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When someone deeply listens to you
it is like holding out a dented cup you've had since childhood and watching it fill up with cold, fresh water. When it balances on top of the brim, you are understood. When it overflows and touches your skin, you are loved. When someone deeply listens to you the room where you stay starts a new life and the place where you wrote your first poem begins to glow in your mind's eye. It is as if gold has been discovered! When someone deeply listens to you your bare feet are on the earth and a beloved land that seemed distant is now at home within you. -John Fox
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"If you can't explain it to a six-year-old, you really don't understand it yourself." - Richard Feynman. Now there's a standard for teaching!  This episode totally picked me up at lunch this week. Interviews with middle schoolers, educators, and thinkers. Inspiring!   How can we make TPEP our own? A collection of guidelines that inspire us, rather than scare us into compliance?
Take Learning Targets for example. We're supposed to clearly state the learning target at the beginning of the class, provide activities that teach toward that target, and then review the learning target at the end. But here's how I see it...every one of us already does that, but we do it in our own unique way! What if instead of reinventing the wheel and letting TPEP dictate how we teach, we started by reflecting on how we already, naturally use the concept of learning targets? One teacher might explicitly say to their kids "Today we're going learn to use X brush strokes used by Picasso's in 1910," while another teacher might ask kids to log onto the class website and read the day's lesson plan, which outlines the purpose of the lesson. Two different strategies, already in place. No need to start from scratch just because TPEP says so. Then, of course, we can tweek things to fulfill the requirements, or document appropriately, but the foundation comes from who we already are as teachers. That way TPEP provides an opportunity to celebrate (and document) the amazing things we already do as teachers, plus it offers a few new ideas to help us grow and improve our classes. Rather than a bunch of rules we are forced to follow, it becomes a set of guidelines meant to inspire us. Please share other ways you think we can use TPEP to inspire our teaching practices! Teachers, it's time for the Home Stretch! This article shares excellent tools for communicating more peacefully and effectively with colleagues (especially as the stress of testing and end-of-the-year stuff piles up!) Enjoy!   I've got a crazy idea - every staff meeting, let's share our wins teaching the tough kids. Those failing kids who struggle with academics or behaviors, those kids that drive us batty. Whenever we break thru, or connect in even the smallest way, let's share that with each other. We'll fill our tool boxes and our spirits. I'll go first... At my school we talk about Bill in nearly every PLC. He's mildly autistic, smart, and stubborn. His typical approach to the school day is to sit there and do absolutely nothing. Bump on a log! And our well-intentioned chats about him generally go nowhere. None of us know what to do to help him. But I think I just found a crack in his armor... He's in my piano class, and most days he just stares at the ground. But I also noticed that he sometimes wanders the room straightening music stands, closing cabinet doors, and neatly arranging chairs. So when I started to get mad at him on Wednesday for doing nothing, a light bulb went on. I have this wall of about 30 ukuleles in my room, and they are held in place by these little wooden pegs with rubber bands at the end so they don't slide off. Trouble is, the rubber bands are always getting old, cracking, and falling off. Why not ask Bill if he'd like to help fix the rubber bands? To my thrill, he said yes! As he was busy twisting on fresh rubber bands, he said to me "too bad I won't get participation points for this." And I happily responded, "sure you will. This is very helpful work you're doing!" I figure, anything to draw him into the class, no matter how small. But the real proof came the next day, when Bill showed up, sat down at his piano and started playing. He still had his share of shut-down, but he actually chose to participate a little. The bump on the log moves!
A principal I know uses this poem as a prompt for reflection with his teachers. Every day we choose between feeding the bad wolf or the good wolf! Which one leads to a more fulfilling life?
Two Wolves An old Cherokee told his grandson, "My son, there is a battle between two wolves inside us all. One is Evil. It is anger, jealousy, greed, resentment, inferiority, lies, and ego. The other is Good. It is joy, peace, love, hope, hum- ility, kindness, empathy, and truth." The boy thought about it, and asked "Grandfather, which wolf wins?" The old man quietly replied, "The one you feed." -author unknown I was thrilled when Coach Training World asked for an interview! I think it's a solid window into my work as a coach helping teachers thrive - Please share with all the teachers you know!  Rumi sure nails my experience as a teacher!
The Guest House "This being human is a guest house. Every morning a new arrival. A joy, a depression, a meanness, some momentary awareness comes As an unexpected visitor. Welcome and entertain them all! Even if they’re a crowd of sorrows, who violently sweep your house empty of its furniture, still treat each guest honorably. He may be clearing you out for some new delight. The dark thought, the shame, the malice, meet them at the door laughing, and invite them in. Be grateful for whoever comes, because each has been sent as a guide from beyond." ~ Rumi |
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