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Holly wrote:
“A transformation is a shift in how we experience the world, and these shifts happen continually, often just beyond our notice.”
Just as before, there’s just so much in the Zanders’ writing. The idea of “white sheets” to give the orchestra members an opportunity to comment and contribute is just brilliant and so very humble. I don’t remember often enough to invite students up to present or teach, but I’m noticing their potentials now.
“Don’t take yourself so (darn) seriously.”
The observations by Roz Zander about family dynamics really hit home. As the oldest of five children in a very dysfunctional family, I found them so enlightening.
“A child comes to think of himself as the personality he gets recognition for or, in other words, as the set of patterns of action and habits of thought that get him out of childhood in one piece.”
We really do take on those coping personalities, and they really stick. It’s hard to shake them. That’s one more way that the Zanders are affecting my view of students. It’s hard to remember sometimes that they have a life outside school that has shaped them; they haven’t chosen their challenges.
“It is important to realize that ‘good’ and ‘bad’ are categories we impose on the world—they are not of the world itself.”
Clearing shoulds, closing exits, and clearing judgments are all difficult. It’s so much easier to avoid dealing with feelings, particularly with all the ways we have of distracting ourselves these days. The downward spiral talk really stood out for me. It’s something you hear a lot at our school, and it leaves no room for hope or possibility.
“Shine attention on obstacles and problems and they multiply lavishly.”
You really do get more of what you focus on, and the example of buying a car and suddenly seeing them everywhere is so perfect. It’s so easy to begin listing all the reasons why you can’t do something, like learn new technology; there’s not enough time, what if something goes wrong, and there’s so much other work to do are just a few of the reasons I hear for postponing or avoiding integrating new digital tools.
“Speaking in possibility springs from the appreciation that what we say creates a reality; how we define things sets a framework for life to unfold.”
How much more productive would it be to be looking for openings in the schedule rather than imagining all the things that could go wrong and keep one from even getting started.
“…performance is not about getting your act together, but about opening up to the energy of the audience and of the music, and letting it sing in your unique voice.”
As I walk to the digital projector and SMART Board these days, it’s becoming easier and easier to tap into the curiosity and energy of the students. The Zanders have really impacted my awareness. I don’t have the students all day, only two or three hours a week, and I often don’t get to know them very well. Lately I’ve noticed that I don’t have to “know” them in order to engage them and tap into that curiosity. In all the scheduling and other duties of the day, I’d really lost the sense of excitement and enthusiasm about what I’m sharing with them. It needs to be more fun. That leads to the final thought from the reading, “Participate!”
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| image by modified by Jana Claybrook |
Holly,
Zander’s white sheets also intrigued me. After reading your post I was reminded of a saying I used at our new teacher in-service.
“Teach like it’s Christmas” by Professor Joe Martin
· We are not just teachers. We are paid to unwrap OTHER people’s gifts.
· Parents have wrapped their gifts (children) as beautifully as they possibly could, and they’ve chosen to share their gifts with you and me.
· However, one thing to be aware of…. DON’T judge the gifts in your class by the wrapping paper.
· Their parents are sending us the best gifts they have.
· Be sensitive enough to know that some gifts are wrapped tightly, been mishandled, discarded, been returned, and even arrive “special delivery. They are still gifts to be treasured and appreciated.
We must remember the “silent conductor”. A leader can be hiding inside the most unlikely student.
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