Tuesday, April 20, 2010
Changes I'm Seeing... For Better? or Worse?
Noticeable:
Distractions are significantly increased simply by the uncovered window. Even I find myself looking up at the motion and peripheral vision of someone walking by the window.
The sheer amount of fluorescent light in the room is overwhelming. Not that I'm a fan of darkness, but the brightness creates a totally different feel to the room.
The number of times my students ask, "Why?" and say, "THIS is NOT our room." is staggeringly high.
The quote cutting straight to the heart of me: "It felt like home and then [when everything was gone] you felt empty."
Distractions are significantly increased simply by the uncovered window. Even I find myself looking up at the motion and peripheral vision of someone walking by the window.
The sheer amount of fluorescent light in the room is overwhelming. Not that I'm a fan of darkness, but the brightness creates a totally different feel to the room.
The number of times my students ask, "Why?" and say, "THIS is NOT our room." is staggeringly high.
The quote cutting straight to the heart of me: "It felt like home and then [when everything was gone] you felt empty."
Friday, March 12, 2010
Peaceful Warrior: Here and Now
Quote:Take out the trash. The trash is anything that's keeping you from what matters - here, now. And when you truly are in the here and now you'll be truly amazed at what you can do and how well you can do it.
Today's task:
In your period 7/8 class, or sometime over the weekend, be truly present in the here and now.
- What was the experience like?
- What was different than how things normally are?
- Was it difficult to keep "the trash" out of your mind?
- Do you think it takes practice to be able to do this?
- Is there anything else you'd like to share? Did you make any other observations?
Reminders:
When you leave your comment, be sure to write using complete sentences and correct punctuation. Be honest with your responses and share your experience based on the questions above. I hope you will ask some questions of your own, or talk about other observations you've made.
For any visitors who are joining us on our journey, please refer to Dan Millman's Peaceful Warrior to understand the above quote. Your questions and comments are welcome, but if you comment on the quote, please be sure to have read and contemplated the relative reading before doing so. Thank you.
I'm looking forward to reading your comments!
Sincerely,
Mrs. Murphy
Tuesday, March 9, 2010
There is no stopping and starting... only DOing.
Another quote from Millman's "Peaceful Warrior".
Still on a high from the CUE conference and ready to push my students even farther, I walked into my classroom this morning energized and full of excitement.
As I began setting out materials for the day I noticed little pieces of crayons in odd places. Looking more closely, I saw them nearly everywhere around the room. Confused and a little dismayed, I gathered them up and took them to the supply shelf and to my great disappointment I realized that there were no "whole" crayons. Every single crayon that I had brought to the room was broken.
I put the crayon bits away and continued to set things up for the morning. When I got to the side of the room by the front door I stopped. A beautiful green pot that holds one of our ponytail palms was in pieces. Pebbles from the bottom of the planter were piled onto one of the cracked pieces. Disappointment turned to anger. Anger at the lack of respect for the environment that we have created in the room. Anger at myself for spending money on things to make the room beautiful that will never be recovered, nor will the pottery be replaced by anyone other than me. Anger at myself for not listening to all the other teachers who chastised me for bringing things into the room and trusting the kids to take care of them.
Why? I keep asking myself. What makes students, who are respectful and thoughtful and kind while I'm present, have a complete disregard for the very items that they thank me for on any other day? What makes them misbehave and break things when I'm gone? Why? What's the point of it?
Yes, I understand they're children. Yes, I understand they're middle school children.
What I don't understand is - I greet them at the door with a smile; I speak respectfully to them; I do not ridicule or speak with sarcasm in a demeaning way; I always use "please" and "thank you"; and yet, what I am given is rudeness, disrespect, meanness, defiance, disregard, profanity and this... Certainly this does not apply to ALL of my students - but just a handful of students with these behaviors and demeanor can drain the goodness and energy from the rest so very quickly.
