into the wilderness, you can encounter nature at its purest, which is beautiful. But, you can also run into a bear or a mountain lion and if you are alone, they can trap you, in the farthest corner of your trepidation. We all feel this creeping, stinging feeling of certain collapse. We all make a wrong turn and become a statue, even if it is temporary, in the midst of the bends and twists, of the labyrinth of our thoughts. Every day we conquer the mazes placed before us- these lessons and puzzles we must solve to continue. They are placed before us not to trick us, but to test our resolve. For how can we make sense of the world, without the trials and tribulations of being human. But the entanglement, the snarl of self-deprecation, can place us smack in the middle of Mordor, the Forbidden Forest, or at the dinner table of the Queen of Hearts. To steer clear, we must find our own happiness, hold fast to our own grace, our own intentions.

Why take the first thought, best thought approach, when you can take a few more steps up the incline and see all the avenues. When we hyper focus on what we want and disregard what we need, we never feel fulfilled. We take comfort in knowing where we are going, but this can blind us, to alternative roads that may actually be less bumpy, filled with less potholes. The bog sets in, when we try to hard, to keep up with those around us. When we place ourselves in someone else's shadow. This quagmire is self afflicted. We can only escape the slough, if we choose to. We have to want to escape. We have to ask for help. The densest marsh, however,  can easily be sidestepped, if we see its muck, not as a trap. But, instead we use the mud to form stepping stones. The structures that heighten our lowland path, to an elevation both sunny and inviting.

Putting Down the Cereal Box

An eclipse does not have to separate us, isolate us, distance us from the action. The light may be blinding and we may have to look away temporarily, but if we put down the cereal box, we can see the positive effects much clearer. Observing from afar can be beneficial, it can be the coax you need, to allow fear to guide you into the flare. But viewing the world through a pin-hole is limiting. Why erect edges around vast opportunity? Why buffer the sounds of encouragement? Because the cereal box feels safe. It reminds us of childhood, both fruity and sweet. 

Our confidence is heightened, when we can see the bright colors, of the cartoons, on the outside of the box and enjoy the memories of youth. But, then we must place the empty cardboard, in the recycling bin, knowing we have gained nourishment, albeit minimal. Cereal may be sugary and provide us with some energy, but it is quickly burned calories. We need to see them for what their worth and then look forward and revel in the notion, that our next meal, will be a juicy burger, or piece of chocolate cake.


Stay tuned for my podcast -And Here We Diverge- its is all about inspiration, creativity and the depression in between. 

Residue becomes Weight: Departures and Arrivals

This is dedicated to every educator, who packs their bags, peruses the map and continually, journeys to new places. Ventures off the beaten path, sits down with the locals and swaps stories. The teachers that see the climb as beneficial and the setbacks of travel as opportunities to take detours. These educators are the wonders of the world, the world heritage sites and every moment of awe, as we make our way across the globe of learning. Thank you. 

Departures and Arrivals

Arrivals and departures are constant. We may not be standing in an airport terminal or a train station, but the daily shifts of entry and exit are continual. We often feel rushed to make our getaway, to step clear, of the outgoing bustle. But, eventually our minds slow and roll into the gate, leaving us at our destination- the end of the day. We are constantly taking off, coffee in hand, and landing, with a night cap, before bed. 

Sometimes we travel with luggage- papers to grade, lessons to write, while on other trips, we are free of our purchases along the way, our acquired gear. If we are to slowly make our way down the summit, after reaching it, with hard work and determination, we must make sure, that we leave our hands free and our backs clear of excess packs. It took us a school year: two semesters or six quarters, to reach the precipice and now, on our descent, it merely takes a few weeks before we have nestled in at base camp, and have eased, into a flow, much less natural to us.

