As I finished putting her together, I thought, “She looks pretty good, not perfect, but pretty good.” Since my inner critic was in a talkative mood, I engaged. “True, but is perfection the goal?” I wasn’t being sassy. I was genuinely inquiring. We were both quiet for a bit.
Then I noticed the words “think of all the beauty.” I didn’t specifically pick them to be part of this piece. They fell out of my box as I was choosing other things. But, I noticed them. And, I let them speak to me. Once they spoke, I knew they were the answer, and I knew I had to figure out a way to include them in this piece.
That’s the goal. Think of all the beauty — in art, in life, in ourselves and others. Think of all the beauty.
Learn, be, create, enjoy, and think of all the beauty. Notice it. Acknowledge it. Accept it. Celebrate it. And, preach it.
So, my art and I sit here and preach on. Think of all the beauty.
I embarked on some spring cleaning the other day. To my delight, amidst the piles of things to go through, I discovered a few Barnes and Noble gift cards. The best part is, they still had money on them!!! (By the way, are you wondering why I’d be delighted to find a gift card with no money on it? I wouldn’t be as delighted as I am now, but I’d be happy, because they are nice substitutes for palette knives, and they’re free!) The cards had enough money on them that I was able to buy a cooking magazine for my mom, a magazine about Johnny Cash for my dad, and a Keto bread baking book for my brother. Today I bought some ingredients we needed to make wheat free keto bagels! Can you say “Oh, my, GOSH!?
But I digress.
This is what I bought for myself.
The cover gave me a great idea of how to combine two art projects into one that I think will have my Kindergarten artists quite enthralled. But, the inspiration doesn’t end there. There’s a ton more inside, along with — like it says — artist papers and interactive pages. How can you contain yourself? Go buy it now! And, alas, no, I won’t get a commission if you purchase this magazine. I just think it will make you happy, and give you ideas for more creativity and art in your life, and that would be fantabulous.
After flipping through the book, I marked a few spots with paper clips, and set to work on a project of torn paper collage. This particular collage was small in scale, and relatively simply in form. The artist used one set of torn paper to create a background, and then another to create a person in the foreground. Her work was amazing, and her paper choices were great – one particular choice made me laugh out loud it was so awesome.
After reading her instructions, and studying her work a bit more, I pulled out my paper stash, and began picking papers I might use in my art. For my background, I chose papers with text from a handwritten and printed. I allowed my choices to be a combination of purposeful and random. I moved the papers around until I was satisfied with the layout, and pasted them to my base.
I went back to my stash to find the papers I wanted to use to create the image of the girl. I picked out a few different ones, placed them next to one another, and imagined them as the various parts of the girl. I ripped a few and tried them again next to one another. I rejected some as others came together into a pleasing semblance of face, hair, and body. I looked at my compilation from various angles. I re-ripped and re-placed. I added my own twist to the form of the girl so that I could see words I had purposefully chosen to have in the background. I lost track of how many times I said, “Hmmm, I wonder … ”
Finally I got to a stage that was photo-worthy. I want to remember how I placed her so as not to lose that inspiration as I continue to think. I’m loving the way it looks now but I’m also pretty sure there is more to come. This stage is lovely, but it’s also a bit safe. There’s a lot of wondering and thinking I’m going to have to test out before adding it to my work.
Do I want to do an acrylic wash on the background? Do I want to add a color to the edges of the ripped pieces making up the girl? What color? What facial features do I want to add? Do I want to keep it as a card, or cut it and frame it?
I shared this image with a friend. She said, “You’re so talented” Then, she chuckled and said, “How come you’re so talented?” She’s the second person to tell me how talented I am in as many days. I should probably take it as a sign to embrace, accept, and celebrate the talent I have been given. And yet, at the same time, I want to point out that I don’t think I’m that much more talented than anyone else.
What I am is super willing to try, and try again and again. I sit with things, look at them, take them apart, and wonder about what I notice. I love to play. Sometimes I play just for the fun of it — not noticing anything I learned until later. Other times I play in order to discover if there are new ways to do things, or ways to synergistically combine things, or ways to switch things up to make something even better.
So, am I talented? Yes. Am I crazy talented more than everyone else? No.
Everyone is creative and artistic — yes, even you! And, everyone can be more creative and more artistic. You just have to take a breath and give it a go. Put in the time, the thought, and the energy. Have fun, play, and trust the process.
