Get me to the basement

This last week has been interesting.  It seems like every day papers are picking up on the positive learning projects during non-school hours and putting up big pictures on front pages.  Today it was a cooking competition where students work in teams to produce a three course meal (minus the Chef's swearing, I assume)   Makes for a good photo shot with them white hats and all.

And in another paper, over the weekend the First Robotics competition in Northfield took place. Burlington's own Edmunds Middle School team took first place.  By chance, I happened to view this program last Thursday.

"What's going on?" I asked one of the adults in the room.
"We are panicking," he responded. " Our competition is coming up."
His eyes darted around.

I don't know why he was nervous.

The space that used to be a woodshop was now brightly lit.  There still was a faint whiff of sawdust but it was more of a whiff than a choke.  I know what I'm talking about; my dad is a woodworker and I worked bandsaws at a young age; fancying myself an apprentice circa 1971.

In one corner of this retooled space was a small 3-D printer.  Closer to the entrance was a laser cutter. Computers were scattered about.  A large robotic obstacle course, with various Lego contraptions were laid out on a course. The feeling was more lab than shop.  Kids huddled in twos and threes oblivious to everything except their robots and code.  Teachers weren't 'teaching,' they were assisting. In another corner, as part of a Real Design challenge, solutions to education were being created.  One group had determined it was the lack of family time together,  They were creating an App to help promote more 15 minute family time moments. What?!

I felt dumb.  Old.   A dinosaur.  I hardly recognized this room and school and activity. I really had no idea what they were doing.  It was all student centered, set around problem solving, designing solutions, challenge, and trial and error. With Pressure. With energy and concentration.  Totally excellent.

What made this doubly interesting was a bit later in the dark I went across the street to the  Burlington Generator.  Here there is a bigger laser cutter and a bigger 3D printer and a bigger studio space for entrepreneurs to turn ideas into businesses.  Kitty corner at 300 feet to the basement room I was just in across the street.  In one basement kids were creating.  On the other adults were doing the same. Different basement.  One guy working on drones.  Another artist  making earrings out of bike tubes.  One for 'school'  The other for 'work."  Two generations,  All generating.

Dr. Robert Brooks and the Basics

I'm thinking about the Brooks guy from Brooklyn, not the gospel singer, but the one who grew up around the corner from my grandmother.  Something felt familiar in the accent and manner listening to the keynote last Friday. 

It never ceases to amaze how the basics are what matters as the good doctor reminded us:

• A good diet
• Regular exercise
• Intimacy and friendship

My own mantra and training plan has been: " Breathe, Drink, Eat, Move. Smile."  For me these are intentional components that if nurtured, perhaps can support that 'charismatic' and present adult that Dr. Brooks talked about.  But we need to practice each of these items with intention.  They don't come naturally, at least for me. So I train.

• Breathe.  The breath.  Without breath there is stress.   I try to get in just a few full breaths a day.  If I get one; which is rare I celebrate.  Practice a few when you are driving or sitting, that is a good time. Breathe through your nose long deep and slow with your tongue on the soft palate and you lips closed. Three seconds total or so works for me for an in AND out breath. This is a mind clearer.
• Drink: Hydration is essential to brain function. (Wait.  I 'm getting up to get a drink....That's better...and with 100 steps declogged my blood flow in my legs)  
• Eat: I wish we could have food in programs like at home.  Multiple nibbling options one 'feeding' time. Did someone say Knosh?
• Move:  This is about the need to move the body and brain. Daily aerobic options including high intensity time as well as reading and writing.  Dr Brooks gives good advice to go on a ten minute walk. We are biological walking machines so lets use what we were made for. Let's embed more 10-15 exercise breaks at wacky times in programming. Just do it!  
• Smile:  "Consider that fifty percent of your nerve endings are in your hands, feet and face. Each of those nerve endings represents data processing power".  I see why a handshake and a nice greeting mean so much. See: http://news360.com/article/260828463 for a far out view.

Here are some actions you might take now to better support kids:
( Whatever, Mr. Preacher....)

• Breathing: Might you encourage breathing exercises as part of your daily routine and then as part of a community meeting, or then integrated into a 'mindfulness' approach.  Talking about and modeling your own experience with breathing and stress as part of conversation is worth its weight in gold if the dialog comes from your own experience.
• Water:  Offering chances to drink more for yourself and ask kids.  Ask them more often if they are thirsty.  Did you ever notice how hard it is to get fresh delicious water in schools?  Do a water audit and figure out how to have more water available) It always amazes me how I forget daily to drink enough.  ( wait, I need another drink)
• Dr. Brookes says smiling is a key factor in building resilience in kids. Perhaps we can find new ways to support jokers more along with a little more fun.
•  Move:  our statewide evaluation plan expects kids have 20 minutes of exercise and movement every two hours as the afternoon progresses. Are you meeting this expectation?  And as we know, short 10 minute bursts of activity are always a great idea to refresh the body and brain which can happen anytime and anywhere. ( Okay I'm repeating myself)
• Cell phone shut downs: From Dr. Brookes: " I think cell phones should be turned off when working with kids".  This says to kids and others you are too important to have my attention on you interrupted.
• Music:  Find opportunities to play music appropriately.  Borrow or get a nice sound system or radio for your program. Google baroque music and the brain

Please share your ideas on the your 'basics," the foundations for success!