At first we feel the weight of the educational world upon us. But, after some personal excursions and quests, we accept the residue and release the heft, of the burden of teaching. A burden of gratefulness, and sheer joy, not a burden of grievance or hindrance. Anytime you commit yourself unconditionally and unwavering, it takes a toll. It puts a strain on your energy. As educators, we feel we can't talk about the burden, yet it is there. It is the nap sack on our backs as we climb. But it is also the rope we cling to, the line of strength that pulls us through the bog. When we have conquered the peaks and swam across the roughest of channels, we are inevitably exhausted. Even those in the best of health, will feel the exertion. This burden is both welcomed and embraced. It is also this burden, that becomes difficult to let go of, after a fruitful year of teaching.

Residue becomes Weight

The residue, however, is permanent. We want the residuum. It reminds us of where we have been, like a stamp in our passports. Even as we pack the last box in our classrooms and wipe the last agenda from the board, the debris of our experiences remain. The silt nourishes us. The echoes of laughter, album of memories, lingering conversations, invigorate us. As we step outside our academic arenas and catch our flight to summer, these remainders vitalize us for the months ahead. It is hindsight, forethought and mindset, that steers us on our summer venue. 

The summer is a cornucopia of options for educators. Many attend professional development. participate in chats on Twitter, read insightful books on education. Many leave the realm of education behind, temporarily, and instead find solace in family and relaxation. Most, of us, however, combine the two. After our yearly trek, reflection and a free spirit becomes the stop over, on our ticket, not the destination, but the connection, the space between home and adventure. Our summer haven is personal. It is flexible and purposeful. While some need the splashing waves, others desire the cold mountain air.

Residue becomes weight, becomes familiarity and embodies our well-traveled character. The more we experience new ideas, exciting ways of changing our surroundings and embrace the embarkation from our old habits- the farther we venture out. The more open we become to leaving the comfort of hotels and 5-star restaurants behind. Instead we get comfortable with pitching a tent and letting nature take its course, making our classrooms more organic, accessible and free. But it also, brings our summer to a more balanced and calm place, so we can truly reconnect with ourselves.

A Holiday of Balance

The more we let ourselves unwind and sink in to summer, the more prepared we will be to jump our flight in the fall. The turbulence, frenzy and commotion of travel, will be just a hiccup in the scheme of things. We will have had a holiday, a respite that fueled our spirit. This spirit will happily and eagerly take on the burden of a new year. Not only will it accept the residue of the previous year but also the weight of the new. This is when residue becomes weight- becomes the tote, backpack and carry-on, for our next expedition. It is our belongings and possessions, that help us feel a little bit of home, as we continue to explore.

It is summer, for most of us. While it is near, for others. I hope you set forth on odyssey's of the mind, sojourn's of solace and fulfillment and voyages of personal growth and revitalization. I wish you a joyful and rejuvenating vacation.

Listening While We Listen, The Hidden Tracks within Student Communication

Vinyl and 8-track

I remember a time when vinyl and 8-track were the only method of personal music immersion. In our cars, plastic on plastic, sliding under the floor boards, large colored capsules, holding within them, the reels of history: Pink Floyd, The Beatles, Elvis Presley. I would kick them out of the way as I climbed in my parents car. The shoddy tape organizers, always sliding to the floor and sending the contraptions sprawling. They felt durable to me, a kid, but actually they were fragile. More often than not, they became cracked and the tape, exposed, ended up in the garbage. But, soon, I would see a new one appear, like magic. As a child, music was very important to me. It was a connection with the many, that I lacked with my peers. It was an anchor. I would race home from school to listen, to ABBA, Journey, Fleetwood Mac, to name just a few. It was a time when my voice became music and music became my voice.

These vessels of rock, classical and blues they embodied my generation. At home I placed the needle, gently on the spinning plastic, anticipating the first note, creeping in from underneath the crackle and static of the record. Each album, a story. Each track, a monologue just for me. Music spoke to me, as if the performers, band or solo, were in the room. It wasn't just the tunes, it was that sound, that underlying hollow presence, beneath the vocals, it was almost another instrument. It was a cadence that I heard throughout my childhood. Then with the onslaught of cassettes, Cd's and iTunes, that intimacy, that rhythm of imperfection, even if remote, vanished. The crisp, studio quality performances - that is what we hear now. There is no more standing in line outside of Tower Records, for one of the first copies of Purple Rain. Now I can download it in seconds. Again, that intimacy, that personal connection, lost to a world of technology.