The other day my Kindergartners and I were all feeling a bit out of sorts. All manner of things seemed to be wrong in our bodies, minds, and hearts. It seemed to be a steady stream of young ones coming to me to say (among other things) “My head hurts. My nose hurts. I miss my mom. I miss my dad. She was sassy to me. That was mean. I can’t do it. I’m tired. I don’t feel good. My belly hurts.” Their hurts and wonkiness were poking at all my hurts and wonkiness.
I realized we all needed a moment to regroup, and hopefully find a bit of ease and release from this ick that seemed to have settled on and in us. So, before we did anything else I said, “Hey Kindergarten!” They responded “Hey Miss James.” as they each did their best to give me their eyes, ears, brain, and body. Looking around and making eye contact with each one, I continued. “I’ve been noticing that a lot of us aren’t feeling so good. Would you be willing to do a little breathing with me?” We do breathing, mindfulness, and mindful movement with some regularity so it wasn’t a totally unusual request. They were willing.
We took a moment to become aware of our breath, to find a comfortable seat and a comfortable place to rest of our hands. I asked them with each inhale to imagine breathing peace and ease into any spot in their bodies, minds, or hearts that felt less than good — maybe it felt tight, or painful, or just kind of wonky or icky. Then I asked them to imagine exhaling the ick with each out breath. “Perhaps,” I suggested “you might imagine the pain or difficulty turning into sparkles or beautiful flowers as we exhale.” After we took a few breaths like this, I asked them to shake their arms and hands, imagining the last bits of ick, coming off their fingertips like glitter.
I’m not sure what I said as we finished, but one sweet Kindergartner with ginormous eyes, looked at me and said, “But it’s just our imagination, Miss James.”
I hesitated for just a split second, and said “You are absolutely right! It is our imagination. But, our imagination is amazing, and powerful, and beautiful.” Those big eyes were locked with mine, and I know all the others were watching and listening intently. “Our imaginations are powerful. They help us believe in ourselves. They help us do things we didn’t think we could do. They help us have fantabulous ideas of things to create, and make, and do, and say. Our thoughts make a difference!”
I could tell she wasn’t completely convinced so I mentioned something I knew they would all understand. “Have you ever been afraid at night? Have you ever imagined there’s something scary in your room? It seems so real, right? And the more you imagine it, the more real it seems. Even when your parents come and show you every thing is good and you’re safe, sometimes your imagination is still talking to you, making it hard to believe them.” There were nods of agreement. I continued, “Well our imagination is just as powerful for good things, too! When we imagine the pain and ick and wonkiness leaving our bodies, minds, and heart, sometimes it helps it to actually leave.”
As I drove home that day I was thinking about how amazing it would be to be able to figure out a way to teach the Kindergartners about the power of their brain, their thoughts, their imagination. I wanted to teach them about the connection between our brain and our bodies. I wanted to figure out ways to teach them about the fact that our brains have a tough time distinguishing between what is happening to us, and the stories we are telling ourselves.
As I was brushing my teeth that night, I noticed this magnet. It’s been on my mirror long enough for it to have lost some of it’s umpf. But this night I read it with the conversation fresh in my mind.
Yes! Practice. We must choose to believe, and we must practice. We must use our imagination to help us believe “impossible things.” The world is in great need of belief in impossible things — or, maybe it’s just me. Belief that God loves me, is with me, is working for my good — even amidst the craziness of life these days. Belief that I am making a difference, every day — even when I don’t feel it. Belief that I am deeply loved — even to the extreme that I read in a saved note from a dear friend “Everybody loves, Molly.” Belief that life is good, all is well, and all will be well. Belief that hope, and faith, and joy, and peace, and beauty is possible.
I’ve moved the magnet to my side table. I look at it and remind myself — yes, life is tough, yes, it’s not easy to believe all those things or a myriad of other “impossible things.” But, it is possible!
So, like the Queen in Alice in Wonderland, I’m practicing my positive, hopeful, faith-filled thinking — believing as many as six impossible things before breakfast as often as I remember. I’m trusting it will rebuild the muscles of my faith, my trust, my joy, and my relentlessly positive mindset.
Then, after breakfast, I’m imagining, believing, and affirming way more than six impossible things for all those in my learning space.
Yes, you can read! Of course you can do it. Try. What do you think? Yes, you absolutely can add those together. The monkey bars? Yes, you can do it. Imagine it happening. Close your eyes. See yourself doing it. Now give it a go. I know you’re afraid. That’s ok. Do it anyway. Yup. I’m right here. Nope. You don’t need my help. You can do it. Didn’t do it yet? It’s ok. What did you learn? Can you try again? You did it!
Look at the book I got in the mail. I’m super excited!
