Letting Go as Blasting Off in PK3

Letting go can mean losing something you were holding.  But it can also mean blasting off to something new, you know, like that amazing climactic scene in Wicked when Elfa decides to defy gravity.

So yeah, I witnessed this very phenomenon in Lea Crongeyer’s PK3 class the other day.  As in, the children themselves transformed from their chubby cute selves before my very eyes into steel and metal engineering marvels, rockets flying into the sky to the celestial destinations of their choice.  From squatting on the ground in eager anticipation, to a crescendoing chant of 3-2-1 BLASTOFF, arms spread, flying around the room, imaginations primed to the max.  

It was immersive and experiential and kinesthetic and effective, to be sure.  But what really caught my attention was what prefaced the blast off, Lea’s masterful scaffolding of share outs using the prompt: “tell me which planet is your favorite and why?”  Then round the circle we went.  Early childhood share outs can be touch and go.  Sometimes they can be magic, and sometimes the first kid gives one answer and everyone goes the safe route and lock-step replicates the exact same answer.  But in this case, the children were ready to go.  They loved Jupiter because it has a storm on it.  They loved the sun, but wanted to point out it’s not a planet, but a star.  They love Saturn because of the rings, and Neptune because only penguins live there and apparently it rains diamonds (?!), and Mars because it’s “the red one” and “it has volcanoes and what if it had dinosaurs on it?”

Lea has taught for a minute or two, so watching her engage with three year olds is a bit like watching a seasoned violinist coax musical magic out of strings. She’s mastered some favorite tag lines (e.g. “kiss your brain!”) and is a pro at just-in-time learning and “stretching” the learning just a bit from where they began.  For example, to the child who loved Mars because it’s the “red one,” she quickly asked “what makes it red?” Some puzzled-thinking faces ensued, until one child yelled out “DUST!” and another yelled “ROCKS!” Bam.  Two new facts added on to the red thing.

Sometimes we have to be reminded to find our circle manners because we are three and that was a really long share-out.  But in order to fly off to new heights, you’ve got to surrender to gravity first.  And that give and take is exactly what “permission to let go” is all about.  I sat down with Lea to learn more about what she thought about our blog blast theme, and we found ourselves in territory that is familiar with any teacher who is keeping it 100%: student behavior.  Here’s what she shared:

I want them to come in every day excited about what they are going to see and do, play on that sense of wonder that all 3 and 4 year olds have. But there have been years when I did have to let some things go, not be as loose in my teaching.  Not as open.  [Even] today I had to put the boat away. We couldn’t handle the boat.  [In a class in the past] we were never ready to handle that level of freedom. When you get a class to the point, when you trust them and they trust us . .  you can give them more space or freedom. . .  When you can’t, you have to take it away; it can become dangerous that they cannot handle any freedom. I never used the rug for morning activities because that was too much space.

We used to hide eggs in the room and find what letter is in it and find a special spot for all the letters.  Chelsea came one year to observe and it became complete chaos, because of two children.  I have to give Chelsea Freeman credit. She said, “I know that you want to offer all these gross motor activities and these are so important, but maybe this year, fewer is better, less is better, throwing away some of the things you’ve always done.”   I was offended at the time but “maybe this year . . .  “ [felt like] permission to let go.  [Sometimes we have to] shift from exciting things to routines that are safe.

Permission to let go can look a whole lot like adapting to the developmental needs of the youth that are sitting in front of you.  It can look like realizing that the very cool conference session you attended won’t apply to a particular cohort of students.  It can demand that you hang up your favorite assignment or center of all time until your group has demonstrated they are ready for it.  

And they will be ready for it.  Maybe not in the scope of your school year with them.  But again and again, the children surprise us as they enter seventh grade, ninth grade, twelfth grade.  

Thanks to you and the seeds you plant,  there will come a day when they 3-2-1 BLAST OFF into their beautiful potential. 

Being Stingy with Grades Means I am Great Teacher and Other Lies I’ve Let Go

When I was a superstar assistant professor at Millsaps and I was flying high on a great publication record and pretty stellar student reviews I submitted my mid-tenure portfolio with a dash of “YOU’RE WELCOME.”  I was on all the committees, doing all the things, and I had the naivete and overconfidence that made me completely blind to any potential future possibility that didn’t include professorial greatness for eternity. (How could I have known in just a few years Millsaps woud have to cut its education department and things would so radically change?) 

Then my mid tenure review committee, a hand-picked crew of supportive, awesome, smart, more seasoned colleagues scheduled my meeting.  AND THEY DIDN’T JUST SWOON OVER MY GREATNESS! HOW DARE THEY?! In fact, they dinged me on one single item that tails pinned me right into an EDUCATION101 lecture. . . . wanna know what that item was? 

(Please don’t guess.  You might hurt my feelings. But yeah, I agree, there are a lot of flaws to choose from.)

My greatest sin, the only potential roadblock toward an impeccable record and near-certain tenure was (drumroll please) . . .

MY COURSE GRADE AVERAGES WERE ABOVE THE NORM.

Yep.  

My students were doing too well.  So that must mean I was too easy.  Or not grading hard enough.  Or not rigorous.  

Let me pause here to say I was teaching a host of education courses.  Now listen, I love the field of education more than most, but when you put Classroom Management and Early Literacy up alongside Biology or Statistics . . . well, they are different beasts.  I fundamentally believe that . .. .

I also fundamentally believe that grades are a game we play. Full disclosure, I once said that phrase to an enraged parent whose child was getting an A- in my class when I was 21 and didn’t know any better.  Not recommended. There was shouting that ensued.  But I’ve always felt a bit philosophical about the whole thing.

 I’m in Matt’s PLC in which we are reading Joshya Eyler’s Failing Our Future: How Grades Harm Students, and What We Can Do About It. It’s not a perfect book in many ways, but it’s been an useful springboard for honest conversations with brilliant colleagues who are wrestling with all the same things I am, such as . . . 

  • Are grades themselves doing more harm than good, or are they practical levers that motivate all of us?
  • What do I care more about: the ability of a kid to get something in by the deadline or the actual content skills they demonstrate by the end of the semester?
  • Are daily reading checks punitive or manipulative that counter the intrinsic motivation I want kids to have to do the reading, or do they simply utilize the truth of human psychology, which is that we all are busy and will only do the thing if we know we will be held accountable?

I’m sorry to say that I have no idea where I’ve landed on any of these questions.  But I’m going to keep asking them and talking about them with our community.  I see the emotional toll that grades take on my own perfectionist eldest, but I also think to myself “good, she’s experiencing something tough and she’s learning to be resilient through it.” I hate that our world is the way it is in 100 ways.  So do we teach our children to play the game well, or do we create a world we think is better in the ways that we can control?

Years ago, after that frustrating mid-tenure review chat (which I did, of course, pass with flying colors), I decided to tell the story in abbreviated form to my students. I recall that Mary Parker, a personality-filled blonde music ed major who is now a counselor in the Pearl school district, actually guffawed.  

“Dr. Rust!  Sure, I’m getting an A in your classes, but this is by FAR the most rigorous course I’ve taken at Millsaps.  We are asked to do SO MUCH in terms of planning lessons and then actually doing them with students, and then reflecting on them.  Are you saying you are getting penalized because you actually support us through the process?”

I have no idea if Mary was flattering me in the same way that I am ambivalent about the questions I named above. But her words freed me in a way to keep doing what I knew to do in preparing future teachers. In that moment I let go of the expectations of the tenure committee to try to “lower my grade averages.” I decided to do what I felt was best for the growth of these future teachers under my care. 

Is there any expectation you need to let go of for the betterment of your students or your craft? Consider this your permission to do so.

Letting Go

This post was authored by Hannah LeBlanc.

I think it is safe to say that many teachers are control freaks. Or at least, many lower school teachers. We are in control in our classroom all day long. And sometimes this can lead us to thinking that what we do in our classroom is the end all be all. And while we do a lot of really important things in our classroom, sometimes we forget that these kids don’t stay in second grade forever. I find that I have total tunnel vision and a tendency to spiral when a student doesn’t quite grasp a subject they way they should. I start recreating the wheel and panicking. But the truth is, that’s the beauty of an elementary school education. You don’t just come across a given skill or topic once. You see it year, after year, after year. And sometimes, it’s a skill that has been taught forever, but isn’t all that useful. 

A few months ago, while teaching a math unit on telling time, I had 2 or 3 students that struggled with the concept of “quarter to,” “half past,” or “5 minutes until.” I immediately went to my computer at my next break and found some activities with telling time using this vocabulary, creating extra practice sheets, and just generally spiraling. It wasn’t until I went to share all these fantastic, homemade activities that my coworkers graciously accepted my resources but questioned my sanity. Using this terminology was a one-day lesson in the unit. There was ONE question on the 18 point assessment that asked the students to use this terminology. Just one. The morale of the story, I guess, is before you spiral and crank out a bunch of resources like a madwoman, maybe ask yourself a few questions…. Is there a reason there aren’t all that many resources already provided in the curriculum materials? Is it something that will stand in the way of the overall comprehension of a topic? Will this one aspect of the unit keep a student from being successful overall? How important is it– how heavily weighted is this concept? And finally, will they come across this skill again later on?

Letting Go as a Site for Learning in Rolando’s Science Class

Sometimes you learn a lot when you have PERMISSION TO LET GO (literally), such as in this fabulous lab that I accidentally walked into last month in Rolando’s fourth grade science class.  The room quite literally surged with controlled excitement, students posed in eager anticipation to release their group’s marble down a ramp.

One the other side of the room, students with clipboards stood poised, ready to document the exact moment their group’s marble passed a line.  I looked to the side of the room: tennis balls and golf balls collected neatly in buckets indicated this was round 3.  The clipboards were already filled with documentation.  

3-2-1, and release!  The room erupted in cheering.

Students then moved into groups while Rolando skillfully asked questions to get students to calculate the “average number” for each of the ball launches.  The math was just hard enough, so firmly in the right Vygotskian zone of proximal development.  Each group huddled around their marker boards, while the recorder furiously wrote down the answers they agreed upon on the officially clipboard lab sheet.

It occurred to me then I was watching a great lesson, sure, but I was also seeing a metaphor for “letting go” unfold before my very eyes.  Without the dropping of the tennis ball, golf ball, marbles, what even would there be on those lab sheets? What if we paid more attention to the things we let go.  What if we analyzed and reflected upon them with the precision of a science lab or math problem? What if we saw our letting go as sites for learning, for exploration?  What if we did this all in small groups, in communities, in villages that we trusted?

