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mindfulness in the classroom: for them, for me, for the world

This past summer, I took the course “Mindful Educator Essentials” from Mindful Schools. I knew from personal experience the power of mindfulness to steady myself, as well as to benefit students coming from traumatized backgrounds. But I was also looking ahead. My future students–now my current students–would largely represent the opposite demographics of my entire teaching experience: wealthy, advantaged, political, prominent. And those kiddos have parents in the same category. And with such privilege comes an enormous amount of weight: the strongest drive to get the best grades and the most extracurricular sports and activities to get into the elit-est schools. Just typing that sentence stresses me Read More

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teacher reflections: strong relationships AND high expectations

I have transitioned, now, into four different schools. The first school, Adams City High School, I like to think I came in as a wrecking ball. Unfamiliar, new, powerful in a naive way. The second and third school, Bruce Randolph and North, respectively, where I first tiptoed around who I knew I was and who I thought my new kiddos needed. And now, I find myself in my fourth school, Graded. And once again, I am walking the wire of tension between strong relationships and high expectations. They don’t like it. Daily, I vacillate between “why don’t they like me?” Read More

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dear you: a letter to my first set of international students

I’ve come here for you. All five thousand seven hundred and sixty nine miles for you. Yes, the adventure and travel and culture and lifestyle called, but more than anything, it was you that captivated me. The last two weeks have been in preparation for you. And I am ready. Though there is so much value in adult collaboration and collegiality, it is for you, the students, I show up everyday. You are my heart and soul. You are my light. Like any first time mother, I am nervous also; you are my first international children. I wonder if my Read More