Is Your Mind in the Moment?

“True happiness comes from bringing all your attention to whatever you are doing right now.” -Mindful Monkey, Happy Panda. Mindfulness is the ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what is happening around us. We are a mindfulness district, which means that all of our teachers have been trained in the practices and teach mindfulness lessons to learners through either the classroom teacher or the school counselor. Our goal is always to be sure our learners have a wide variety of tools to use to regulate their emotions and learn how to be fully present. Many of our teachers use a mindful minute to center the energy in the room before they begin a lesson or an activity. They have access to tools like breathing balls and chimes to use in classrooms. In addition, many of our elementary classrooms have Peace Corners. It is a space within the classroom filled with mindfulness and sensory tools with QR codes to short videos that teach how to use each tool so that learners can independently take a break as they need one. Many of our learners are now able to go to the Peace Corner, self-regulate, and return to class activities very quickly. It sends the message to them that we all need a break sometimes, and it is okay to take one when you need it to get recentered and ready to learn or collaborate with others.

We offered mindfulness retreats to our teachers last year on a few Saturdays to help them learn self-care strategies and often use mindfulness tools to start staff meetings. We always want to be modeling with adults what we want for learners in classrooms. We try hard to have our leaders in our schools with our teachers and learners as often as possible, so we only meet as a whole team (Principals, Assistant Principals, District leaders, and instructional coaches) once a month for about two hours during the school year. We used to try and cram as much information into those meetings as possible, jumping from one topic to the next each month. This year, we are trying to model iteration and reflection, so we switched the meetings to be an opening with some new learning, usually from learners or teachers talking to us about their experience in our schools. We spend the rest of the time in collaborative groups reviewing the professional development plans that are embedded in our school improvement plans to make sure we are continually reflecting on what support our teachers and learners may need. The teams add elements to the plans based on ideas from other leaders or from the time we use to reflect on their new learning.

Frequently, our leaders are running out of the meetings at the end as they need to get back and do lunch duty or have teacher and parent meetings. Schools are really, really busy places, and often the leader needs to be reminded to take time out of that busy day to connect to people and make time to be truly present with them. We ask our teachers to use their time to foster relationships with learners and create classrooms that are authentic communities. As the leader, do we do that enough with staff? I am working on putting down the laptop or the phone when someone comes to talk to me so I can give them my full attention, but it is a work in progress for me. We are all always trying to do so many things at once; we sometimes forget to be mindful of the interaction that is right in front of us. It may be the moment when a colleague, friend, family members, or learner needed to connect, and our distractions may have us missing those crucial moments. It takes practice and reminders for me to be sure I’m staying in the moment and not too quick to move on to the next thing or check my latest notification on my phone or computer.

We recently had the opportunity to participate in the first session of a new leadership series from Youth Frontiers called Geometry of a Leader. Our principals, assistant principals, and some district leaders came together to learn, listen, and practice being present with one another. We spent time reflecting on how we could be more present with all the people in our lives, including our staff and learners. It was a very powerful few hours of practicing our listening skills with one another and listening to some beautiful live music from one of their staff musicians. We took the time to be connected to one another and made commitments to what we will take back to our schools. We talked about mindfulness, its importance in leadership, and left with four keys to presence:

  1. Turn your body towards the person.
  2. Make and keep good eye contact.
  3. Listen to understand.
  4. Give the person your full attention.

To some people, it may sound silly that we need reminders to do these things when engaging with someone, but I certainly do. “Do you have a minute?” is something I get asked many, many times each day. I am not 100% sure how everyone else defines a minute as often I am needed for much longer than that, but my new commitment to others is to say no when I really don’t have the time with a promise to follow-up when I do. It is when I try to squeeze in the time for someone when I am in the middle of something else that I am the least present. I need to be mindful of that all the time.

Many of our leaders have sent feedback on how much they enjoyed the retreat, how they have started to use the four keys, and the impact that is having on their relationships with staff. Principals need time to learn and reflect just like everyone else. We are excited to see how the next two retreats on humility and courage influence our leaders and help them grow their skills. Presence, humility, and courage are such vital skills in leadership that help us to focus on who we are as well as what we do.

“If we don’t take the time to be human with each other, our humanity will fade away.” Our retreat leader repeated that phrase several times, and it stuck with me. Human connection is so essential in the work we do in schools. We know it should drive everything that happens in classrooms, but we also need to be sure it drives how we lead and what we model each day.

Listening to What Matters Most

undefinedEvery year I attend graduation at what, until recently, was our alternative high school. It was a credit recovery school where learners who need an alternative pathway to graduation went after they had repeatedly failed at our comprehensive high schools. We are moving to a Project Based Learning (PBL) high school where we provide new opportunities for learners earlier to prevent failure and the need for credit recovery. They usually have two student speakers at graduation who tell stories of their challenging times in school and life before they attended our alternative high school and things turned around. The students are articulate, passionate, and often bring many in the audience to tears. They talk about finding their passions, connecting with teachers on a deep level, and learning resiliency skills at the new school. As I sat at graduation last June, I was struck by the power of what one learner had to say about her learning journey and looked around to realize more people needed to hear it.

