Leaning Towards the Light
Have you ever paid attention to the actions of plants and trees in the world? Do you have the proverbial “green thumb?” Do you garden at home? Small things blow my mind every day and one of them is the need that plants have for the light. We learn that scientifically, the process by which plants, as producers, make their own food is photosynthesis, requiring the absorption of sunlight as one of its prerequisites. That has made sense to me ever since I learned it. However, the thing that fascinated me was watching what plants do when the position of the light source changes, or the position of the plant itself is altered.
This plant (whose name is to be determined) was grown from its seed and has been manipulated by me on many occasions, raising and lowering it, as well as shifting its position with respect to the light.
If you have ever spent time with your plants outside, surely you have likely noticed that your plants, depending on where you have them, will always ‘lean towards the light.’ So, the plants, though rooted into the ground are responding to changes in their environment. According to Journey North, there is a chemical called auxin inside of plants that allows the plant to regulate it shoot growth. In this way, plants’ auxin levels are generally spread throughout the plant, however in the case of light variations, the auxin on the sunny side of the plant is broken down and sent to the part of the plant being shaded, allowing the plant to grow longer stems in that area. Those longer stems allow the plants to ‘lean’ towards the light. The process is referred to as phototropism. If the plant or tree has fallen over, the principle remains that the plant or tree will still ‘lean towards the light.’ This phenomenon amazes me, makes me wonder, and draw on it to form connections between plants and people.
When I think of light, I think of the thing that shines, guides or leads. The lighthouse out in the middle of the water, is a beacon for seafarers and ship captains and sailors to safely make their way back to the shore. The small match in the middle of a forest at night dispels the darkness. A flashlight or a candle aids us all in the event of power outages or brown-outs. How much more might we, as individuals be a light, or the light for someone else? Who is leaning towards you? Are you shining as a beacon of hope and encouragement during tumultuous times? How can you be a light in times of darkness and uncertainty? Can be by lending you ear? What about offering a bottle of water? Is it possible that people just need to feel cared for, and even if you may not be able to deliver a hug, you find a way to be a bridge over troubled waters?
As an educator of 14 years, one thing I can say with 100% certainty, is that teachers always have been and likely will continue to be much more than someone who siphons out content. In fact, students come to us, in many cases, needing more than curriculum. It makes you wonder why curriculum seems to be so much more important than the human part, social-emotional learning, life skills and the like. It sounds very backwards to me. Yet there are so many ills in the world that could be altered if we turned on the light. What if the light influenced the degree to which learning could be augmented, deeper and more effective? I firmly believe that we have the potential to be lights, lights that encourage, guide, instruct, give hope and give love. Maybe it isn’t a visible light, maybe its a glow that you have that people are drawn to. Maybe it’s the way in which you incline your ear, listening so intently and talking so little.
How would things in our spaces and places change if we knew that there were those leaning, like plants, trying to find a light? A light that they can develop from. A light that they can produce from. A light that they can strengthen from. A light that they can glean from so that they even become a conduit for others plants (people) to grow. If they leaned in your direction, would they receive nutrient-rich light? And…maybe we as lights, can also lean toward others who, can encourage us in times of challenge..to show us all that ‘leaning towards the light’ is gives us all the strength to keep growing.
Reaching Beyond the Room
It is about the reach.
So I had the great honor of speaking to a great friend of mine and international educator, Eric Hayes, who has a podcast, “Simply Mr Hayes.” It had been a while since we’d last talked but you wouldn’t know it based on the depth of conversation, collaboration, sharing and understanding within the conversation.
One of the many powerful realizations was that of a story Eric shared about his being “all-in” with students, as it resonated greatly with my whole approach to teaching and learning.
“It’s not just about the teach, it’s about the reach.”