The d.school website says the book is “full of unconventional and practical ways to help you bring creative approaches to any challenge you face.” How cool is that? I wish I were on sabbatical, so that I could immerse myself in what seems like amazing fantabulousness. But, sabbatical or not, I’m gonna experience the fantabulousness one way or another.
I read through the table of contents the other day and decided to jump in with assignment number 46 – Micro-Mindfulness Exercises. The micro-mindfulness that struck me was mindfulness of doors. The suggestion is that we take a pause and a breath — however brief — as we walk through doors.
Sounds easy doesn’t it? Turns out, it’s not. I’ve been thinking about it, planning on doing it, for days now. I walk through TONS of doors as an educator. Some days it seems I am constantly walking through doors. Of the million times a day that I go through various doors, I think I have stopped to pause and breathe, twice. I exaggerate the million, but the 2 pauses and breaths is quite accurate.
As I do with my students when we practice mindfulness together, I’m taking the time to ask myself some questions:
Why aren’t I pausing?
.Are my mind and body in the same space, or am I rushing through the day, thinking of the next moment, the next task, the next thing?
Might it be that I’m not rushing, but at the same time that I’m not totally present?
What might I learn about myself, my day, my pace, my breath, my mind, as I notice how difficult this is for me to accomplish?
How did it feel to take the pause and the breath the two times I did?
How might I — if I want to increase my mindfulness, my pause, my breath, my reflection, my peace — help make the pauses and breath possible? How might I remind myself to pause, to breathe, and to be present?
It’s so very interesting, that even failing to accomplish the mindfulness of doors, has brought a bit more mindfulness into my life. It’s beautiful, because it’s about the process and the mindfulness. It’s not so much about the pause and the breath at each door — though they would probably be a gift.
So, I continue to aspire to mindfulness of doors, and as I live and pause and breathe — or not — I will continue to reflect.
I’ve been having a difficult time in one of my relationships. I’ve felt frustration, anger, disbelief, and annoyance. We need to figure out a way to resolve our disagreement, find a way to coexist, and even more so, to be our best selves together. So far, we haven’t found that sweet spot.
Yesterday, so tired of the discord and associated feelings, I remembered the loving kindness meditation practice. I pulled out my Breathe For Change manual to remind myself of the statements they suggested, and began.
I placed my hands on my heart, and connected to my breath. I used my imagination to create a space of warmth and love, where I could see myself — and even experience myself — as being safe, well, happy, and loved. I sent myself the loving kindness wishes: “May I be happy. My I be healthy. May I be safe. May I be free.” I stayed in the space for a bit, repeating the words, seeing it in my my mind, feeling it in my body, and expressing it on my face.
Our brains and minds are incredibly amazing and complex things. They allow us to imagine, create, and feel things — even things that may be different from our current reality. And, unbelievably, our brains don’t know if we’re actually experiencing it, or simply thinking about it. Years and years ago, I started saying one of Thich Nhat Hanh meditations “Breathing in I calm my body, breathing out I smile. Living in the present moment. What a wonderful moment.” It’s amazing, when I am feeling a bit off, how the simple act of smiling seems to release happiness chemicals into my brain.
So back to the loving kindness meditation.
The B4C folks added a level of imagination which I find to be fantabulously helpful. “Imagine a door opening at the bottom of each foot, and breathe whatever is not helping you out through those doors.” It’s so funny, my doors aren’t always the same doors. Sometimes they are large and grand, sometimes shaped like a hobbit door, sometimes tiny little things. I’m not sure why. But, they are always beautiful, and the thought of opening them to release the ick brings me joy.
So, I opened the doors in my feet, and imagined various things that weren’t helping me. Some of them flew out easily and seemed to become tiny flowers as they left. Other things got caught in the corners, and needed a bit more encouragement to leave.
Then I brought to mind the person with whom I’m experiencing the difficulties. I imagined them in my minds eye, and began the loving kindness meditation. First I reminded myself that, just like me, they want to be happy, safe, healthy, and free. Then I sent them loving kindness. “May you be happy. May you be safe. May you be healthy. May you be free.” I repeated it several times imagining myself actually saying it to them, and imagining them experiencing all those things.
Will this make our difficulties go away? Probably not. Will it change my brain and how I respond to this person? Will it bring me more peace and less of the angst I’ve been feeling? Will it help me to be my best self? I hope so, and I trust in the science that assures me it will.
So with another breath I use the power of my creativity to imagine possibility. With each breath, each thought, each moment of loving kindness, each choice to hope, I will bring what is possible to life.