I think we’d all learn a lot.  I think we’d have fun doing it.

Permission to Make Space for Stories

You guys, we all feel it.  Even those of us lucky enough to teach in more skill-centered (rather than content-centered) fields.  It’s the push-pull of SO MUCH TO COVER AND SO LITTLE TIME.  Every choice to slow down for a longer conversation feels like a cost-benefit analysis. 

“If we do this poem then we won’t have time to finish that novel.”  

“If we engage in that peer review article we will have to cut that particular unit.” 

“Will they be prepared not to embarrass themselves in college if we don’t do a review on sentence fluency?”

“That Vocabulary.com activity is so great, but it will rush our final two group presentations.”

So I was chatting with Jen Whitt at our favorite time of the week, Tuesday afternoon middle school carpool and I happened to mention the fact that we were finishing The Things They Carried. “You know I worked at the Smithsonian, right?” Jen said. “I can share about the Vietnam War Memorial.” We were behind all the things in the class, but I didn’t skip a beat because, unlike my young teacher self, I’ve learned that the things we don’t plan for often tend to be the best things of all.

“YES!” I said.

Jen showed up to Block 7 after break and commenced to share the most beautiful, informative presentation.

 

Not only did she educate my students on a memorial most of them hadn’t seen (sidenote: we need a class trip to DC!), she ended with some incredible personal stories from her father and his war friends.

I saw David Bramlett hanging outside the window at the end of the class.  Jen whispered, “David has a ton he could share too from his perspective!”  DBram as a class visitor? I couldn’t resist!  

The following week David gifted me us, not just with an incredible slideshow of family images and stories, but also artifacts that made his time with us feel more like a traveling museum exhibit than a quick presentation.  Even with emotions still raw from a loss in the family, he opened up his heart and his storytelling to a class that was so uncharacteristically silent you could hear a pin drop.  

  

This is David’s dad!
David’s beautiful mom!

This is a story about the generosity of spirit of incredible colleagues who gave up their precious free time to plan and share their stories.

This is a story about slowing down and giving up the planned pace of a class schedule to bring a novel to life. 

This is a story about all of the times I have forgotten to ask colleagues if they could share.

This is a story about all of the times I haven’t offered to share my own time and stories with colleagues and student. 

This is a story about stories.  The way that we can lecture and do brilliant things with our students, but the minute we say “let me tell you a thing that happened to someone I love” we as humans are suddenly primed to listen.

Once the stories started, of course, the floodgate was hard to stop.  Students stopped me before or after class to tell me something their great grandfather had experienced. Our discussions of The Things We Carried took on a new life after that.

All because of the amazing Jen and David, and the permission I gave myself to let go of class time. 

Structure & Creativity Meet in 5th Grade Drama!

Have you all had a chance to meet the very talented Xerron Mingo yet? 

If you haven’t, consider this a strong recommendation to connect.  Xerron joined our middle school arts faculty this year in the field of performing arts, and if you know anything about 11-14 year old drama kids, this in itself is an impressive feat.  If he looks familiar, chances are you’ve seen him light up the theater of New Stage in a show or two.  Or perhaps you had a child involved in a summer New Stage production and recall he is the education director there and can pull off some serious magic in just a matter of two weeks.  But whether or not theater is your thing, we can all learn a lot from Xerron about the intersection of creativity, structure, and “letting go” in our work with youth.  Read some snippets from our conversation below:

Xerron! Welcome to St. Andrew’s! Can you quickly share about your background so everyone in our community can know your awesomeness?

I’m from St. Thomas the Virgin Islands, born and raised.  I moved to south Florida (Miami) and then I started my professional career around 2015 or so and I’ve been working ever since, acting, doing some performance work, choreography work, and directing and working with children.  It was in doing summer camps for 10 years with kids where I have tested out all of my things!  Then after being an apprentice at New Stage in 2017,  I returned to Jackson to serve as the education director over the educational program.  I’ve been doing that ever since.  

Wow! Directing, acting, choreography . . . it seems like you do it all.  Which one is your favorite?

I just enjoy creating art.  Anything artistic is what I like;  I enjoy all aspects in different ways.

Okay so the inspiration for this blog is (yes for folks to get to know you) but ALSO because I got a glimpse of your 5th Grade Quarter Drama Showcase! (See one sample below, and all three showcases linked here.)  You only have a tiny quarter of a year with these young ones, and what you all did together was so much fun, incorporating lines and dance.  Can you share about your process for this and how you arrived there?

When I first came in to teach, it was the end of Quarter 1.  I tried to see what the kids were doing, and they were working on movement from different places. I was like, “if I have freedom to just introduce them to art, I’m gonna put together a showcase of different things that all involve theater so they can get a glimpse of what it takes to put on a production!”  Something small with continuity to feel they are putting something together that they can be proud of. That’s where I came with the idea: find music, find scenes, and make a storyline.  Whether it’s just talking, movement, a little bit of singing . . . That’s really how I came up with the idea . . .use the few weeks I have to create something solid for them, even if it’s not perfect.

Our theme for this set of blogs is “permission to let go” and I imagine in some ways (since I’ve seen your New Stage Directing) doing a performance like this also entails some “letting go” of things that you typically wouldn’t let go of.  What have you had to let go of and what is the benefit of letting go?

I had to let go of the cleanliness I usually look for, the line-perfect things.  The more I let them be free, I can let go of my things;  I can let go of “this needs to be this way.” We can just make it fun. That’s been good to make that adjustment for them.  They are just fifth graders and need to see what it’s about, just get a taste.  

I mean even though I’m sure you had to let go of some things, those performances are pretty impressive.  How did you get the students to that level of energy and preparation in such a short time?

When I observe the group for the first time, I get their names and I put movement on their warmups and I see “maybe this group can handle [this particular set of challenges.]”  I figure out which pieces could work by looking at the group and seeing what they are capable of. This latest group I was pushing some boundaries, so I really learn them and then I build a showcase off of what they can handle.   Then it takes the first few weeks just me showing them “trust me, I got you all.  This is what I do.” Then when they trust me, it’s great from there. I enjoy that first two weeks.

Got it.  Learn the students first; plan the curriculum second.  So we’ve talked about what you’ve had to let go.  What do you refuse to let go of in your drama work with youth? 

My discipline structure.  I refuse to let go when it comes to my sternness.  We are going to have fun, but I am going to be stern and seem scary. I mean I’m not scary at all, but they have to learn we have to do what he needs to get done.  I don’t let go of the discipline and structure for myself and the standards that I have for a respect level between kids and adults.  But I still give them input.  They come up with things too!  They create! I never let go of the freedom to be creative; to have them create as well as me create.  I guess what I’m saying is “I don’t let go of what I know.”

I love this.  Even in the most creative fields we need boundaries, and we need to own our expertise with youth as adults in the room with knowledge and tools.

That’s it.  If there’s a student I’m getting on, it’s because I just see that you’re great and you’re good.  It’s because you HAVE IT; you have what is needed and I’m not going to let you waste it while you are with me for these few weeks.  While you are in here, you aren’t going to stop growing that potential. 

Projects & Choice as Practice in Letting Go

Pretty much my favorite part of this job has been being in classrooms watching teachers do their thing: leading a circle time, doing a guided read aloud, telling a historical story, facilitating a great discussion.   But do you wanna know something that might surprise you? I love it just as much (and sometimes even more)  when I pop in and the teacher is NOT direct teaching, when the youth are in centers/stations, working on a project in groups, or presenting their work to the class.   Oftentimes the faculty member will smile apologetically, “sorry- maybe not the best time to observe me!” I disagree.  It’s often the best.  See we can all kind of fake a direct teach performance for 10 minutes for a visitor.  (I know I put a little more bounce into my voice when a colleague is in the room.) But what we can’t fake is how prepared our students are to engage in the project, activity, collaboration, lab thing that we’ve designed. Observing the youth in this way surfaces the invisible parts of teaching, like the UV rays that make the invisible ink pop into the world of visibility. 

All of this is on my mind because I happened upon a great poster project workday in Kerri Black’s fourth grade literature the other day.   After recently completing Lesa Kline-Ransome’s beautiful novel, Finding Langston, students were busy at work planning out a 10-12 panel-dotted poster featuring symbolic color choices, quotes, art, and a reflective paragraph.  I caught the tail end of Kerri’s explanation and send-off.  The next few moments I popped around from table to table seeing how each student was at a different phase in the process but was indeed progressing.  There was a hum of focused energy.  This was, indeed, the manifestation of a lot of great routine and expectation building.  The 9-10 year olds in the room were ready to dive into the abstract thinking the assignment required and were delighted to put their personal spin on the requirements.  

With this month’s blog blast theme in my mind, I couldn’t help but think about Kerri’s classroom as a beautiful example of “letting go” of a bit of class time and control to let students show their learning artistically and multimodally. I decided to sit down with her to see how she conceptualizes “permission to let go” in her own classroom practice.  Here’s what she said:


Julie: Kerri, what are some things you’ve let go of in your own teaching practice? 

Kerri: [As a] recovering perfectionist, [I’d have to say], making all of the choices for them.  When I provide choices for the students, the outcome is so much better.  It gives them so much more ownership of it. I have to tell myself “you know you have to give them some freedom and not give them every single guideline in order for them to grow from it.

Julie: That resonates with me.  What kinds of choices are you making space for these days?

Kerri: Choices about who they work with in partner or group work, since we do a lot of small group and partner reading.  Also choosing materials they are using to complete things and choice as far as reading goes.  In their monthly book assignment, I give them the genre but they have to pick the book.

Julie: What do you do when they don’t make the best choices?  For example, sometimes I regret letting my 17-18 year olds choose their own group, so I can’t imagine this always plays out well with fourth graders. 

Kerri: You have to allow for failure.  if they choose a group or partner and it doesn’t work, I tell them ahead of time “you are having the freedom to choose to now, but if you aren’t responsible with that choice you’ll have to move groups/partners or complete the work themself.” That gives them the motivation to do it right.  I’ve been reflecting about this project and the way they are in the classroom.  Some are self motivated, getting it done, some of them, the freedom is a lot for them.  They want to talk to the people around them.  I find really hitting expectations at the beginning of class, what should it look like at the beginning (what we should see, hear, etc.) is preventative in terms of the negative issues that can arise.