Eric shared the story of how his influence with his students, currently in Brazil, is one that he doesn’t take lightly. He pours into his students. He is real with his students. In fact, he is real with everyone. Eric spoke of relationships he forged with students and maintained over time. I agreed with the power that being concerned about said relationships can have on the lives of both teachers and students. The inspiration behind this blog post came when he shared a specific example of a student who he had taught that had gone onto college in the United States and returned to Brazil. Eric described that his intent was to build a podcasting platform and sought to construct its name, purpose and description. He reached out to the student, who studied to be an engineer, who was not only able to provide inspiration, but was also very instrumental in helping Mr. Hayes solidify the ideas in his mind. Amazing right?
Well, that isn’t even the best part. I mean I believe it is a powerful thing for you to serve your students so much that they want to maintain a connection to you and in this case, be a tremendous help! The best part about this, is that the student in question was not actually a student that Eric had in his class. After blowing my mind with this information, I just had to write down this title “Reaching Beyond the Room.” What if our presence inside of school buildings or communities was so intense and full of passion and life that we are able to have an impact on even those we don’t teach?! What if the very nature of our influence was not limited to just the students in the classroom in which we teach? What if our influence even reached beyond the walls of the school and carried over into conversations in the homes of our students?
I was so inspired by Eric’s story. It’s one thing to have an impact on students that you teach, ones you see every day in the classroom and interact with. However, it is something altogether different and SPECIAL when your influence carries over into those that you meet and may have occasional conversations with. Now, Eric’s podcast hit the ground running, because of what started with Eric’s reach that has not stopped reaching.
The Students Ed Camped It
It all started with a conversation about the possibility of creating the space and time for students to learn together in a space. We had our first student Ed Camp on May 16, 2017, after introducing students to the idea and getting them motivated and excited to engage in a non-traditional form. Of course this didn't much because students were stoked at the idea of sharing with others their own learning experiences, talents, skills and passions, whether academic or not.
Sensing, Understanding, and Delivering
To teach is indeed a calling. To know that what you do daily has the capacity to live far longer than you do is mind-blowing! I can't help but wonder if there are certain people that need the very words that come out of my mouth? Perhaps there are students who, for whatever reason, are in situations that you can speak life to, provide solace in, and help them get out of through embracing, encouraging, and empowering them.
Embrace: This could be a physical embrace or a metaphorical one. Maybe a hug is in order or perhaps simply knowing that they can talk to and relate to you because though you are a superhero in their eyes, you are still human.
Encourage: Maybe they need to hear something positive. Acknowledge their strengths, help them to identify and find areas of weakness to work on and improve themselves. Help them to see the value of personal responsibility.
Empower: Teach them to reach, to dig, to expand and to grow, whether you are standing there or not.
I was recently engaged in a conversation at an EdCamp during a session called "Building a Positive School Culture." In the session was the discussion of the concern raised by teachers, namely the "the loss of instructional time" that comes through school-sponsored events, the time taken to redirect student behaviors and combat the societal things that walk boldly into the classrooms, etc. I challenged them at the end of the session to flip the script.
I create lesson plans every two weeks that are to guide the teaching and learning in the classroom. More times than not, there is a deviation from what I planned. In fact, if I were to be completely honest, I hardly ever stick to the strategic plan that I've outlined on paper. What I find to be true is that the real strategy is being able to deliver, provide or allow for what is needed by the students in the classroom at that moment, in the here and now, dependent solely on discerning the environment, knowing students and being able to be sensitive to the needs of others. That cannot be planned for, however, as an educator, I have placed myself in the position to be flexible and shift based on the needs.
Perhaps in lieu of building school culture and cultivating a rich, innovative and dynamic learning environment, we should not see these deviations from the norm as loss of instructional time. Perhaps these deviations are more instructional than any 'instruction' will ever be. Perhaps it is the words or activities that flow that are much more meaningful for the time, and without them, the curriculum would not stick anyway. So, if I flow with the needs of the class and increase my sensitivity to the needs of the day, how much more will the content itself stick when it does occur.