My brother just hipped me to the concept of Intent-based leadership. He sees value in adding it to our coaching practice. It sounds promising so I’ve started watching the plethora videos he suggested. As I watch I have to say I agree with him, and I’m thinking — “Wow! This isn’t just a good idea for our fencing team, this would be great to share with my Kindergartners!”
Intent-based leadership looks like another awesome way for my Kindergartners to grow in their CASEL 5, as well as, academic excellence and joy. It will encourage my students to think about what they know, what they don’t know yet, what they’re doing, why they’re doing it, and what and how they’re learning. My hunch is it’s going to be a powerful tool in the classroom.
Intent-based leadership was developed by L. David Marquet, while a Captain in the US Navy as a Commander of the nuclear submarine Santa Fe. Two quotes on his website hooked me! (I’ve adapted them for the classroom.)
Imagine a school (work place) where everyone engages and contributes their full intellectual capacity. A school (place) where people are healthier and happier because they have more control over their work – a school (place) where everyone is a leader.
Teaching (Leadership) is communicating to students, colleagues, and parents (people) their worth and potential so clearly that they are inspired to see it in themselves.
How fantabulous is that? I’m still exploring and pondering, and there are a gazillion good ideas to consider, but here are five of my “OH!” and “AHA!” moments regarding using intent-based leadership in the classroom
#1 There isn’t one source of power, information, and leadership on the nuclear sub or in our classroom. Students and teachers share in the responsibility of learning and growing a fantabulous classroom community.
Do I have a lot of information as the teacher? Yes. Do I bear a large portion of the responsibility? Yes. Do I have a considerable amount of power? Yes.
However, do I have all the information as the teacher? No. Do I have all the responsibility? No. Do I have all the power? No. My students also have a considerable amount of information, responsibility, and power.
My Kindergartners are knowledgeable about many things — they understand what they love, what motivates them, what they think they know, what they think they don’t know, what they actually know and don’t know, what’s going on with them and their friends, what’s going on at home, and so much more.
Ask any of my students if they have any responsibilities in our classroom. Each will say yes. They have class jobs. They are responsible for how they behave, what they say, what they do or don’t do. It sometimes takes them a bit to realize just how responsible they are. Here’s a common conversation.
Student: “My mom forgot to put my folder in my bag, Miss James.” Me: “Your mom forgot to put your folder in your bag? Student: :Yes.” Me: “Whose folder is it?” Student: “Mine.” Me: “Who forgot to pack it.” Student “My mom.” Repeat until …. Me: “Who forgot to pack your folder?” Student: “Me?” Me: (with a big smile) “Yup! Hope you remember tomorrow!” The folder always makes it in the next day.
My students are strong, rich, and powerful. Some understand that and use it well. Others don’t realize the power they have. Still others know they have power, but don’t always use it in the best way. I’m eager to help them recognize, embrace, and use their power well. The fantabulous humans in my Kindergarten and I are going to have a remarkable leadership journey together this year!
Our classroom community will flourish when we all co-exist as bearers of knowledge, responsible classroom citizens, and powerful leaders. As we step into our leadership opportunities, listen to one another, reflect upon what we hear, and value one another’s ideas, my Kindergartners will begin to blossom. They will experience and understand themselves as valuable and essential partners in our classroom community and in their learning journey.
If David is correct — and all the data suggests he is — this will reduce tension in the classroom while increasing productivity and happiness.
#2 It’s valuable to know what you intend to do, why you intend to do it, and how you intend to do it. There are times my students need to do what I tell them to do. But there are other times when they are able to choose between various options. It would be amazing for them to be able to choose based on what is most valuable and helpful to themselves and their learning.
For instance, in reading they might listen to reading, read to someone, work on writing, or do some word work activity. How do they choose what to do? Do they simply follow a schedule I set up for them? If so, then they intend to follow directions. There is value in following directions that is true, but there are also times when it would be good for me to allow them to decide what they intend to do.
For instance perhaps they intend to — share a favorite book with a friend, or listen to reading so as to learn about snakes, or do word-work so they can learn their sight words and thereby grow as a reader. How awesome is that? They understand why they are doing what they are doing, and are working with intrinsic motivation.
I want them to know that even if they haven’t received specific directions from a teacher, they can still do wonderfully productive and fantabulous things. I want them to be confident in their ability to think, reflect, and make good decisions. And, I want them to actually make those good decisions.
This will require a good deal of trust on my part. I will need to trust myself, my students, and the process. And, I will have to be willing to take it one step at a time.