I recently read a great post by A.J. Juliani called The Surprising Research about Students and Listening Skills. In it, he writes about an experiment where people missed a gorilla moving through a group of people playing catch as they were asked to focus on watching one pair throwing the ball back and forth. “This experiment reveals two things: that we are missing a lot of what goes on around us, and that we have no idea that we are missing so much.” I worry that sometimes what we are missing in our schools is the voice of our learner and we have no idea how impactful that voice can be to inform our practice. He goes on to write, “We have to admit to the fact that our attention does not always lead to full awareness. We have blind spots, and the real power is acknowledging our lack of complete awareness.” The post is mostly about how our students listen, but the same idea applies to our leaders and teachers. Is one of our blind spots to complete awareness of success in school not asking our learners, listening fully to them, and then acting on what they tell us?  

I asked the principal from our PBL high school to invite a panel of learners (including the young lady who spoke at graduation) to speak to our leadership team for our opening kick-off in early August. A panel of four learners spoke to our principals, assistant principals, district office staff, and instructional coaches that day about their experience in our schools. They shared stories of times they had felt successful throughout their school career, and what happened that meant in their junior or senior year they needed a credit recovery option. We learned a lot from learners our system had failed at one point and got it right at another. It was an amazing way to open our eyes to the urgency to get it right for kids and the power of what happens when we do. 

When we met again in September, we opened again with a learner panel. This time we chose a group from an intermediate learning community that is project-based, multi-age, and centered around relationships before content. The learners from this community said things like, “We are able to be leaders. We know that we can make change in our world. Our community is like a family.” The learners talked about closing their own gaps in math and reading because their work had purpose. They shared stories of projects they had created and connections to our greater community outside of school. These learners presented about their learning community in a break-out session at a national conference a few weeks ago. When the opening keynote for the day asked a question of hundreds of people who are leaders in our field, it was one of our learners who answered his question on why personalized learning is so important. She has found her voice about her learning and is not afraid to share it no matter how big the audience.

Our October learner panel was a group of high school students who were chosen to participate in the African American Male Initiative (AAMI). These learners were able to articulate times they felt empowered and supported, but also many times where they felt judged and undervalued. They expressed a sense that there are different expectations for them based on race and different responses to their behaviors than the reactions to their white peers. All of these learners are at our comprehensive high schools where our learning is still pretty traditional, but they have found opportunities to feel engaged and connected through AAMI, clubs, sports, music, and when they felt the teacher was kind and got to know them on a personal level. They are learning to become leaders within our schools with ideas on course offerings and training for teachers, but are also looking for more ways to be heard.  

One young man from this panel was quieter than the others. I had to ask him some probing questions to get him to share his story and he clearly felt nervous. I went to meet with him to thank him for being on the panel and reassure him that he had done a fantastic job. We acknowledged that it is not easy as a high school student to speak to a large room full of administrators and coaches. His entire face lit up during the conversation, and he said, “I get to do that again, right?” The smile on his face made my week as I knew we had given him a voice to share what he needs from school and empowered him through the panel to want to share it with others.  

All our learners have been able to articulate lots of bright spots, which is encouraging. We want to take the time to celebrate those moments. They were also able to articulate some areas for growth that had a common theme:

  • The relationship the learners have with the adults around them is the key to their success. When they felt they could trust an adult in the school and any teacher takes the time to get to know them, they thrive. 
  • They want school to be authentic, exciting, and project based. Each learner talked about the importance of learning being flexible, connected to their interests, and something they could do that would help the world be a better place. Young people want to know they are having an impact. School should be one place where they definitely get that opportunity.  
  • Learners want to be heard and asked about their ideas. They have interesting ones on what school should and could be that are all things we can do.    

We were fortunate to have George Couros with us for our first panel. He shared his thoughts on the experience in his blog and gave us some powerful tools to shift our practice in schools in a workshop for the rest of that morning. “Listening to students who “struggled” in the traditional setting of school (that were now all flourishing in new environments) is something we need to do more often, but listening is only a first step. When we receive the feedback, what will we do differently because of it, and how will the students know?” We have many staff reading his new book co-written with Katie Novak, Innovate Inside the Box. It is full of strategies to help us with exactly what our learners are asking for- ways to create relationships, innovative practices, and taking ownership of change.

In one of the panels, I asked a student what she will need from our high schools when she gets there. She paused and said that she didn’t feel she was in a position to change how a large high school runs. I explained that is exactly why she was on the panel and that she should share her thoughts with the high school leaders in the room. In Innovate Inside the Box, George quotes a colleague who once said, “It does not matter what your position is; you can influence change. If education is going to move forward, you can’t wait for ‘someone else’ to do it.” Our learners are the ones currently influencing meaningful change for us in our schools. I can’t wait to see where they take us next.