Signed,
One who does not stay the same.
When Love Has Everything to Do With It.
So I haven't been able to carve out time in quite a while to blog and I am not happy about that. Things have been so incredibly busy, and positively so! I had the most incredible experience this summer in Tanzania (a future post will go into more detail about this 30-day immersive experience). However I will say that while there I was reminded of the fact that heart connections can be and should be made as it drives us to act if we truly know love. It's easy to say I love you, but it means something altogether different when you have an experience that reinforces or deepens that said love. Needless to say, Tanzania ignited (or heightened the flame) of a love in me to help, encourage and motivate others. Likewise yesterday, our school hosted its annual Meet the Teacher, which is the chance to bring in and drop of school supplies, as well as get important information regarding the start of school and to meet the teachers. While I had the grand opportunity to meet most of the students that would make up my homeroom class this year, many of them being new to the school, I was overwhelmed by what I would call heart-throbbing experience.
You might say that you really don't know your full impact as a teacher until after you've taught them and the students have moved on. Likewise some might say that you will never fully know the totality of your impact as an educator. However, one thing is certain. Love has everything to do with it. I made it a point to count how many of my previous students who have either moved onto middle school (while still at our school) or who have gone on to high school with siblings attending our school who came to visit and say hello. By the way if you were curious, I counted 27. Even some of the new students offered hugs.
I was completely consumed by the reciprocated love I felt from my students, the countless renderings of heartfelt hugs and the fact they hung out, felt no need to rush and leave but we're completely comfortable there, and their parents either joined them or checked in on them all the while, knowing that they were okay. A couple students needed some reinforcement that they would be okay and shine and do well in middle school and then I felt honored that they would be able to lean on me for support and encouragement even beyond the classroom.
All things considered, I believe that the proof is in the pudding. When you show them love, not only will you have an irreplaceable impact in their lives, it will come back to you time and time again, a reminder #theYinYou and the reason why we must continue to #CLIMBE. If you have not yet had the chance to grab a copy of my first solo book, please do so on Amazon or Barnes and Noble.
The title is "Journey to the 'Y' in You." It speaks volumes. See the links below. Take care and remember that love truly has EVERYTHING to do with it! See you soon!
Stand Up Teacher
Well, this is officially my first post of 2018. Times have been so busy that I had not had the grand opportunity. I recall about three years ago as part of a team-building exercise, I along with staff members at my school went to an improv comedy show. I'd never done it before and thought about the opportunity to laugh and decompress at an event such as this. Being that is was improv, I suppose I had no idea at the time that I could (or would) become part of the show. In fact, the topic had shifted to "pick up lines" and I was positioned as a judge to determine whose pickup lines were worthy of a thumbs up or a thumbs down. It was a lot of fun, I won't lie. I was nervous and had no idea how this would end but now I can say that I did it, had the opportunity and laughed a lot as a result. If it ever happens again, I won't be so nervous I suppose.
My point today is this...being a stand up teacher. I clearly stand up all day, and rarely sit down, whether at a table or desk. My feet tell me so at the end of the day, coupled with all of the walking and getting my steps in without any problems at all. This is not what I mean at all though. Challenging times and scenes today both in and out of classrooms seem to suggest a need for educators to be sensitive to environments, students and needs. This is not to say it hasn't always been important, but I have encountered many experiences this year alone where I have had to alter the course of travel for a class, for a week, for a student, for a group of students because the climate dictated a different way that day. I spend so much time planning and even learning in order to plan effectively. However I realize more and more that these lesson plans do not always go "as planned."
I'd learned about a strategy for teaching that includes drama, more specifically referred to as "Actor's Toolbox" which includes aspects of social-emotional learning as well as opportunities to teach students about those elements of themselves that are necessary in order to experience success in school. It further provides an opportunity for students to move, form randomized groupings for class activities as well as reinforce expectations.