Julie: I love this!  And you have to also speak about the successes that result from these projects and choice. I saw so much joy and focused attention when I walked around your classroom the other day. 

Kerri: They’ve really enjoyed that it allows them to be creative. I gave them four or five guidelines. They have the freedom to design it using quotes from the book and artwork that they think is important; it’s helped them reflect on what they’ve read.

Julie: Okay and the big question! How do you assess this sort of thing? Teachers often feel that projects are so subjective in terms of feedback and assessment.

Kerri:  I’ll just grade them on the guidelines and requirements. With the paragraph, if you put something on there you have to explain your reason for putting it on there, so I’m looking for that as well so they can explain their choices.  I’m not necessarily grading it for content and all that [like I might for a more traditional test].  We emphasize the whole child at St. Andrew’s, and for me, this project is a way to provide a creative reflective outlet.  We also sometimes have to realize that [the value of every assignment] doesn’t just come down to the grade.  I also have a comprehension test to wrap it up.  

Julie: Amazing.  Okay, any last piece of advice for teachers trying to “let go” of traditional assignments and embrace some more projects as we hit the last few months of school? 

Kerri: The main thing that has been successful with this is allowing them time up front to PLAN the poster [on a small piece of unlined paper]; then they do the final thing.  The outcome of the project is so much better allowing them time to plan than just doing it first.  They have to bring me their plan so I can check it first to make sure they followed the guidelines.  I’ve also had to develop clearer timelines and deadlines for parts of the project; otherwise some would let this go on and on. 

Julie: So smart.  So it sounds like part of what you’ve learned is “letting go” also involves “holding on” to some really important scaffolding steps.  You are still teaching with a capital T.  But you’ve had to be flexible and adapt to what students needed, which can be hard to do.

Kerri:  One good quality I’m open to is change. I’m okay if a novel isn’t relevant anymore; change it. If a practice isn’t working, change or adapt.  One of the toughest things I’ve encountered is the assumption that “we’ve always done it this way”so we have to continue to do so.   We get too precious-little time with each group of students to waste a minute on “we’ve always done it this way.”

Let Go of the “Letting Go”

This post was authored by Burton Williams-Inman.

Honestly, I’m somewhat having fun with the title of this blog. I do, however, have a thought that I think is valid, and not all that radical/controversial (this is me, after all). It is April, which means we are solidly in Q4 of the school year and with that comes plenty of factors that weren’t quite at play throughout other parts of the year. 

The Spring weather is fully here, students are aware that summer is just around the corner (and are unable to “lock in” while their friends are on break outside your room), there are a plethora of athletic events and extracurricular activities that require missing class time (I am not bemoaning those, specifically, just that they really add to the list at this point in the year), there is so much flexibility required for schedule changes and dress up days and awards assemblies, etc. It is not the easiest time to “run” your classroom and I want to fully acknowledge that. We are all doing the best that we can with the hand that we are given that particular day of the week. 

So, let me give you permission (as if I have the authority to grant anyone the permission to do anything lol) to let go of “letting go” here at the end of the school year. This blog, truthfully, may just be a roundabout way of telling you that it is perfectly fine (and maybe even advisable?) to hold fast to the classroom norms and expectations that you set up for you and your students in Q1 of the school year. I think here at the end of the school year, with all that is going on, it may even be good for students to feel the semblance of normalcy and routine that can be provided for them. I like to funk and groove where I may, but at my heart I legitimately believe that students need and thrive within structure (happy to unpack at a later date). I think that students could benefit from continuing to exist within the world of “rules” that we set up for each other in the beginning of the year. After all, if they’re not important to us now, were they all that important to us in September?

Please do not think that I am prescribing a system of no grace or flexibility when those things are needed. I am all for extending deadlines when truly necessary and assisting outside the normal time frames of an assignment/class time- that is also, simply, the job of teaching. I just want to acknowledge that it can sometimes feel like there is pressure to abandon the systems that we have had in place for much of the year and I don’t want you to move in that direction if that’s not going to be best for you and your students. One of the best things about St. Andrew’s is the freedom that it affords its teachers by allowing them to run their classrooms in the best way they see fit. So, push on with your content, hold your students accountable, and give grace where it is truly needed. We have five weeks before exams start. Godspeed, friends!

Letting Go Is Hard to Do

When the TEAM reps sat down around a set of couches at Sal & Mookie’s on that sunny February afternoon to brainstorm a final theme for this school year, for this season of March-April-May and all that it entails, we kept returning to the fact that so much of our stress originates from self-imposed expectations for ourselves and our students.  We thought to ourselves, “what does that stress produce, and what would it mean for ourselves and our students and our colleagues if we gave ourselves permission to let go?”

But when it really comes down to it, how good are all of us, really, at letting go? 

Letting go of resentments. Letting go of assumptions.  Letting go of plans.  Letting go of positions.  Letting go of control. Letting go of deeply rooted ideologies. Letting go of ridiculous expectations for ourselves and others. Letting go of relationships that no longer serve us.  Letting go of the desire to win the argument or have the last word.  Letting go of our children as they grow up.  Letting go of bad habits.  Letting go of a shirt that has a memory of that one time we went to California and I was pregnant with Alianna and needed something cooler to wear.

Yeah. I’m not great at any of it. 

(The irony of it all is, the things we need to “let go of” often are things we never had control of anyway.  We are fabulous tellers of this particular lie, “I am in charge of my destiny.” Then a thing happens and it is all like “HAHAHAHAHAHAHAHA YOU THOUGHT YOU ACTUALLY HAD ANY SAY IN YOUR LIFE HAHAHAHAHAHA.” Then some time passes and you pick up that lie of supreme self importance again because it’s convenient and empowering and makes you feel a little god-like. It’s no wonder that surrender is such a central concept of the Judeo-Christian faith, and probably of other faiths I am less familiar with around the world.  We humans need a boost from the divine in this particular realm.)

At a recent conference I learned about something from one of my favorite podcasters (“Hidden Brain’s” Shankar Vedantam) called the IKEA effect. (For an episode on the phenomenon, check this one out.)  Basically the idea is that we as humans are naturally resistant to change in general, but we are especially prone to dig our heels in deep when the change involves something we built, created, or began.  Why is it deemed “the IKEA effect?”  Just think of that furniture (and Swedish meatball) wonderland, the joy you get from buying super-cheap unassembled furniture, loading it into your car, and then spending hours putting something together yourself.  It may be crooked and made of fairly cheap material (in my case, it’s a miracle if it’s standing), but BY GOD, I BUILT IT, SO IT IS NOW MY MOST FAVORITEST, PERFECTEST THING IN THE WORLD AND YOU CANNOT CONVINCE ME OTHERWISE.

So is the delusion of the human condition.

I feel the same way, by the way, about writing and revision.  Anyone here who has dabbled in academia knows the fury that Reviewer 2 almost always invokes.  “HOW DARE THEY TAKE APART MY ARGUMENT THAT WAY?!” and “THEY WANT ME TO DO WHAT to my perfect MANUSCRIPT?”  An outside eye is rarely off base, and yet, our writing and research is just so deeply personal.  We are so close to it we cannot see the forest for the trees.  The slashing of even a single phrase feels like the removal of a sub-appendage.  I am the type of writer who loves the novelty of a blank page, the invitation to fill it, the promise that it entails.  But I am also the type of writer who hates to revisit that page once it has been filled.  The fun part is over; the tedium now begins.  I’m already bored by the ideas that once thrilled me.  Ughh. 

Still, this year I felt supremely convicted by a passage I encountered with ENG12 in Kiese Laymon’s Heavy:

“‘The most important part of writing, and really life,’ you said, ‘is revision.’  . . . . For the first time in my life, I realized telling the truth was way different from finding the truth, and finding the truth had everything to do with revisiting and rearranging words.  Revisiting and rearranging words didn’t only require vocabulary; it required will, and maybe courage.  Revised word patterns were revised thought patterns.  Revised thought patterns shaped memory.  I knew, looking at all those words, that memories were there.  I just had to rearrange, add, subtract, sit, and sift until I found a way to free the memory.”  (Laymon, Heavy, p. 86)

Is letting go fundamentally an act of revision? Is it, when it comes down to it, a brain surgery of sorts that shapes our identities and perceptions and our constructions of past-present-future? Sometimes in our letting go we rearrange.  Sometimes we add.  Sometimes we (my least favorite) subtract or sit or sift.  Could this all be in service of a type of freedom? 

My mother rarely loses an argument.  She is, even in her middle 70s, far sharper than I and even in her mellowed out phase of life she tends to win the last word.  I recall sometime in my growing up she encountered a helpful phrase from one of her favorite Christian preachers-teachers, the fiery Joyce Meyer: “I think I’m right, but I COULD be wrong.” Not only did this defuse some of our recurring familial clashes, but I found it supremely helpful, the ability to simultaneously assert my truth (I’m not backing down in this particular value-laden argument) while also making just a tiny room, an inch for the humility to acknowledge that you never know.  That dependent clause represented imagination, which is really the prerequisite for any future possibility of letting go or revision or whatever you want to call it. 

“What if that thing that felt so important was taking me in the wrong direction?”

“I think I’m right, but I could be wrong.”  

“This wasn’t in my plans, but hey, let’s give it a try.”

Maybe you are in a season of letting something go.  Maybe you (like me) tend to feel like letting things go is a failure or a compromise or a confession that you screwed up.  Maybe this month’s theme of “permission to let go” is just what you need to let in the light of a little more imagination.  Maybe that imagination could feel a bit like freedom. And maybe that newfound freedom could buy all of us a much-needed breath of fresh air.

Letting Go & Clinging Tight

I don’t know if it was a theme that resonated or the allure of potentially winning an amazing portable fan (congrats to our winners: Jim Foley, Kim Sewell, and Linda Rodriguez), but TEAM asked and you delivered with 23(!) robust responses that cover every corner of our teaching/learning school community.  Whether you shared a one sentence, one word, or one lengthy paragraph about things you’ve let go and things you’ve held onto . . . THANK YOU.  The diversity and thoughtfulness of the responses most certainly have delivered a power-one-two punch of wisdom that will help me get through this last busy month of school.


Letting Go: Ruminating on the mistakes I make in front of the class.