I know I will need do a good bit of frontloading, modeling, and scaffolding. We will have to build relationships, trust, and skill. There will be many discussions: What are we doing? Why are we doing it? What did we experience? What do we want to experience? What did we learn? How did we learn it? When might we do that again? Is there anything that might work better?
The process feels incredibly daunting, and, at the same time, amazingly powerful and exciting.
#3 Student: “I intend to …” Me “What am I thinking right now?”
When my students tell me what they are motivated to do, and what they intend to do, it will be important for me to engage in conversation with them. Sometimes it might be — tell me more. Sometimes it might be “What am I thinking right now?” These questions allow my students to take ownership of themselves and what they intend, while at the same time having the benefit of my thoughts, experiences, and sense of things.
Some of the things I’m thinking might be: Is it safe? Convince me that it’s safe. Is it productive? Convince me that it’s productive. Is it the right thing to do? Convince me that it’s the right thing to do. Is it kind? Convince me that it’s kind.
This type of exchange is a learning experience for my students and myself. I get to learn what they’re thinking, and why they’re thinking it. I discover areas that aren’t clear to them and that might benefit from greater explanation or experience. They get to think through the process, consider their actions, and remember the purpose of the particular learning moment.
Again, I’m struck by the enormity of the process. And yet, if my goal is to begin to help my students become their best, most brilliant selves, I must take the chance. If I hope to help create not just students who can do what I ask them to do, but humans who can make good decisions and impact themselves and others in powerful ways, then it’s time to give it a go.
#4 We are all leaders and all followers
This isn’t about anarchy. We are all leaders, and all followers. We cannot just choose to intend to do something that is against the guiding principles of the organization. We choose to be part of the organization — in my case, my students’ parents choose to have their children be part of our classroom community. After making that commitment there are certain ways we must comply. For instance we must do our best, be kind, and treat each other with respect. There are other ways we can exercise our leadership and creativity. It’s always about learning and growing and being our best possible selves as individuals and a community.
#5 You can do it, *Molly (*Insert your name here.)
In one of the leadership nudges, David suggests we use our name when encouraging ourselves. Instead of “I can do it.” I would say “Molly, you can do it.” At first it feels a bit silly, but after trying it, I like it. David posits that using the third person way of speaking to ourselves puts us in a bit of a less emotionally charged space. I experience it as though a kind friend is giving me the encouragement. I’m definitely going to suggest it to my Kindergartners. I think it will be valuable, and be worth a few chuckles.
So, there you have it. I intend to embark on the profound journey of intent based leadership with my Kindergartners this year. And, I intend to have a fantabulous year together. Wish me luck!
Here’s a bonus nugget so you can get a feel for intent-based leadership from David himself. The three name rule. I’m thinking about how to incorporate it into our classroom community.
Social and emotional learning (SEL) is an essential part of living and learning. The Collaborative for Academic, Social, and Emotional Learning (CASEL) has 5 core SEL competencies, called the CASEL 5 – self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
According to CASEL, the social emotional learning that happens as we develop and use these 5 core competencies “is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”
I don’t know about you, but I think that list of outcomes is spectacular! I read it and say, “Oh, yeah. I want that!” And, I don’t just want that for myself. I want it for my family, my students, and gosh, for the world.
I’m always looking for ways to enhance the SEL in my classroom. My question is always how to most effectively and efficiently give my students agency over their own SEL. I think I’ve found an answer in intention setting.
We talked a lot about setting intentions in our B4C training. We considered: How do I want to show up? What do I want to notice? What emotion do I want to cultivate?
Sometimes our instructors would invite us to join them in a particular intention. At other times they would encourage us to take a moment, and then set our own intention for our practice, or our time together. As I set intentions, I noticed myself using the CASEL competencies.
Self-awareness and self-management: What am I feeling/thinking? What did I hope to feel/think? What do I need? What might help me reach my goal?
Social awareness: Who is around me? How might I influence them, and them me? How do I want to show up in relationship to them? How might I grow?
Relationship skills: How might I show up as a leader, speaker, listener, and/or collaborator?
Responsible decision making: Might I increase my curiosity, courage or kindness? What is my role? Might I think more critically, more creatively? What is happening today? How does all of this impact my decision of how I might show up?
My best intention setting happens when I am present to myself, others, and the moment. I’m able to breathe, notice, think, and choose an intention that actually helps me to become the person I want/need to be in that moment in time. Sounds too good to be true, doesn’t it? But, I tell you it’s true. Our minds are incredibly powerful, and our thoughts, emotions, mental images, and inner talk actually shape our brains, our experiences and our very selves. There’s tons of research out there if you’re interested. Here’s one article from Stanford News on the ability of our minds to shape our reality.