There is a part of the Actor's Toolbox that includes a focus game that students love. The students move to a circular standing formation in the room when the cue is provided (music for our class). They "sign" the five-part contract that says they will be in charge of their bodies, their voice, their minds, their focus and finally cooperate with others. This is all done with miming or gesturing (drama). I then get the opportunity to try to distract them as they focus on a point on the wall opposite where they are standing. The goal is for them to remain calm, focused and balanced. Additionally, I like to ask students to point out any "strong" choices they observed other students do, such as moving quietly and calmly. We also discuss "weak" or undesirable choices made by students, like laughing while coming to the circle or running. This is such a powerful way to start our class and I really have seen students step to the plate and develop in maturity.
Actor's Toolbox is fun. I've had students group using the following statement: "By the time I count to 6, find yourself in a group that has an even number" (or someone wearing glasses, or someone wearing black, or having at least one boy). They can use non-verbal communication but are not encouraged to talk while moving into these groups. However once assembled, they might discuss a topic that comes to mind, like a book they read over the weekend. Or I might create a talking piece based on something we are learning in class at that time, giving them an opportunity to discuss it with random students (and those not normally paired with). I always follow up with sharing as a whole class a couple of the really great thoughts from the groups.
My point in sharing that example is that I have used it during times where there was clearly a need to "do something different." I use it almost every day as it is, but definitely use it to break up any potential monotony and in those times that the conditions call for something more. I feel educators are the great balancers and jugglers! Or at least we should be flexible and aware of the climate, which changes oh so frequently in order to meet the needs of the diverse learners that we all have in our reach. As I have heard many times, Maslow, before Blooms, because Blooms will be so much more effective once Maslow is in place.
Thanks for reading! Have a good one!
What are my 100 Words?
First thanks, Jessie Boyce for putting this little challenge out there. It's really a little HUGE challenge. I'd never thought about doing this before and here goes my disclaimer: This is probably one of the hardest things I’ve ever done, putting my joy of teaching and learning in 100 words.
My 100 Words on Why I Love Teaching
I love teaching because it is a perpetual process of learning & I am just as much of a student when I teach as the students themselves are. I love teaching because of the immense ability to “reach” and not just teach & to see lives transformed through that reach! I love teaching because little by little, the world can be changed for the better. I love teaching because of spontaneous discovery and the ability to empower students to C.L.I.M.B.E. There is nothing more beautiful than seeing students actualize themselves and take ownership and independence when learning.
What are your 100 words? I think it’s time to get writing!
Don't Stop Moving
I believe I read a quote at some point that said "If you try to make everyone happy then you'll never make anyone happy." As I constantly evaluate myself and place myself under the microscope, I am really that kind of educator that is all in. I am always thinking and doing something supports my professional role. It's like I live and breathe this educator thing. As if I was an educator before I was even born...and once I was, everything I did, good, bad or indifferent, led me to this point. I remember my first grade teacher who had supreme influence on me while I was a student in her class. I also went back to her classroom every day after school through fifth grade, to help her if she needed it. When I was off to middle school, I would still make it a point to head back to the school to help her in whatever way that I could. As a high school student, I began to track my volunteer hours since that was such a big thing and quite frankly I'd been involved a lot anyway. I went back to help her yet again, and upon graduation, was recognized as a member of my graduating class with a tremendous amount of community service hours. So this isn't the first time I've mentioned that little anecdote, but it is still a relevant piece regarding why I stand here in this position today. I grew up with high expectations, or in other words, those around me expected much from me. That said, as an educator, my expectations are also high, as it applies to those in my area of influence.
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I do my best to check my intentions to ensure they are always genuine. In other words, I try to ensure that my actions reflect an awareness of self and a focus on others. I have come to realize that even when actions are genuine, the actions don't always please everybody. As an educator, it's not so much about the quiz or the project or the school year as it is about life, character and responsibility. So my actions, beliefs and overall philosophy is driven by this premise. Perhaps it's a "bigger than me" mentality. It's not about me, but it is about the lives of the those within my reach. And thus, I am always focused on who those people are or who they will be, not the here and now.