Clinging Tight: Following their curiosity, even when I feel the pressure of the looming AP exam!

Gracie Bellnap, US Science

Letting Go: I cannot be everything to everyone.

Clinging Tight: Giving my best to students

Nicole Aldridge, 1st grade Teaching Assistant

Letting Go: Not always sticking to my exact lesson plan. Changing or pivoting to meet the needs of students.

Clinging Tight: Student input/reflection and enthusiasm on both my end and my students about reading and discovering new books, etc. Cultivating a love for reading!

Sara Clark, LS Librarian

Letting Go: Paper – all my classes are entirely on the net.  All assignments and links to class activities are included in the weekly class syllabus which is posted on mySA.  Students always know where to go to find out what is happening. This means no more “you lost my paper.” “I really did turn it in,” “I didn’t know we had anything due,” and “what did I miss?”

Clinging Tight: Collaborative learning – I will never go back to lecture!  Getting students out of their seats, participating as knowledge creators, has been a game changer!  I love the lively conversations and active learning that happens EVERY DAY!

Linda Rodriguez, US History & Director of Virtual Learning

Letting Go: Being on schedule.

Clinging Tight: Giving my best to students.

Jane Hildebrand, 1st Grade Teaching Assistant

Letting Go: For things to be done a specific way for a technique to be successful for all students. However, I’ve learned you have to modify depending on the learning style to build confidence per student. 

Clinging Tight: To let students struggle at first with something new. The goal is for them to then show themselves what they’re capable of when trying independently with me supportive and guiding them along the way!

Morgan Barber, PK2)

Letting Go: Perfection.

Clinging Tight: Grace.

Jane Randall Cleek, US Art

Letting Go: Perfection! Although some may argue I am still striving for that goal, I’ve learned over the years that making mistakes on tricky grammar skills (damn you, IXL) allows students to see an adult handle difficulty. No, we don’t punch our screen – we laugh and smile and allow students to see adults are just like us. Then we unpack why that particular grammar skill is tricky, and I take another long gulp of coffee to wake up a bit.

Clinging Tight: Written feedback for written work. When students write for me, they deserve to see me write about their work. It puts me in a tricky spot as I attempt to keep a work-life balance, but the dialogue between a teacher and her student can be quick, informal, and meaningful. And, it can build students’ confidence in their writing abilities.

Susan Pace, 7th Grade English

Letting Go: I’ve let go of any activity that has run its course. If it’s dated, is a messy copy from ten years ago, requires too much explaining to 2025 children, etc., it’s gone. SA has so many resources and planning time to manage newer, up-to-date activities. I think aesthetic matters, and if we’re sending home crooked copies with a 1985 date stamp at the bottom, it needs a facelift. Even if the content stays the same, I’m committed to the optics of copies from 10+ years ago. Sometimes it’s an activity that needs deletion all together because our current curricula are all encompassing.

Clinging Tight: If you can manage a classroom, you can teach anything. Behavior management will always supercede academics in my classroom (not that the two are always mutually exclusive). I take the full 6 weeks of RC to prioritize routines, expectations, etc. so that we can do activities that require student attention, collaboration, and cooperation. Every single year, I watch my class fall into a rhythm that allows us to do deeper curriculum dives, more hands-on activities, and more art-integrated activities because of the way I’ve lined up behavioral expectations. My students know what to do, they have an idea of what to expect, and this preventative practice removes a plethora of thorny behaviors that end up disappearing, or are avoided all together.

Dalton Howard, 3rd Grade

Letting Go: Fear of student misbehavior.

Clinging Tight: Classroom discourse that does not privilege speed, but creates space for students to think and/or admit a lack of knowledge or understanding in safety.

Buck Cooper, Head of Middle School

Letting Go: Getting all academic activities done. In fact with all the extra activities that are added to the year of a PK4 child. it is impossible to get every academic lesson done.

Clinging Tight: Non directed play! Children need time at school to have total autonomy over what and how they are playing. They are working out issues that are more important than any academic goal. They are working on how to be a human in this world and I feel privileged to be able to witness this work…and yes it is work:)

Kim Sewell, PK4

Letting Go: Knowing everything.

Clinging Tight: Caring for the students.

Marty Kelly, US English

Letting Go: Working after hours- There is always a TO-DO list I could be doing. Most if not all of it can always wait. I also have work email on my phone but notifications for it are turned off. That way it is my choice if I answer an email at night. I usually choose to wait.

Clinging Tight: Being completely ready for the next week on Friday when I leave. I plan out when I get weekly tasks done. For example, my weekly agenda for the following week is done by Tuesday. Assignments are put in MySA by Wednesday. Copies and materials are gathered during my planning time on Thursday. That way when Monday morning rolls around, I am ready for that week and anything that might come up!

Erin Pitts, 7th grade math

Letting Go: Embarrassment. If I really believe mistakes are necessary for learning, I will model that. I will read with the silly voice or do the bad impression. I will volunteer for things that make me nervous.

Holding Tight: Children are good. I will always give them the benefit of the doubt and speak positively.

Michelle Portera, Kindergarten

Letting Go: 1) The desire to be involved in administrative functions of the school.  2) The belief that I need to attend social events that I find personally painful.

Holding Tight: The belief that perhaps we as teachers can on occasion have a positive meaningful impact in the lives of our students.

Darin Maier, US History and Director of Forensics

Letting Go: Exclusive control. Teaching (especially in the arts) is a collaborative endeavor. The more control I assert – read strict rules and procedures – the less I am listening to the needs of my students. This doesn’t mean a lack of structure or classroom management – it does mean that student voice and choice is what I gain in loosening the metaphoric reins.

Clinging Tight: Respect–Self, space, others. It was one of the first teaching values I implemented and I still operate with it today. I try to create safe spaces for students to be who they want to be.

David Kelly, US Drama and Director of CPA

Letting Go: Tight control over the lesson plan. It has always been a battle for me with a felt need to control all aspects of the classroom, but I am feeling more comfortable letting students have more control over the class activities.

Clinging Tight: Rigor remains extremely important in my classes. I want to make sure I give students and parents their money’s worth with regard to my students’ education. I want my students to be able to excel and be leaders in the college classroom and beyond

Jim Foley, US History

Letting Go: Nothing – I have too much guilt to give myself permission to let go of anything! That doesn’t mean that I do any of it well, though! 

Holding Tight: Community building activities that make our classroom feel like everyone has a place and can share their thoughts.

Meriwether Truckner, Assistant Head of MS & 6th Grade History

Letting Go: Completion—-Not all students have to complete all tasks….whether it’s academics or artwork, exceptions can and should be made when needed.

Holding Tight: Always be open to teach objectives in new and different ways.

Honey May, PK 4

Letting Go: Lessons are never going to be the exact way that you plan them and no class is going to be exactly the same. I have learned over the years that it is okay to use your first block as a guinea pig. What doesn’t work for them, change it for the next class.

Clinging Tight: Treat every day like a new day. While a student may regularly drive you wild in class, always address them with a bright attitude at the start of the day. One day your arch-nemesis might become your favorite student (speaking from experience).

Kayla Bilbo, 8th Grade English

Letting Go: I’ve learned to let go of things I cannot control/change.

Clinging Tight: I am committed to creating a safe learning environment so the fear of failure does not impede a student’s ability to learn. I also make a point to start anew with students immediately after issues/disputes/behaviors are addressed. These are things I want for my children from their teachers.

Ashley Klein, LS Learning Facilitator

Clinging To: Don’t lose the passion of wanting them to get better, even though they show no signs of wanting to improve to be a better athlete or care to.

Joe Ray, Strength & Conditioning

Letting Go: Once I had kids I let go of the need to stay at work super late, and go “overboard” on lots of things (I used to recreate the wheel constantly, haha!) The thing I continuously am working on letting go of is worrying about other’s opinion of me. In leadership roles, you have to get comfortable with the fact that people will constantly be judging your decisions, and basically, people will be talking about you (both good and bad). Over time, you have to become comfortable with your decision making and know that what you’re doing is for a reason, even if the full picture isn’t always clear to everyone else.

Clinging Tightly: I believe in owning my mistakes with students and families. If you can apologize to students for making a mistake, they see you as a human. I believe in developing relationships with students. They should know you care. Ask them about their thoughts and plans, etc. Greet them, treat them as if they are your customers, because they are! But, be realistic and authentic. If you’re disappointed, say it (but not in front of the other students, of course!) and if you are proud, DEFINITELY say it! Don’t be patronizing or fake. People can see through that- even kids!

Ashley Runnels, Director of Learning Services

Podcast Drop: Can We Talk About Checking for Understanding?

It’s easy to teach a unit.  The hard part is designing the right assessment to see what each student has absorbed, individually and collectively.  The even harder part is finding time to analyze what they turn in to see what has been learned.  And the nearly impossible part is then following up to provide each individual student the missing piece of the puzzle.  This week, the very not-sexy but oh-so-important question:  How can we best check for student understanding? 

This week, hosts Toby Lowe, Rachel Scott, and Julie Rust were joined by an amazing crew of educators: Tiffany Busby (second grade) Burton Williams-Inman (ninth grade history), and Kari East (middle school learning facilitator).  Our conversation ranged from the importance of articulating foundational learning objectives to the joys of sticky notes and desk pets. Listen to the whole chat, or jump to what you are interested in below:

3:33-6:37: Think high school teachers only lecture? Think again.  Burton reminds us there are so many ways for youth to access information outside of passively listening; and has the reassuring news that as a teacher “you are probably [checking for understanding] all the time . .  reading the room to see what kids are picking up and not picking up”

6:38-9:00: On the value of student talk, and the importance of documenting what we learn from it. 

9:20-11:30: Tiffany shares her genius one-standard-per-sticky note check for the day strategy!

11:37-13:47: The importance of co-constructing “big rock” standards as a school to know whether what you are teaching in your grade level is foundational, spiraled practice, or an end-point of full proficiency.

13:53-18:38: Why Toby considers learning facilitators like Kari, “like a teacher but HELPFUL!”; and the vital importance of creating a low stakes/no stakes safe environment in your classroom to encourage student questioning. 

18:40-23:05: How centers or stations can carve out precious time in any grade level for small group check-ins with groups of students.  

23:05-23:42:  The surprising reason teachers of middle and upper school students are sometimes pressured into traditional lecture style classes.  