I definitely want to share the practice of setting intentions with my Kindergartners.
I imagine the power my Kindergartners will experience as they decide how they want to show up — kind, brave, happy, curious. I am sure there will be lots of modeling, lots of inviting them to join me in an intention, and lots of conversations about our intentions. We will have opportunities to share our intentions. We’ll wonder and talk about how it might look for us to live our intentions to be kind, or to be a good friend, or to be brave. At other moments we’ll check in with ourselves and each other to recall our intentions, reset them, or simply celebrate remembering that we set an intention. We might explore what happens if we set an intention and then forget it, or don’t actually do what we intend. It’s all part of our SEL and growth as our best selves.
I’m super excited to begin this work with my Kindergarten colleagues. My intention is to honor them as capable human beings, and give them tools they can use now and in the future. I’m hopeful this supported agency and growth in the CASEL 5 will empower them to be more self aware, more mindful, and more in charge of themselves and our classroom community.
I believe in the goodness and ability of my Kindergartners, and I believe in the power of this process. I know that there may be times I will need to intervene, so I will of course, remain in the mix. But, my plan is to remain more as a lead learner and model, rather than an arbitrator of all things necessary. I’m confident we will experience a positive difference in our classroom community – socially, emotionally, and academically.
My fingers stand poised above the keyboard, waiting for directions from my brain. For many moments, nothing comes. It’s not that my brain has nothing to say. It’s almost as though it has too much to say. So I wait.
Perhaps it will help to say it again. OH.MY.GOSH! Yes, somehow saying it again has helped.
So. This happened just a few days ago.
I graduated the 200 Hour Training Intensive with Breathe for Change!
I am a certified SEL facilitator and (200 hour) yoga teacher.
How amazing is that?
It’s very amazing — not just because I graduated, but because I learned, I did, I experienced, I grew, and I glowed. It’s amazing and fantabulous how much I did of each of those things. Here’s a bit of what I gleaned and want to remember for my life and my teaching practice.
BE AN UNAPOLOGETIC HUMAN CRUISING ALONG WITH AND TO GRACE Be kind. Be your best self. Show up knowing that there is grace and goodness in each moment. Apologize for being unkind, don’t apologize for being human. Did something touch you and you were overjoyed? Live it. Were you overwhelmed — enough for tears to flow? Experience it. Being alive is a huge gift. Honor who you are, and be open to greater transformation and grace.
Wouldn’t this be an amazing lesson for our students? I imagine things like: Don’t apologize when you make a mistake or don’t understand something. Notice it, accept it, learn from it, use it, but don’t apologize. Celebrate the struggle. Celebrate being willing to say “I don’t get it.” Celebrate the learning. And also perhaps, start noticing the things for which we should apologize and the new ways we want to show up.
THERE IS POWER IN MY BREATH, BODY, MIND, AND BEING It’s amazing how powerful simple things like noticing my breath, and accepting it can be. As I practiced mindfulness with my breath, I noticed myself becoming more aware and mindful in other ways. Just yesterday I was outside and thought, “Have those flowers always been there like that?!?!” It was as though I saw them anew. It was wild.
As I experienced the power of the mindfulness practices, I kept thinking — “Oh.my.gosh. I want to share this with my students! How amazing and empowering would it be for them to experience and embrace the power they carry around with them every moment of the day!”
SHOW UP – MAKE MAGIC Show up as your best self in each moment. Even if it’s difficult — and it’s often difficult.
Isn’t that a great message to share with others? “Yes, showing up is hard. I get it. Sometimes it’s hard for me, too. It doesn’t mean you’re not good enough, or you’re doing something wrong. It just means some things are difficult.”
I’m thinking of my Kindergartners as they walk into school the first day. It’s a gigantic struggle for some of them. Sometimes it’s a struggle for their parents, too. I wonder how it might feel to have somehow say “Yup, it’s hard, no doubt about it. But guess what. You did the hardest part! You’re amazing, and fantabulous, and super brave. You showed up. You came in. I’m so glad you did. I can’t WAIT to see what kind of magic we create together today, and every day!”
CREATE A PROCESS AND SELL IT I laughed as I decided on the heading for this section. Sell it sounds so anti-mindfulness and yoga, and yet, I still like it.
Sell it! Help others buy into the process. Use language that conveys the beauty and power of the process. Allow your emotions to express more than your words might express on their own.