The truth is that not everybody will agree with you, believe in you, take the journey with you, or even support you. Whether that means family, friends, colleagues, administrators, parents or even students, trials come that they might make you strong.
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However there was a reason this "thing" all got started, and thus there is a reason why it should continue. Obstacles, opposition and trials truly are all a part of the journey and I have come to know that by design, they are tasked with making us better. I would never have known the strength I had to get through something had that something never challenged me or came my way. You realize who you really are in the face of opposition. Opposition can of course come in many shapes and sizes. But I've learned to put the opposition under the microscope too. There are times I've asked myself "What's in it for me?" But the more I live, the more I realize that "Perhaps there is something I need in the opposition."
Philosophical at best, this post is just a reminder (to myself too) that even though there are times that we question why, and criticize ourselves (guilty), we can't stop moving. Funny that the song "Don't Stop Believing" by Journey is in my head as I finish this post. I almost titled the post that way. :)
Challenges & Limitations: Are they the same thing?
Challenges & Limitations: Are they the same thing? Can challenges lead to limitations? Can challenges open the door to opportunity?
This blog has been written as something to consider and maybe even open the door for conversation, inspired by nature itself. (Side note: there is much to be learned by observing and appreciating who and what we are surrounded by.)
Are challenges limitations? I was watching a nature documentary recently, titled "Africa's Deadliest," I couldn't help but notice the sheer number of animals with physical and perhaps geographical challenges that may serve to box the animal in or by which we are able to identify the animal as it's species. For example, the crocodile is regarded as a fierce predator, who has intense bite force and is able to take out animals that are equal or larger in size. The water is where the crocodile's greatest strength is realized because of its ability to ambush prey, often by surprise as they draw closer by holding their breath underwater.
You might say that the water is the croc's livelihood. However, the crocodile's teeth are not designed to tear and chew it's prey once caught and suffocated. Instead the crocodiles must group together and rely on each other to tear prey and then swallow it whole. Not only that, crocodiles are sloppy & less balanced and effective while on land versus in the water. You might say that the challenges that the crocodile experiences are opportunities for them to capitalize on their strengths and/or cooperate with other crocodiles in order to accomplish the task at hand. Are these challenges experienced by crocodiles also their limitation? Well that depends on how you view it.
Let's take another example. The cheetah is hugely regarded as the fastest land animal on Earth reaching speeds of 65 miles per hour or more. This is of course a feature that enables the cheetah to attain its prey when it travels at intense speeds. Unlike its counterparts and related species, it is able to traverse distances in order to reach what may otherwise be unreachable. A drawback however is the need for cheetahs to recuperate after traveling at such immense speed before it can devour what it's speed allowed it to reach and overtake. In fact, the documentary identifies that the cheetah becomes so overheated that it is close to going brain dead after working so intensely to feed itself. If this wasn’t enough, the cheetah then has to deal with the lions and hyenas, opportunists, that pose a serious threat to the cheetah itself, not to mention its prey being stolen. Is the cheetah’s speed a challenge or a limitation?
A third example is the Monarch butterfly, a delicate creature, faces more than one challenge in its lifetime. Of its challenges are habitat loss, pesticides and herbicides, and climate change. Starting out as a caterpillar, eating constantly, it has to undergo a complete physical change, only to have a limited lifespan once its metamorphosis has taken place. An average butterfly has an average life span of two weeks in which it must carry out its life obligations in order to ensure that generations behind it may carry on, survival in mind.