23:43-28:15: What it really means when students say a particular teacher “doesn’t know how to teach,” and how realistic are our expectations for students in monitoring their own understanding and clearly articulating the questions that they have? 

28:20-32:32:  Why we should all be making THE MOST CRINGEY POSSIBLE videos with our teaching teams to model question-asking strategies for our students.

32:33-35:50: Rachel’s favorite strategy for checking for understanding: teach the teacher!

35:50-37:15: How making a class newspaper is a powerful way to facilitate individual research that moves into a collaborative project.  

37:17:37:37:  What we are really talking about in all of this is building toward student agency: kids having the ability to teach themselves.

38:10-39:03: Burton’s commercial for the many varieties of the classic and very basic google form exit ticket! “It can serve in so many ways: beginning of class from previous lesson, open ended question about the day . . . You can make it closed note or open note”; the possibilities are endless!

39:22-41:22: Tiffany’s embrace of “challenges” to do a quick check of what students did and didn’t understand immediately following a lesson . . . and the surprising motivational value of deskpets!

42:33-43:33: Why Kari advocates for a good low stakes/not stakes self check in which students do a 5-7 question worksheet and then check themselves; also shout out for non-permanent vertical learning spaces (VNPS)! 

43:40-44:44:  No wiser words from Toby were ever said: there are no shortcuts to doing this work well. “You just need to strap in for ‘it’s gonna be more work, but it’s gonna be worth it.’”

How the Scariest Night Of My Life Taught Me Two Prerequisites to Understanding

This is the scene no parent wants to enter:

Your child is on the ground after a tough soccer game loss. Furrowed eyebrows, more people gather.

You faintly hear Greg say calmly into a cell phone: “Brian, I know you’re at the basketball game, but this is an emergent situation.” Out of the corner of your eye you see Tim Sterling hoisting the amazing Sarah (his ER physician wife) over the fence to help out.

“Oh shoot,” you think walk-running onto the field, “this isn’t a case of a sprained ankle.”

It’s too raw and too fresh for me to write well in a detached, poetic, observant way about how my eldest daughter presented to me on the field last night. Suffice it to say she was there but not there. She sometimes responded appropriately in a slurred-slowed-down sort of way to the onslaught of questions coming her way (why do we do this to people when they are down and out? why do we assess by way of questioning?) but her eyes, pin-prick pupils, they didn’t register understanding.

“Her pulse is really thready and barely there,” Dr. Sterling said calmly, “someone call an ambulance right away.”

My body entered the kind of stay-calm-externally-while-you-are-losing-it-internally mode that I think parents know better than anyone. But I found myself afloat, just like Lucy. I kept being startled awake back to reality, like when Kevin Lewis asked if he could help get my kids home. Kids? I have other kids? I have never so forgotten I had two other kids in my life.

“Sure, let me grab my ummmm credit card,” I said to my boss, uncertain that credit card was the right word but also not really caring either way. (What I meant was garage door opener so they could get into the house but this was beside the point. Words were beside the point.)

In the informal-formal arrangement that is co-parenting I do not do the medical things. Justin stays calm. I lose my mind. I, who am calm in regular life interpersonal frustrations that make Justin flip his lid, CANNOT EVEN when there is blood or broken bone or whatever the heck this was last night. But alas, Justin is training for a new job out of town for three months. I’m up.

After an eternity, first responders arrived, barraging Lucy with many of the same questions Dr. Sterling had been (perhaps more expertly and less aggressively) assessing:

What happened?

How do you feel now? Better/worse/same?

What symptoms are you having?

What is your name? How old are you? What is your birthday?

How much did you drink today?

When is the last time you ate?

What are you allergic to?

Has this happened before?

When was your last period? (Seriously, dude? I never know that unless I check my app.)

Then we arrived at the hospital, and I got barraged with impossible questions, such as Lucy’s birthday, my husband’s birthday, his (newly acquired) employer, do I want to pay now or should they bill me later?

I now feel like questions are a passive-aggressive stance toward someone going through a thing. Like I know they have a purpose, but like seriously do you have to do me like that RIGHT NOW? Is that how my students feel when I catch them on a bad day and am practicing cold calling?

Let me skip to the end of the story quickly, which is to say, when my eyes met Lucy’s as she exited the ambulance I felt a rush of relief. She was back. Her eyes caught mine in an “I recognize you and I’m with it” sort of way. All the labs and all the tests later, we left the hospital a little baffled. She was normal in every result, not even all that dehydrated. Our only explanation came from the ambulance driver:

Everyone is built differently, and the body pulls crazy stuff sometimes to tell us it needs rest. It doesn’t always mean there’s an underlying health issue.

Lucy had just played striker for a full game plus double overtimes, no breaks. It was a huge game for the girls to get to state. She is the type of stubborn human who pushes herself beyond her limits. She ignored her body’s early warning signals (I’m feeling exhausted, I’m feeling dizzy, my legs are cramping up) by sheer force of will. She refrained from asking for help. I may not get this kind of athletic dedication, but I certainly get the plot-line here. I’ve lived it too many times in different arenas.

I say all of this to say . . . sometimes understanding eludes us because our adrenal system is on overdrive, like with me last night. Sometimes understanding eludes us because our lack of physical rest, our obsessive urge to push through the pain and do it all on our own, literally drives our body to diverting blood flow where it needs to be. Sometimes we look like we understand, are conscious, and we are actually there no more than someone passed out on the ground.

There were a lot of helpers that popped up last night despite myself. These helpers helped me pause, breathe, and process probably the scariest night of my life. Kevin reminded me I have two other children and kindly took them on the drive to Rankin County so they could go to bed at a decent time. Blake reminded me I hadn’t eaten dinner and picked up a grilled chicken sandwich for me to deliver when he dropped my car off at Batson’s. Sarah Sterling was at my side the entire night, providing expert commentary to help me decipher what would happen, what was happening, and making the path unbelievably smooth for us. Coach Lis was the one who delivered my key and dinner, made patient conversation, and lovingly told me to “shut up” when I recurringly told her to go and rest and get dinner for herself. There were so many other could-be helpers that waited 45 minutes on the field for us to get Lucy in the ambulance just so they could ask if they could help with younger kids, texted me with offers of food and drink, asked me not just how Lucy was but how I was doing.

The blog blast was supposedly finished before all of this went down. I had written my fill on checking for understanding. But then the worst thing incomprehensible thing happened, and I realized not one blog really addressed the most important two prerequisites to the world making sense again: (1) physical rest and (2) letting the helpers help. Everything was falling apart and then, once we starting doing those two things, everything started coming back together again.

With love to the SA Village,

The Rusts

Making Sense of the Nonsense that is Middle School Life

Authored by Kari East

Traveling is my jam! Anytime, anywhere. Weekend getaway to the Florida coast – check. Three week vacation exploring the Greek Isles – check. Day trip to the Mississippi Delta to check out a cool dive bar – check. There’s something genuinely special about immersing yourself in a new place. I love everything about it: learning about differing cultural norms, the language barrier, culinary diversity, the opportunity to self reflect, the list goes on. But, I also understand that not everyone is big on traveling and that’s ok too. Because, you don’t have to travel far to experience these things….

Welcome to the Middle School where the attitudes are spiraling and the hormones are raging. Buckle up because it’s a wild ride! Here you can experience all of the amazing things travel has to offer without ever leaving the comfort of the St. Andrew’s Upper School grounds. 

  • Interesting social norms – Individuality does not exist – everyone is the same. And parents? Noone has parents! Lord forbid someone’s mom comes to the school and acknowledges their child – NOT acceptable. 
  • New hip lingo – If I had to guess, I’d say I spend around 10% of my time trying to figure out what my students are actually saying. My vocabulary has expanded exponentially thanks to all the cool new words my students have thrown at me. I’m working really hard to make my classroom fire so I don’t get ghosted by my students that need extra support. I can get pretty salty when they leave me hangn’. 
  • Dietary Standards – A comprehensive middle school diet must include endless amounts of carbohydrates, sugars, and artificial dyes and sweeteners. These staples are essential to help keep kids unfocused, drowsy, and never fully satiated. Are you really a middle schooler if you’ve never experienced a sugar high and then the inevitable crash?! 
  • Responsibility and Self Reflection – A middle schooler is never wrong. Ever. Just ask them. They know everything about everything. It becomes a lot easier to work with your students when you accept this fact. 

Unfortunately, middle school doesn’t come with a travel guide and the journey can be quite difficult but it sure is rewarding! I’ve come to really love working with this age group and all they have to offer. Their attitudes are big but their hearts are even bigger. 

Writing Workshop as Checking for Understanding

If you were to ask Alianna Rust the things she misses most from fourth grade as a burgeoning fifth grader, she would answer two-fold: (1) Seeing all the babies (2) Writing in Mrs. Lin’s class.  

As a parent it has been cool watching my borderline dyslexic child #3 take on writerly identities.  It began in Mrs. Touchstone’s class with Alianna’s favorite center: “Book making.”  There she would staple a bunch of white, unlined pieces of printing paper together and call it a book.  She quickly began authoring a series she called “The Stick Family” which featured, you guessed it, sticks with a variety of names. 

But it wasn’t until fourth grade that her writing really took off.  Mrs. Lin opened up the floodgates, so to speak.  On our daily after dinner walks, Alianna would hang back 10-20 feet behind the rest of us, mumbling to herself. “You ok?” I’d call back. “Yep,” she’d reply smiling shyly, “Just making up stories in my head.” Somehow Ms. Lin was able to convince Alianna that weaving tales went beyond being able to perfectly spell/encode words.  It was okay to just get ideas down and edit later.  From this proud Mama’s perspective, Ali P was a natural weaver of words, a burgeoning poet storyteller.

Writing workshop methods (I’m not even gonna say the name Lucy Calkins- whoops I said it) has gotten a lot of flack in the recent years. But when I think about the magic that goes into building writerly confidence in the context of this month’s blog blast theme of checking for understanding, all I can think is that something the workshop method does WELL is monitor each individual’s kids development to meet them where they are.  You can look at just one piece of writing to assess so many different TYPES of understanding, such as:

  • Has this child learned how to encode words?
  • How is their handwriting?
  • What is their working vocabulary?
  • Where is their level of understanding in sentence construction? 
  • How do they frame narrative?
  • Do they apply English conventions such as spelling, end marks, punctuation, etc.?
  • How effective is their organization? 
  • How well do they understand the elements of this particular genre?
  • What level of details are they able to employ? 