The B4C trainers said things like, “I can’t wait to share this incredible process with you.” or “This is my favorite form of meditation. I’m so excited for you to try it.” Their excitement and conviction, made a difference. It heightened our interest level, and encouraged us to about take risks and give it a go.
I’m always doing my best to use my language, emotions, and behavior to rock the peace, positivity, and possibility vibes in my learning space. Intentionally and regularly selling the process and product of learning is a perfect addition to my teaching practice.
I really like the idea of being clear about my excitement and enjoyment of whatever I’m presenting. This also means I need to be assess my process and product. In order to share my excitement, I actually have to be excited. If I’m not excited, why am I teaching it the way I am? And, if I am excited by it, then, yes, share the love!
I CAN CREATE AND HOLD SPACE – LET ME MAKE IT GOOD SPACE The B4C training was an incredible 6 weeks of creating and holding space for ourselves and each other. The affirmation, joy, and love were palpable and powerful. From the first welcome “Hello fabulous educators!” to the graduation goodbye — “”You matter! We love you!” B4C spoke to us about how they saw us. They spoke to us about who we are. They spoke to us about how they want us to see ourselves. Amazing isn’t it?
Teaching is about so much more than the information I’m sharing or the activities we’re doing. It’s even more than the thinking and creating. Teaching is about helping others to see and know themselves as the amazing humans they already are, and the even more amazing humans they are becoming.
Imagine starting your very first class — or each one of your classes — with this statement, “Hello fantabulous learners. I’m so glad you’re here. I can’t wait to share this incredible thing with you!” Now imagine ending it with “Wow! Look at all you’ve done, and learned! I’m going to open some space for you. I’d love to hear how you feel, and what you think …”
Talk about transformational!
So, yes! OH.MY.GOSH! The B4C Wellness, SEL, and Yoga Teaching Training is amazing. I’m so glad I took the risk and did it. It’s been transformational.
I’m finally taking a moment to write. As I sit wondering what to share, the sweet smell of freshly cooked waffles is finding its way into my space. “Mmmm, waffles.” quickly becomes “PIE! I can share another piece of PIE!” I hope you’re hungry, and ready to enjoy a delectable piece of PIE – Picture-book Inspiration and Encouragement.
Today’s PIE has been baked by the talented Skye Byrne and Nic George – The Power of Henry’s Imagination. The ingredients in this delicious PIE #4 are Henry, Raspberry (Henry’s beloved stuffed rabbit), Henry’s grandpa, the mailman, love, and the incredibly flavorful ingredients, Henry’s imagination and creativity. Henry and Raspberry do everything together — until the day Raspberry goes missing. Henry can’t find Raspberry anywhere – and no amount of looking seems to help. Henry’s grandpa tells him there’s only one thing to do — “Imagine Raspberry is with you!” Clearly, Henry and his grandpa love each other very much. So, given the advice, Henry does just that.
The illustrations in the book are lovely. They’re a delightful mix of photographed items and hand drawn images. The illustrations and wonderfully crafted words encourage us to imagine along with Henry — and perhaps into our own lives. The Power of Henry’s Imagination is a beautiful story, and a scrumptious piece of PIE just begging to be shared.
Henry’s imagination is awesome — and as the title suggests powerful. For me, what makes it so powerful is his willingness to enter into the process. He doesn’t just sit and think about Raspberry, he goes about his days as though Raspberry is with him. Raspberry and Henry go on adventures together. Henry goes on the adventures in the physical world. Raspberry adventures through Henry’s mind, heart, and imagination. These imaginative experiences brings joy, peace, and much less fretting into Henry’s life. It’s amazing, really.
Perhaps as you’re reading this you’re thinking. “Oh, come on. This is a made up story, and it’s about a kid and his stuffed toy. What does this piece of PIE have to do with me in my life?” It’s a good question — especially when the situations we find ourselves in often feel more real, more important, more fraught with anxiety and possibly dire consequences than the simple losing of a beloved toy.
Amazingly enough this piece of PIE has a LOT to do with us and the situations that cause us to feel things like worry, stress, anxiety, fear.
The neural pathways of our brains are strengthened by use. The ones we use the most transmit information the fastest. If you’ve ever hiked, or spent time by water you’ll recognize this phenomenon. The paths that most people walk are cut deeper, and are easier to notice and follow. The ones that are less traveled — by humans, animals, or water — are harder to find, and following them is much more difficult and time consuming. So, if we spend a good bit of time fretting, reminding ourselves of our fears, or the things that cause us to feel worried, those are the neural pathways that get strengthened and become easier to to travel. Happily that is also true of the pathways that might bring us joy, peace, and ease.