Students were on a field trip today. I remained behind with those who were not invited to attend due to their behavior choices, as well as students who simply did not turn in a permission slip.
"Am I going to get my money back?" a student asks as I walk past him to my desk.
"Well," I begin, "when you pay for something, but then choose behaviors that prevent you from attending, it doesn't warrant the return of your money. For example, if I purchase concert tickets and then get a traffic ticket and have to go to court on the day of the concert, TicketMaster is not going to refund my money. Do you understand?"
"Then, I'll just smash in the windows on their car," the student laughs.
Truly, I don't understand this train of thought. I know it's a result of his own experiences and the world that is uniquely his. I am saddened that he has had no other examples of personal responsibility and accountability.
So, I breathe deeply and try to "take out the trash" in my own mind. Be present in the here and now and tell myself, "I can be a model of respect now, here, in this moment."
Still on a high from the CUE conference and ready to push my students even farther, I walked into my classroom this morning energized and full of excitement.
As I began setting out materials for the day I noticed little pieces of crayons in odd places. Looking more closely, I saw them nearly everywhere around the room. Confused and a little dismayed, I gathered them up and took them to the supply shelf and to my great disappointment I realized that there were no "whole" crayons. Every single crayon that I had brought to the room was broken.
I put the crayon bits away and continued to set things up for the morning. When I got to the side of the room by the front door I stopped. A beautiful green pot that holds one of our ponytail palms was in pieces. Pebbles from the bottom of the planter were piled onto one of the cracked pieces. Disappointment turned to anger. Anger at the lack of respect for the environment that we have created in the room. Anger at myself for spending money on things to make the room beautiful that will never be recovered, nor will the pottery be replaced by anyone other than me. Anger at myself for not listening to all the other teachers who chastised me for bringing things into the room and trusting the kids to take care of them.
Why? I keep asking myself. What makes students, who are respectful and thoughtful and kind while I'm present, have a complete disregard for the very items that they thank me for on any other day? What makes them misbehave and break things when I'm gone? Why? What's the point of it?
Yes, I understand they're children. Yes, I understand they're middle school children.
What I don't understand is - I greet them at the door with a smile; I speak respectfully to them; I do not ridicule or speak with sarcasm in a demeaning way; I always use "please" and "thank you"; and yet, what I am given is rudeness, disrespect, meanness, defiance, disregard, profanity and this... Certainly this does not apply to ALL of my students - but just a handful of students with these behaviors and demeanor can drain the goodness and energy from the rest so very quickly.
Students were on a field trip today. I remained behind with those who were not invited to attend due to their behavior choices, as well as students who simply did not turn in a permission slip.
"Am I going to get my money back?" a student asks as I walk past him to my desk.
"Well," I begin, "when you pay for something, but then choose behaviors that prevent you from attending, it doesn't warrant the return of your money. For example, if I purchase concert tickets and then get a traffic ticket and have to go to court on the day of the concert, TicketMaster is not going to refund my money. Do you understand?"
"Then, I'll just smash in the windows on their car," the student laughs.
Truly, I don't understand this train of thought. I know it's a result of his own experiences and the world that is uniquely his. I am saddened that he has had no other examples of personal responsibility and accountability.
So, I breathe deeply and try to "take out the trash" in my own mind. Be present in the here and now and tell myself, "I can be a model of respect now, here, in this moment."
Monday, March 8, 2010
Take Out the Trash
Watching Dan Millman's "Peaceful Warrior" and hearing, "take out the trash..."
"There's NEVER nothing going on. Take out the trash that's keeping you from being in the here and now."
I wonder what "trash" my students bring into the room each day. I wonder what trash I bring into the room. What am I allowing to cloud my moments? How do I explain this concept to the kids? Should I explain it? Would it make a difference?
"When you really are present in the HERE and NOW you'll be AMAZED at what you can do."
What are your thoughts?