And that’s just the beginning!

So just last week I walked into the delightful focused flurry of writing workshop in Caroline’s class, and it was just the example I needed of a teacher actively checking for understanding.  Students were all at different stages of the writing process, and all had clear signals of productivity at work. Here are a few things I noticed:

  • Caroline energetically conferencing with individual students about their writing at the standing table; talking to one about present tense versus past tense and which would be more effective.
  • All students had a host of materials at their disposal: a checklist for narrative writing elements, a narrative writing outline, lined paper for composing their drafts, etc.  
  • Some were energetically moving on their drafts, and others were taking a break. Still, I noticed their talk was centered on writing: “what is yours about, John?” etc. 
  • Some had filled up pages of dialogue, while others were on the first paragraph.
  • Most were writing fictionalized stories but nearly all had elements of the truth.
  • Caroline did one sound check in the room to make sure the talk was writing focused
  • Students all seemed to know what to be doing when; it is so difficult to attain this kind of workshop environment and Caroline has DONE it! 

I have to admit, I’ve tried to replicate what Caroline has so well achieved in my 12th grade English class to much less successful results. I have various theories why.  I never fully commit to enough time routine building. Students by the time they are 17-18 have developed writerly habits that are mostly outside of classroom time.  I usually allocate less class time to writing than I mean to . .. it is the first thing to go.  I rarely give them choice in the same way that workshop models do.  

Still, every single time I sit down with a student to talk about their writing, whether it is during the class time or during “Dr. Rust office hours,” I get what all the hype is about.  There is NO better way to check for understanding and then provide next steps than sitting down with an author over a piece of their writing and dialoguing about it.   Period.

We Are Bodies Too

Last spring I had a health scare.

So many of us do if we are lucky enough to live past our 30’s, and so many of us have robust support networks (many through this gift of a place we call work) that we can filter our stress and news and questions through.

So many of us find comfort in the stories this sharing solicits: “This happened to me/my friend/my mom . . . and all was well.”

Well my most recent confrontation with my mortality came as many women’s do: with my first mammogram. (I promise not to talk about my boobs on this blog.  Well not too much anyway.)

I got the call-back for the second visit and had such certainty it was nothing (I had been warned at my first visit that this was common for first-timers . . . they needed to get a lay of the land, a map of the territory) that I delayed for a few months until I got a call back from the office: “have you scheduled your follow up yet?”

The morning of the follow up, I had a tight but doable schedule; 8am appointment and my first meeting was at 10am.  Surely that was plenty of time.  However, the quick second mammogram turned into a quick ultrasound check with a tech and then after the second radiologist entered the room for a consult (yes, both radiologists were most definitely SA moms) I began to get a sinking feeling I wouldn’t quite make my 10am.  My matter-of-fact radiologist that clearly had the most seniority looked at me kindly: “You know what, I don’t like the look of this and I’d like to go ahead and do the biopsy now. Do you have time? Let’s just go ahead and get it over with.” 

I was the type of deer-in-headlights one can only be when your right breast has been seen/inspected by ten strangers in one morning.  I kept looking around the room and seeing the word “Cancer”, like literally on a poster, on their name tags, etc.  They should really do something about that.  I stammered: “Do you think I can still make it to my 11:30?” and they said, “sure, if you feel like it.” She was right: a shot of heart-rate-inducing lidocaine with epi, a vacuum assisted suck of tissue, and voila! “Julie, it’s either cancer or a complex sclerosing lesion.  We will find out in 5 business days or so. Try not to worry until we know more.”

I drove without thinking to work where I dumped the day’s events on Rev. Annie and headed off to a lunch meeting.  

It is a gift to work at a place that feels safe in the middle of a storm.

I got the call that Friday morning, 3 days after the biopsy and was immediately overcome with gratitude for not having to wait for the weekend.  It was the good one: NOT cancer, but a complex sclerosing lesion.  She still wanted to get it out. It was considered high risk, and she wanted to test the entire thing to make sure it was entirely benign.  I balked.  The biopsy was benign! This seemed like overkill.  I fought my husband about it. I compiled a lit review using medical journals I found on google scholar.  See?! Some suggest that women have too much surgery for this particular lesion, and it is common to show up when you are in your 40’s.  I just had my first mammogram too young! Can’t we just watch that spot rather than take it out?

The problem was that every person with actual medical knowledge in the field I talked to said to just get it “cleaned out.”  I am an excellent google scholar navigator.  But not that excellent.  

I reached out to a surgeon that was in my insurance and the moment I mentioned a family history of having a grandmother that died at 48 of ovarian cancer, I was whisked away to genetic testing.  A few weeks later with the magic of science I was blessedly reassured that I don’t have any of the problematic genes that worries doctors the most.  I was told my risk category now went down dramatically.  Still, there was the matter of that surgery, which I, true to form, put off.  I didn’t want it to ruin the end of the year. I didn’t want it to ruin swimming in June. I didn’t want it to ruin my 20th anniversary. I didn’t want it to ruin our epic vacation hiking in the Canadian Rockies.  When I ran out of things to ruin, I finally settled on July 15th, as the perfect nothing date: not too close to the start of the year to mess things up but also close enough to have lots to do on my computer while recovering a few days at home. 

I don’t know if this comes as a shock to anyone, but I am literally the world’s worst patient. I am simultaneously overly dramatic (I am going to most definitely die b/c I’ll randomly be allergic to anesthesia), overly confident (see google scholar search above), overly dismissive of advice (pain meds/shmain meds), and overly impatient (no WAY can I rest for a week before going back to the gym.)

This is why God chose to teach me a lesson I’m pretty sure the day of my surgery, which began with a bang of waiting two hours in a tiny holding cell in a hospital gown because the radiologist performing part 1 of the procedure (inserting a wire to guide the surgeon) was unexpectedly busy.  I can handle one hour of waiting with absolutely no communication.  After that I think a random nurse heard me pacing the tiny area and asked if she should call my support person.  “YES!” I shouted.  Poor Justin.  He enjoyed listening to me rant about best practices in medical care and how ridiculous it is that doctors are treated as god-like deities and patients are cattle in a barn meant to wait and bow down at the feet of these all-awesome PhD’s. I had visions of the radiologist simply sleeping in, or having a leisurely breakfast with her other rich doctor friends at Primos.  (This, I’m sure .. . I think, was unfair.) And what was UP with the lack of communication from the nurses in the unit? Couldn’t they give me an update of some kind? An apology? A reassurance? My speech was punctuated with my loud stomach rumbling because, after all, now it was 9:30am and HOW IN THE WORLD do people skip breakfast every day?! 

The benefit of all this waiting was that by the time the ultrasound tech came to get me a lot of my anxiety was replaced with anger and “let’s just get this show on the road” and I audibly shouted “YAY” a few decibels too loud.  I received lovely compassionate care from the aforementioned villains, and while getting a wire inserted in your breast may  not be everyone’s idea of a good time, I did get a good chuckle when both the nurse and the machine got accidentally sprayed with blue die by the radiologist. (Sorry guys.)  I did try to convince the radiologist to give me a second-third opinion that the surgery wasn’t needed. “I would be happy to cancel the surgery right now!”  Alas, she wasn’t helpful.

A few mammogram images and I was off (wheelchair-bound) to the surgical wing of the hospital, where I managed a much cheerier disposition as I waited two more hours for my surgery, thanks to a window with sunshine and access to food network, which of course my stomach growled in rhythm with Chopped, etc. Fun fact: they always do a pregnancy test right before even if you promise there is no way a baby is living in there. Also fun fact: I have like the worst veins ever and felt a tad scolded when my vein “blew”. Ughhh. Nevertheless, I remained more cheery.  After all, the wire was in there.  I couldn’t get out of it. When the nurse came in for final prep and I shouted “Wheee” as she moved my bed up higher, she said “this is your first surgery isn’t it honey” and then audibly gasped when I told her we had three kids and my last surgery was a C-section with my 16 year old.  I could tell this was a judgment, not on my youthful exterior, but on my general immaturity, which she had caught me in an array of silliness as she burst into my room several times. 

Then, at approximately 2pm, nearly 7 hours after arriving at the hospital, it was GO TIME.  They put these weird compression things on my legs and the last thing I remember thinking is “uh oh only one of them is working, should I tell—-”  The next thing I knew I was waking up, entiretantlly clear of mind.  My other fear was that I would wake up super disoriented or scared, but no, in turns out general anesthesia is MUCH better than the lighter sedation that I’ve received for other procedures. I felt like my alarm went off at 3am for an early flight, but all of my wits were intact.  I felt the sudden competitive urge to impress my recovery nurse with how quickly I woke up, so I started chattering uncontrollably about the metallic taste in my mouth, I asked questions about how many people were in the room, I asked if I had a tube down my throat (yes), and most importantly, “was I slow or quick to wake up and be conscious?” The news we will all be glad to know is that I was on the “fast side of average.” I felt strangely vindicated.

I then spent the final 45 minutes in the hospital trying to impress both my second recovery nurse and my husband of my remarkable lucidity.  No loopiness here! I also downed two bottles of water, despite feeling a bit weirdly bloated in my stomach,  Apparently over a liter of IV liquids will do that to you. I was a tad humbled once they had me sit up; OH there’s the lightheadedness, but felt well enough to chat it up with the young and delightful nurse wheeling me to my car, who knew the Wares well from church. 🙂

Of course, nothing says post-surgery like a poke bowl, so I begged Justin to drive me there. I insisted on walking in to order it myself, and then fairly instantly regretted that decision. THe menu was readable, but also a tad incomprehensible. Rather than making a million substitutions and asking twelve questions like normal, I just ordered the first thing I saw and sat down.

Aftermath

I’m not one to invest much energy in how I look.  Stephanie Garriga, perhaps the Queen of impeccable style and being put-together at all times, has reminded me, “I just LOVE this thing about you, Julie, how you don’t try at all!” 

I can’t argue with her. She’s right. There are just too many other things that consume my attention, near the top including “how I feel” (did I get enough sleep? Did I eat good food? Do I have enough endorphins from my morning run?) as well as my very Type A “what did I produce today” (did I answer those emails, write enough words, strategize enough strategery, help enough in general.) 