Texts and Emails

I remember when my birthday cards would come in the mail. My grandparents would send me, my age in cash. As a five year old, five dollars was like a million. My parents would take me to Albertson's and let me buy my weight in candy. I remember the smell of the envelope, usually bright in color, the stamps in the upper right corner, each a different design or emblem. That moment, where I gently ripped the envelope, trying desperately to keep it in tact, that sound, it still resonates. Those envelopes and cards, still in a trunk in my closet. I still envision myself running to the mail box, warm pavement beneath my feet. I have an August birthday, so they would arrive in deep summer. It is the tactile memories, that have stuck with me most. The interaction of my hands with paper, the smell of the post-office, the gravel on the driveway.

Those times, were built around phone calls and letters. Not text messages and emails. Not to say that, speedy communication is necessarily bad, but they are removing something from our society, interconnectedness, eye contact, the sound of a voice. That hidden track behind the tone, pitch and vibrato of human speech. We seemed to have lost the ability to listen, while we listen. To pay attention to the subtleties of facial expressions. How often do we pause and take notice of the intonations, modulations and articulations of the emotions of sound? How often do we hear these same qualities in conversation? Words are letters with meaning, but emotion is truth, even if we do not always recognize or acknowledge it.

Listening While We Listen

We have all been guilty of it. Making eye contact, nodding our head, but simply waiting for our turn to speak. We have all been on the receiving end as well. Students, children, they want to share their opinions and ideas, but are often placated with a "That sounds good," or "Tell me more." But are often, put into a situation where, an adult is listening, genuinely caring about what they are saying, but have no follow-up conversation. They as students, were herded, like many conversations of the day into one giant conglomeration, of words and thoughts. But, in actuality they were not heard, not really. How can we prevent a herd mentality and adopt one of hearing- a heard approach?

How can we as educators, pause and hear our students, even those who do not speak outwardly with words, but with emotion? We have to listen for the hidden tracks, that crackle, hollow presence underneath the sound. We have to listen while we listen. Hone our senses on the sound: the quiet hum of the microphone, the reverberation of frustration that overwhelms quietly. We have to find the discrepancies between what they say and what they feel. This can be challenging but not impossible. We will never be able to identify with our students if we fail to remember the sounds of our own childhood. Those vibrations, memories, are eloquent gestures, memorials of our youth. If we can, as the saying goes, "put ourselves in someone else's shoes" we will be able to understand their motives, actions and experiences. If we can listen while we listen, hear the acoustic melody all the while picking up on the harmonic refrain- we will be able to find the hidden track.

How can we find the hidden track? It is hidden right?

• Do not ignore the static- it tells a deeper story than the notes do
• Concentrate on the minor key changes, they are the underlying story
• Clear your mind, for when you do, every bridge, every chord finds its purpose
• The brass, percussion and wind, of every conversation softens and becomes louder when necessary- they are the clues
• Every moment we speak, we are the gentle strum of a guitar for one student and the cymbals for another- it is our choice of intensity that makes all the difference
• The hidden track is there, always, like the needle bobbing at the end of a vinyl album- just waiting to be picked up and moved to a new position

Let's not be the headphones, narrowing the sound or the speakers amplifying it. Let's be the fan, the audience. The spectator that hangs on every note because they know the chorus is going to blow them away. This is how we listen while we are listening. With anticipation that within the ensemble of instruments, the meaning and expression, there will always be a melody and this melody is why we listen in the first place. Music is the story of our lives- these conversations we have with students, they are the music of the future.

Introduction Podcast: Rhymes, Collisions and Relevancies

https://soundcloud.com/melissa-chouinard-149000412/introduction-podcast-rhymes-collisions-and-relevancies