"There's NEVER nothing going on. Take out the trash that's keeping you from being in the here and now."
I wonder what "trash" my students bring into the room each day. I wonder what trash I bring into the room. What am I allowing to cloud my moments? How do I explain this concept to the kids? Should I explain it? Would it make a difference?
"When you really are present in the HERE and NOW you'll be AMAZED at what you can do."
What are your thoughts?
Saturday, March 6, 2010
Lunch @ Cafe FableVision!
Lunch was yummy, dessert was delicious, and my "name tag" is glowing. ;) I'm eager to begin painting!
We were asked to paint "a tea cup"! Here's my work in progress... ;) It's a Green Tea cup. (notice the green "t") It's signed and framed now!
Thank you, Peter (and Team!) for a wonderful and inspirational afternoon! I already treasure the experience!
Thornburg Center Validation
Enthralled, as I listen to Jim talk about how pervasive robotics and engineering are in our lives - in ways we don't even notice, I realize how connected my vision is to STEM.
No, I'm not a scientist. I don't invent new technologies. I'm not an engineer. I'm not a mathematician. And yet, I - and my students, my children, my parents, neighbors, you - are all consumers of these in nearly every moment of the day - and the night. We carry robotics within our cell phones and utilize them in our cars. The dryer, the fridge, my TiVo, this blog, the heart monitor watch Dad wears, and... it's all robotics and engineering and computers and machines.
As I think about what Jim is sharing, I watch my own thoughts of redesigning education connect to the concept of TRANSdisciplinary education!
NEWSFLASH: Jim shares a picture of two middle school girls being TAUGHT by two high school girls who are HIRED to TEACH as MENTORS.
Lack of transference of wisdom and knowledge is a major crisis as we watch baby boomers retire without a surplus of incoming workers. Sounds to me like we're missing the apprentice or mentor relationships in our general work force population.
Thoughts as Jim talks:
Rigor = old knowledge. If we really want to increase rigor in our schools, perhaps we ought to be seriously considering the mentor relationship. Hmmm.
Relevancy = application between the past, present and the future.
Relationships = systems.
Ahupua'a = Integrated holistic systems. (Hawaiian culture of sustainability refers to systems as "Mother". You have to build sustainable systems to build culture and connections.)
Ho'ohanalima = learning by doing. Hmmm. Action research based on a self-directed, mandated mission for social connection and sustainability of community.
TEAMS: Technology Engineering Arts Math Science
I AM on the right path.
No, I'm not a scientist. I don't invent new technologies. I'm not an engineer. I'm not a mathematician. And yet, I - and my students, my children, my parents, neighbors, you - are all consumers of these in nearly every moment of the day - and the night. We carry robotics within our cell phones and utilize them in our cars. The dryer, the fridge, my TiVo, this blog, the heart monitor watch Dad wears, and... it's all robotics and engineering and computers and machines.
As I think about what Jim is sharing, I watch my own thoughts of redesigning education connect to the concept of TRANSdisciplinary education!
NEWSFLASH: Jim shares a picture of two middle school girls being TAUGHT by two high school girls who are HIRED to TEACH as MENTORS.
Lack of transference of wisdom and knowledge is a major crisis as we watch baby boomers retire without a surplus of incoming workers. Sounds to me like we're missing the apprentice or mentor relationships in our general work force population.
Thoughts as Jim talks:
Rigor = old knowledge. If we really want to increase rigor in our schools, perhaps we ought to be seriously considering the mentor relationship. Hmmm.
Relevancy = application between the past, present and the future.
Relationships = systems.
Ahupua'a = Integrated holistic systems. (Hawaiian culture of sustainability refers to systems as "Mother". You have to build sustainable systems to build culture and connections.)
Ho'ohanalima = learning by doing. Hmmm. Action research based on a self-directed, mandated mission for social connection and sustainability of community.
TEAMS: Technology Engineering Arts Math Science
I AM on the right path.
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