So it struck me as very strange that when I looked in the mirror the morning after my surgery and saw an unrecognizable shape of a right breast, I burst out crying. 

I’ve read about this phenomenon, particularly women that have to have full or partial mastectomies.  We have strange relationships with these lumps of fat, perhaps especially by the time we enter middle age.  What began as objects of curiosity and even (for some, ha!) sexual power, metamorphosed into magical feeding/nourishing machines that nurtured-soothed-quieted three humans from infant to toddler.  To be quite honest, since my kids passed nursing stage, I haven’t thought much about my breasts, except for the occasional amazement that some women actually want to have surgery to make them larger.  They were simply parts of me that I had to strap down so they wouldn’t annoy me on my morning run.  I’ve never had the kind of body to make people swoon from my amazing curves, and if I’m giving an honest assessment of my boobs, they never were all that impressive.

But in that moment, I stared unremittingly in the mirror at my right breast, the purple-orange bruise along the side and the deftly-made incision beneath, and I saw a stranger on my body.  She was kind of jaunty on one side and also smaller than I remembered on the other. Sure, I knew less than 24 hours out I was certainly also seeing the effects of swelling, but there was definitely both something missing and something . . . off.  I mean it was still a breast, but it wasn’t MY breast.  I cursed my insecurity through my tears and texted my husband: “do you promise to still love me if . . .?”

When he got home that evening he took my hand and laughed as we strolled uncharacteristically slowly around the neighborhood on our nightly family walk. “That wasn’t like you to be insecure about your body.” “Ha ha,” I said, turning around to try to explain my emotional outburst to Lucy.

The thing is that in all of my emotional energy about this surgery, all of the putting off and all of the expenditure of “WHY ARE WE DOING THIS the initial biopsy was BENIGN” and all of my google scholar searches and lit review compilation and all of my insistence that this was too-much-too-soon-overkill I had forgotten that I was having what is the equivalent of a lumpectomy, except that it isn’t cancer, so it’s called an open surgical excision.  I had forgotten that the tissue being taken out, even if it wasn’t cancer, would still alter the appearance of my body. 

I think we do this a lot in life- assume that just because the pain doesn’t hurt as much as it could, just because the worst has not happened, the things that happen to us mean nothing at all.


I do not pretend to have learned something valuable from all of this.  I still argue with my  husband that my lit review was right, that the surgery was the wrong move. I kind of regret the fact that I had the mammogram in the first place.  I wonder if the newer machine they were using led to a chain of very expensive, annoying events. 

Still, I learned a few weeks post-surgery that my breast tissue was decidedly not pre-cancerous  (and apparently composed of lots of milk ducts, thank you very much to my three children that nursed me like a cow). Now I have genetic testing in hand that says I’m less likely to get breast cancer than I am likely to get it.  I know now that I can indeed survive general anesthesia and that it actually affected me way less than I thought it would. I can go a few weeks without running and I don’t die.  So there’s that. 

Maybe most importantly, when I run into someone at work and they have a stressed or hollowed-out look in their eyes, I have more imagination to think that there may be a host of things going on about which I know nothing. We are professionals, sure.  We are colleagues.  We are teachers and administrators and business office folks and maintenance workers and chefs and so on.  

But we are bodies too. 

When Understanding Eludes Us: My Neighbor, Miss Deborah

My neighbor, Miss Deborah, has dementia.  Or mental illness.  Or something else.  All I know she is my mother’s age but she appears to be a few decades older.  Her skin is paper thin.  Her voice slurs from what I assume is a combination of medications for her various physical ailments.  When I visit, which I try to do every other Sunday or so, she will offer me a seat on the portable toilet beside her bed.  “See, the seat’s down so you won’t sit on anything honey,” she says reassuringly, patting the toilet seat.  

She once had a full life.  She was a kindergarten teacher.  She still, in many ways, is a kindergarten teacher.  She speaks carefully and slowly and with exaggerated patience when I can tell her dutiful husband and 24/7 caretaker husband, Richard (a past coach and history teacher himself) says something that annoys her.  When our conversation lags, she points to a stack of magazines she has sitting on her bed.

“You see those?” she asks.  “Those there are my job. I get some scissors and I just cut them out.”  

“Noooo,” I inwardly moan, my worst self itching to get out of the cramped suffocating room so I can go on a Sunday run, knowing that she is about to take me on a tour through the pages.  But it’s too late. She’s already on page 4, pointing out every single large font and picture she can decipher. “Now you see that there is a recipe for a BBQ Crockpot dinner, and see, first you toss that in with that and then I cut out that picture. . . .And there, there’s a doll set you see you can buy made out of 100% porcelain and see it’s just $49.95 for the full set, honey.  So I cut that one out too.” 

She has sticktoitiveness, that Miss Deborah.  Once she gets going she will hit every single page of the magazine to point out all the highlights.  “She isn’t wrong,” I think, marveling.  “She can still decode words perfectly in the fog of whatever is going on.” It is clear to me she has found a refuge, life-raft sort of function in these magazines.  Here is visceral proof she is still of-the-world.  She gets it.  She is in.  I can imagine her kindergarten teacher self having students practice collage in a similar way.  “Can you identify items that start with A?” she might have said.  “Cut them out and glue them to the construction paper! A little dab’ll do ya!” 

After a particularly rough health stretch featuring a fall and a new dosage of medicine, Mr. Richard called to ask if I might speak with her a few moments to calm her down.  She engaged in a circular story centered around the magazines.  What had been her Savior now has now been twisted into a torment. “Those people making me look at magazines,” she slurred, “I called them and told them after the holidays I’m just not coming back!  It’s killing my shoulder having to cut all of those things out.  No sir, I said. I’m not coming back.”

I fruitlessly explained four times that she deserved a rest, and no one expected her to painstakingly page through magazines. It’s not a real job, Miss Deborah; just a hobby of yours!   She ignored this plot point, and reminded me that her shoulder was killing her and she was quitting.  I decided to join her world and encouraged her to quit.  “Some bosses are just unreasonable,” I said in an agreeing sort of way.

Miss Deborah spent her last few fairly healthy years, as I understand it, swimming at the YMCA pool and shopping non-stop online.  Her son’s old room is now dedicated to housing hundreds of expensive dolls, which, when she was in better health, she loved introducing me to one by one.  I marvelled at her fascination with them.  The room felt haunted, so occupied by blank stares of glass eyeballs and fake curly blonde hair. “Now this one was a real good deal,” Miss Deborah said, “I got it for a steal.”

I’m worried now, about her husband.  He is beginning to show his 8th decade age, and the wear and tear of constantly being on call as the sole sound mind and able body in the household.  Recently, while I was about 3 miles away from the house running, he gave me a call. “Deborah fell, Julie.  She’s fine, but I can’t get her up.” Panicked, I called another neighbor and also Lucy to go check on them.  By the time Lucy and Zander got over there another neighbor was helping her up.  Everything was fine, but to live on the edge of catastrophe like this is no small thing. 

Last week, the smell of medicine was strong and Miss Deborah was excited to show me a ring she had found, “Honey I don’t know what kind of ring this is, but here it is,” she said, holding up a large thick band.  Richard peeked his head in, “Deb, that’s your high school class ring.”  She was in a good mood last week, without her usual frustration with her husband and his helpful comments.  “Oh,” she said innocently and without skipping a beat jumped to another topic: “Julie, honey, next time you take that big dog of yours for a walk, will you come pick me up too? I’d like to go on one of those fast walks with you.”  I blinked back a tear. I didn’t know what to say.  I looked her full in the face.  “Sure, Miss Deborah,” I lied.  “Will do.” 

The Gap Between Understanding & Action

After a buncha blogs dedicated to enhancing our ability to check for student understanding, I think it would be just plain dishonest to forget to mention that chasm between knowledge and application, understanding and action.

Ya know the really annoying people in life that give all kinds of advice but don’t actually take up the tips themselves?  You know, that super out of shape coach or that incredibly sloppy hair stylist or that colleague that forever complains about kids not turning things on time but never follows through with showing up to duties or returning assignments to kids? 

Well sometimes-mostly I’m that kind of person with my Tuesday Teaching Tips. I can expend just enough energy to get the things done, to do the research, to write the intro and complete the citations. But then, bam, it’s Tuesday afternoon and I’m depleted and fall back into my regular programming and not-so-intentional habits.  

I wish I could report something different, but I would be lying.

I find the longer I am in this game, the more entrenched the rhythms of doing what I have always done become.  This is why, I realize, those more veteran teachers appeared so intractable.  It wasn’t so much a superiority complex or closed-mindedness. It’s just that there is only so much time in the day, so much energy to live out that day.  And according to Newton’s First Law of Motion, change takes a whole lot more energy than maintaining what you’ve got going.

But, still, what is the point of knowledge without action, or as James 1:23-24 reminds us, 

Anyone who listens to the word but does not do what it says is like someone who looks at his face in a mirror and, after looking at himself, goes away and immediately forgets what he looks like.

The problem is THE LEARNING IS SO FUN.  AND THE DOING IS SO HARD.  

Maybe seeing the chasm is the first step to closing that gap, whether it’s in my students and their ability to actually apply the thing they know, or myself in my own practice. 

Hey, a lady can hope.  

The Power of Manila Paper

Authored by Hannah Le Blanc

If there is one school supply that screams “Lower School,” I think it would be a fresh sheet of manila paper. Or maybe, not a fresh sheet, but a sheet that has been sitting in the stack in the workroom for about 15 years. Why did this become such a thing? Why not white paper? A quick google search shows that it is a relatively cheap product that is made from a less refined process than other paper. So I guess that’s why we use it. But I digress. 

Manila paper happens to also be a powerful tool for checking for understanding. When I first came to St. Andrew’s, as a baby teacher fresh out of grad school, I was placed on a team with St. Andrew’s royalty – Judy Menist, Anne Ranck, and Susan Maples. Through their sage wisdom, I learned the power of a sheet of manila paper to check for understanding. Each week, they would put “8 Boxes” on the plans. This activity gets its name from the fact that you take a large (12 x 18) piece of manila paper, and with great patience, you instruct your students to fold it into halves, fourths, and finally… eighths. At the beginning of the year, that may take all morning! In each square, we would have the student write a word that followed the weekly phonics rule. It wasn’t a spelling word that they had memorized, but instead, it was a novel word that used the spelling pattern. Students were tasked with writing the new word, then decoding it and drawing an illustration for the word in that box. And there you have it… if they could correctly apply their knowledge of the spelling pattern or phonetic elements and draw a matching picture, you knew that they could read that pattern. And they never knew it was a check for understanding. 