And so now we attempt to bring it home, to the crux of the matter, the reality of the world we live in today. We all have challenges, animals and human beings alike. We all have things that we face on the daily that we have the opportunity to overcome. If we sat here and thought long enough, we would be able to identify challenges for each animal and even plant on the face of the earth. All living things face obstacles and challenges that “challenge” the existence and survival of the species. Could we ask the cactus plant to stop sucking up water so that it can survive during the harsh times of drought? Could we ask the kangaroo to stop digging holes into the ground in order to cool itself in times of extreme heat? Would it be appropriate to ask the alligators and crocodiles to remain in the water so they do not threaten our existence on the earth? The truth is that challenges can be viewed as obstacles, but are not necessarily limitations at all. They are opportunities to be creative, adapt and find ways to conquer what could have conquered you. We fill continue to face challenges but we do not have to allow those challenges to keep us from moving forward in the best way possible. 
So let’s think about education and the roles we have. Our students. Do they have challenges? You bet they do! We as the educators face challenges as well. Our students have various backgrounds, cultures, experiences, values, morals and beliefs that may not necessarily line up with the next person. Does that mean they are any less valuable? Of course not, but perhaps these challenges are opportunities to learn how to embrace and celebrate the various aspects of our world that make it unique and diverse. Where would we be without challenges? We’d never learn how amazing the world and those therein truly are without challenges. We’d never see the bravery if there was nothing to fear. We’d never know love, if rejection wasn’t a reality. We’d never see the stars if they didn’t shine in the middle of darkness. We’d never know the opportunity ahead without the challenges that propel us to pursue with patience that which lies before us! Turn your challenge into an opportunity, don’t let it limit you.
I'm All Ears.
"The most important thing in communication is hearing what isn't said" --Peter Drucker
Now the above quote is the type that really reaches out and grabs me. Consider for a moment that listening helps you to understand what is missing or rather what can be added to a conversation. Is anyone really listening to you when you speak? Do they even care enough to stop talking or doing, long enough to listen to what you have to say? That is the question of the day. When I listen to you, it means that I care about what you have to say and that I am allowing you the space, the time, the platform, or the opportunity to share it. Sounds easy right? 
Is there truly anything to be gained from talking and never stopping to listen. I’d heard someone say that we have two ears and one mouth (Epictetus) The more I consider it, the more I realize that there is such value in being one who listens, or in fact, is slow to speak. I can attest to the fact that I have learned so much simply by listening to people, without ever having to utter a word.
My dad had always been slow to speak. But when he did speak, his words commanded the attention of all those in his vicinity. You might say that was due to his profession, his family or his wisdom. I submit that it was due to his decision. I question today the value that is placed on positioning yourself so that you can hear from someone else, "truly." All too often, the experience as been the opposite, where we talk constantly, or even without regard for what someone else may have to offer.
As an educator, one considers the students that he or she teaches; I definitely do. Naturally in a classroom where learning is to take place it requires both listening and speaking skills. Is one more valuable than the other. Perhaps not, however, they do have equal relevance in the day-to-day expectations of a teacher.
This is of course not limited to students listening to a teacher, but students listening to other students. Listening is an important skill for all. Surely I cannot truly expect my students to listen if I don't model that, or walk it out in front of them. I'd rather be the example instead of a hypocrite.
They all get excited about sharing. They are all engaged in the process of speaking, and will take every opportunity to talk to others. But what about the listening piece? How do you teach students about the inherent value of being a good listener? How might you model being a good listener for students such that he or she (the students) can understand that if they listen, they can earn greater understanding of an idea, but at the same time, consider a respectful and sound response to what they have heard?
So together, listening and speaking form a conversation. And the conversation is one that has value because the participants are involved in both the listening and speaking components. What would change if we all made it a point to be better listeners? And by so doing, what we are able to add to the conversation is both impactful and relevant, furthering the learning, rather than taking from it. Does listening make you a pushover or "weak?" Not at all. I believe it truly means you understand and respect others when you can see value in their words. We all have experiences. We all have stories to tell. Dare I say that we can all benefit from someone who will listen? Dare I go further and say that listening will change not only the life of whom you're listening to, but your own as well? Someone listened to me. I've not been the same since.