Our imagination and creativity — much like Henry’s — are remarkably powerful. The essence and power of imagination and creativity is the ability to bring something new into existence — new thoughts, new ideas, new emotions, new things. We imagine what is possible — or perhaps, we open our minds to the possibility that something else is possible. Noticing a new possibility, we choose to believe — crazy as it may sound — that this new thought, reality, option, item, emotion, possibility might be able to become a reality. Then, we open our hearts, minds, and lives to this possibility, and actively work with our creativity to bring it into existence.
For instance when I’m feeling anxious, I entertain the possibility that I can feel peace and joy — even in the midst of whatever is causing me to feel anxious. Then I work to make the possible real. I might become aware of my breath, my emotions, my thoughts. Deepening and slowing my breath is a physiological way to ease my feelings of anxiety. Bringing a smile to my lips and recalling a time I was, or a way I can be, calm, peaceful and happy, begins to allow my anxious feelings and thoughts to dissipate. The smile, and my imagination begin to feel and be real. Might there still be a reason to be anxious, sad, whatever I am experiencing — yes, of course, but my imagination is allowing me to create space, to create possibilities for moments of peace and joy. And as I do so, my brain is creating those neural pathways. It’s a remarkable thing.
And, it’s not just imagination creating thoughts and emotions — powerful as that might be. It’s also imagination creating ourselves — or perhaps allowing ourselves to see the possible and to begin to live it. When my students repeat our affirmations “I have a big beautiful brain. I have an awesome heart. I am kind. I am brave. I can do hard things. I am fantabulous.” I want them to hear it — from me and themselves — and to begin to see it, to feel it, to know it in their imaginations, and then to begin to embody in their very selves and lives. Repeating these phrases changes their inner landscape — strengthening the neural pathways that help them be their most fantabulous selves.
And, wait, there’s more. Imagination and creativity is what allows us to do all sorts of beautiful, new things each day. How might I show my love more fully? How might I help my family, or my neighbor? How might I listen differently, react differently, and therefore get a different response? How might I envision my students as their best selves? How might I include parents in new ways as partners in the learning journey with their children? How might I use what I learned yesterday to create an even better lesson for my students today? How might I set up my learning space?
And, as I run through all those “How might I?” (which by the way grow in power when they are able to become “How might we?”) I am struck by perhaps the greatest quest for my imagination and creativity. How do I want to show up today, every day, wherever I am? And, how might I do that?
Yes, Henry’s imagination and creativity is powerful. My imagination and creativity is powerful. Your imagination and creativity is powerful. How might you use it to increase the love, joy, beauty, fantabulousness of your life and the lives of those you touch.
I read The Power of Henry’s Imagination with my students at the end of the year this past year. After I read it, we talked about our imaginations. We talked about these questions: Have you ever used your imagination? Have you ever used it like Henry did — imagining something to be real that isn’t yet real? Then, I asked them to think all the way back to the beginning of the year. What did they not know how to do, or not yet believe about themselves? Had they used their powerful imaginations to help themselves accomplish their task, or believe something about themselves. All of them had. Their answers were amazing.
(To honor the students I’ve kept their spelling in their sentences.)
“At the beginning of kindergarten I did not know how to wite lower cace but I amagend that I cod now I can”
“At the beging of the year I had to amgin colering in the lines now I can.”
“I was shy so I imagined. Then I made new friends.”
I was, and am, blown away by their answers.
This year I’m going to use the book earlier on. I want them to know, think about, and use their imaginations and creativity to be their best, most fantabulous selves from the very beginning. And, I want to do the same as well.
Where Henry and Raspberry ever reunited? You’ll have to read the book to find out. Or perhaps just continue to use your imagination, like Henry, and have many great adventures.
But, as I sit here, surrounded by sweet cards, notes, paper bracelets, assorted treasures, and art, I’m reminded of the most important reasons — perhaps the only reasons — I teach.
Love Relationships Changing lives — theirs, mine, and hopefully, the world
By the way, at first I wondered why I was in a box. Then I realized, that’s how they saw me, and how they know me. At first my heart broke just a little, then I remembered my MA study. That’s how I always saw Karl, and it was no problem. He taught me tons, made me laugh, encouraged me, and helped me be the best me I could be — all through the magic of technology. Just like me and my students this year.
I agree, my fantabulous Kindergartners, I can’t wait to see you “in prsin”, either! But first, enjoy your summer.