Fast forward to moving to 2nd grade and… wouldn’t you know, when I asked Rachel Newman how she likes to check for understanding with vocabulary, she led me to the workroom and gave me a stack of manila paper and told me to have the students fold the paper into eighths. For each vocabulary word, students are tasked with coming up with their own, unique sentence showing they can use the word in context and then draw an illustration to go with it. Not only does it show what they know, but it lets them be creative and makes a vocabulary assessment far more engaging than a quiz or a test. This year, I even had a student turn all of the sentences into a story about a kid enjoying pizza, even though the vocabulary came from a nonfiction passage about geography. Checking for understanding doesn’t have to be complicated or scary. All you need is a piece of manila paper! Enjoy some wonderful examples below! 

When Things Don’t Make Sense Pick Up a Pen and Write a New Story

Some days-weeks are very good, many days-weeks are so-so and pretty mundane.  But then there are some days-weeks that I can only call, with my most charitable words, “knock-you-on-your-face-and-kick-you-in-gut bad.”  Usually such weeks hit out of nowhere.  Like you aren’t prepared or ready and you walk into that Monday assuming it’s just another week.

These are the kinds of days-weeks when sleep at night is laughably elusive.  The kinds when your/my adrenal glands go into overdrive.  For me, they are triggered by a few things that are also wrapped up human evolutionary imperatives out of my control such as fight or flight but I also suspect some of us are more prone to them than others:

  • Someone that I trusted doesn’t like me.
  • An injustice has occurred. 
  • A big old life change out of your control pops up. 

I recently had one of those triple whammy weeks. 

I am convinced that the reason my body keeps me up all night under these circumstances is not merely instinctual or chemical, but practical.  I am, if nothing else, a midwestern hard worker type.  The three bullets above present, to my brain, problems that need solving.  Some part of me is convinced that my 1am, 2am, 3am rehashing of what to say or do next, my doom-scrolling, my obsessive checking of email, my stream of consciousness journal entries, my spreadsheets of potential concept map networks, my note taking app of talking points, my research on google scholar, and yes, even recently, and I am INCREDIBLY embarrassed to admit this to you, my CONVERSATION WITH CHATGPT (which had surprisingly good advice to help calm me down; please do not be like me- talk to an actual therapist), one or ALL of these things will magically solve the problem, make me feel better, and at the very least regain some semblance of agency in my control of my life.  

HAHAHAHAHHAHAHAHAHA.  Because we all know . . . . 

Things I Can ControlThings I Can’t Control
My response to thingsEverything else

So yeah, I really just need sleep. 

But still, when I think about all of my middle of the night activities and the goldendoodle snoozing beside me, I can also assert with some degree of “yes this is true” that they all are doing SOME work in shaping my understanding. . . in bringing me back to myself when I am in a cortisol-fueled frenzy of my own brain chemical making.

So just imagine you are in this state for which you have no words and you go to chapel and Rev Annie puts up this graphic featuring Walter Buggeman’s framework that I would summarize as “there’s a Psalm for that”:

Wow, that’s pretty dang helpful.  

Then you go home to try to go on a run and clear your head and this new Hidden Brain Episode pops up on your feed.

As your breathing quickens you get lost in some serious wisdom from psychologist Fred Luskin, psychologist and director of the Stanford University Forgiveness Project. 

When we feel off balance, upset, dysregulated, we construct grievance or blame stories to help us initially feel better. This practice is “useful in the short term and destructive in the long term”. 

But that’s the direct result of anger on the brain. Anger reduces blood flow to the prefrontal cortex. Your thinking capacity and your creativity are dimmed. If you can soothe that anger in the moment, then you get your blood flow and your brain back, and you get a chance to think of some different strategies. And that is the simplest description of how forgiveness is helpful.

So, one time, we brought them to the window of the fifth floor of the building on Stanford’s campus. We opened the blinds and said, literally, let the sun in, . . . it’s in your past, and you want to make sure that this . . . doesn’t serve as like a full solar eclipse, and it doesn’t mean that this didn’t happen, but you can open back up to goodness. And we gave them some practice in changing the story that they tell, the grievance story, not just to talk about how terrible it was, but what are some possibilities for moving forward. 

I never tell people to forgive and forget. I tell them to forgive and remember differently. 

Just take two slow deep breaths into and out of your belly. Slow and deep. Just take two slow deep breaths into and out of your belly. And when your belly inhales, allow it to expand. And now bring to your mind’s eye a picture of someone you love. Just bring to your mind’s eye a picture of someone you really, really, really love. And try to feel that love in your body.

This is how I developed the forgiveness project. I started trying out my new story with my wife. I created a story that looked forward, not backward. And I got hope again.


I finished the podcast just as I arrived back home; the sun was sinking low.  I heard the familiar pop pop rhythm of my son dribbling the basketball on the driveway.  I smiled.  He had lugged out an old trampoline from the toy room upstairs, a room that has largely been abandoned since my babies lost interest in the piles of figurines and baby dolls in bins.   

“Check this out, Mom,” he said, comically bouncing off of the springs and doing exaggerated dunks with his distinctive mix of childlike play and young-adult like prowess.  

“Shoot a few hoops with me?”

As the sun melted down, a breeze hit my face that felt like a reminder of spring.  I grabbed the ball and checked it up.  I posed with the ball over my head, yelling “STEPH CURRY” in preface of an outrageously unlikely three pointer.  I may, heck, I probably would miss.  But this moment, this early evening light, this warm wind, this laughing squeaky-voiced boy I loved, all of it: 

 It felt like hope. 

Put your Pedal to the Medal

This blog has been co-authored by Julie Rust & Meredith Boler!

If I didn’t just see the best celebratory check for understanding of my life, I don’t know what I just saw.  

Last Friday was the first of what I hope becomes a yearly tradition for our Pre-K4 students finishing up their Helping Hands unit entitled “Pre-K Pedals for Children’s!” Service learning is important in each division at St. Andrew’s, and our youngest learners find ways to build this in, too. Since our Pre-K4 students recently learned about community helpers, planning an event that tied back to learning and contributed a positive impact on our community was top of mind. Children’s of Mississippi is filled with doctors and nurses who are community helpers and serve an important need in our community and state. Each child brought their own bike and helmet from home and proudly did laps around an impromptu track around the carpool area between ECC and Foundations. Onlookers cheered with signs, including two years olds from Foundations watching in awe from the playground as well as ECC classes and older, sign-clad buddy classes running from vantage point to vantage point to cheer them on. The range of speeds, types of bikes, skill levels, and the 100% enthusiastic participation was a sight to behold. Through the event, our Pre-K4 friends not only had fun and made memories, but they also raised financial support for the hospital.

I was a few days out from a blog deadline, which meant that the theme of “checking for understanding” creeps into my sensemaking of everything I was encountering.  What was this if not a perfect example of a celebratory performance based assessment, perfectly differentiated for the skill of every learner? Each lap a kid made, a new revelation popped into my head that made me rethink my own design of senior level English:

  • Make sure the vehicle fits, the right bike for each kid: The size and fit of each vehicle varied wildly. There were balance bikes, tricycles, tall bikes with training wheels, and a few big kid bikes with NO training wheels (hello future athlete).  Meredith noticed that a few friends weren’t set up for success.  Their training wheels actually were exceedingly wobbly, which made those track curves tricky.  All I could think about was in what ways are my assessments setting ALL kids up for success? And what ways am I inadvertently setting up some students for failure?
  • Build in protection:   Did you guys know how cute helmets have gotten? They are basically now costume attire, offering mohawks, dinosaur heads, unicorn equipment, and on and on.  Style matters for SURE for the fun factor, but fit matters most of all for our young ones. How can I ensure my students are protected as we encounter new ideas, failures, and successes? 
  • Go at the speed you want: How often do I let my students choose the speed they take with the material I teach? (Quick answer- almost never.) I almost always prioritize an empty sense of urgency, which works for my skilled kiddos, but throws the ones that need more time off.  How can I create a learning atmosphere that has room for all different speeds? Can the track of my class hold both that little guy carreening around on his two wheels big boy bike AND the little one super terrified to move faster than a snail’s pace on his balance bike? 
  • Provide public celebration and encouragement: What better set up is there than more advanced folks who can cheer us on our learning journey? What audiences can I provide for my students?
  • Look ahead to a thing to come: How can I carve out ways to create anticipated excitement for what is to come in my class or division? Those two-year-olds were decidedly CAPTIVATED!
  • Teach/assess real life things that will follow them forever: Perhaps most importantly of all, this pedal celebration was celebrating a skill that is not simply relegated to artificial classroom spaces.  Riding a bike is a lifelong thing that will enrich their lives forever. How often do I stop and ask myself: how will this skill benefit my students for the rest of their lives? (Note: I recently did ask myself a version of this question and it pushed me to reconfigure a free reading assignment accordingly.) 

Before I end this blog, I want to share an interaction I had right smack dab in the middle of the race: 

A little boy on a small balance bike saw me and pulled over. 


“I’m scared,” he said, “In fact, I think this is the scariest thing I’ve ever done in my life.”

“Why, buddy? What’s scary?”

“This crowd! I don’t know these people! I don’t like it when people whose names I don’t know are yelling at me.”

“Oh but they aren’t yelling at you! They are cheering you on.”

“Still, I don’t like it.  And I don’t like that I have a balance bike.  I want a different bike.”

“Oh I get that.  Maybe when you grow out of this bike you can ask your family for a new kind. Maybe you can get ideas of bikes you like by looking at all of them here today.”

Slight nod

“Do you think you can do just one more lap? I’ll be here waiting in the same place.”

Chin set in bravery. “Yes.  I’ll be right back.”

He took off around the curve with the confidence of a fish swimming in the ocean, legs flying in perfect rhythm.  

I’m glad James reminded me of this.  Showing what we can do is scary, most of all to folks we don’t have close relationships with.  And it’s pretty tough when we do it publicly and can see how we stack up with our peers.  These two things should shape how I design each and every assessment. 

But also being scared is part of the point.  And pushing ourselves to do one more lap in the face of that fear and surprising ourself with our own speed . . . . that’s part of the point, too.