Emanuel

Zeroing In

As I get older, each visit to a program serving children becomes more interesting.  I find I am looking forward to a what is becoming more and more a suspension of judgement, preconceived notions, and desire.  It's sort of like learning the art of listening; something I've never been good at.

A breakthrough point for me was at the YPQA training where we learned about and practiced observing and writing down a stream of factual information.  This was very hard.  I had to focus ( for once), clear my mind, and just observe.  Suspend judgement.  Stick with facts and a clock.  Keep up with the activities. Watch my mind jump ahead of the pen and will the ball point forward at a faster rate. Just the facts maam.

Now having practiced this exercise many many times, it almost feels like a meditation or a giving act. Slowing down brings forward questions and challenges deeply held convictions. If a child is engaged, you are there to experience it.  If a teacher makes a mistake, you feel it.  You can elongate the little things: Smiles, anger, frustration, boredom; all the real emotions of humanity in a moment.

Zeroing in is to take an reading from which other readings are to be measures.  I see this as a laser beam in on the kids, the adults and the spaces in between.  I focus on nothing else.

The other day I was able to feel a juxtaposition of two programs, one of total structure and tradition; another of total freedom and spontaneity.  Free play outside and violin lessons.  Same time; next to each other; different kids.  These are two things I know a lot about and have put in my time.

In violin, kids were in rows, working on their posture, and holding violins and learning bow strokes while holding off on the third beat of four.

Outside kids were running, holding onto monkey bars and dropping with glee.


I tried to imagine what was going on in all of these brains.  What was being built and how.  And for what.

There was struggle and challenge on the fiddles.  It was not fun and games.  Yet it WAS all fun and games outside.



I wondered, which if anything, was better. And why.

Thinking about some of the Youngest Kids

On a site visit this summer a principal looked at me with an intense stare and said, "if there is one thing that worries me, it's the incoming kindergarten class. "  He went on to explain how the contracted school psychologist had told him after discussing the intense needs of the incoming children that: "you know, schools are now the front line for mental health issues." This theme raised its head again last week.   I learned of a program with a young child who runs away regularly and finding strategies to help is exceedingly difficult as the 'runner' time and again takes all the attention of the entire staff. And yesterday, another conversation led to a discussion about a young student who requires the deserved extra help, 1:1 and intensive planning he gets, but only for two days a week, as coming every day is just not best thing for him.

I go to a retirement party of a colleague and learn about the hotel down the street, where kids are living with no covers on bare mattresses and where large roaches control the night.  "Did you see the picture in the paper of kids playing out in that parking lot in a puddle?"  my colleague asks. "It breaks your heart."

I drive by that hotel every day after work. I did not know.

Young kids are being pushed very hard.  From all directions.  We have to be careful that afterschool is the right place for them. For many of the youngest, afterschool is a decent option, but I am concerned for the inevitable kindergarten kid who is being a good sport even at the end of the day: following along, but is truly too tired, too spent, maybe too stressed, too young to be fully engaged at 4.45.

What should we do?  Look out for the signs.  See if there is body language showing a child that has mentally shut down. Be careful of asking too much of them. Be aware when they turn off. Offer them space and quiet and peace and rest; drink and food and love. A helping ear, a hand if need be, but maybe less, not more...is needed.

Community Meetings

This summer, I observed a seemingly normal girl engaged actively in a hands-on program. She was engaged, working in a group of kids, sewing away.  Afterwards, out of earshot in a low voice,  the director told me that  she had seen her mom stabbed in front of her eyes the week before.   That's correct, stabbed. Multiple times.  The mother lived.

As educators who work in public institutions, our programs are open to all children.  We embrace each child with an open hand and heart.  Yet each kid comes to us with a personal set of needs and experiences; family history, economic situations, withe predispositions and genes.  A school day may have been tough.  Home life may be chaotic. Sports teams and ballet may not be in the cards.

All this brings me to 'community meetings'.

Regardless of circumstance, kids, and people in general are incredibly resilient.  They can walk the planet and go to the moon.  Run a marathon or write a book.  Overcome depression  or fight back cancer.  At a recent visit, community meeting is a regular part of programming.  Here, after snack, the whole program comes together for a short period of time to reflect, talk about the day, recognize and celebrate.  It is a chance to acknowledge and model  dialog, build community, play together and tell jokes. It's a great opportunity to authentically work as a group unit; to build a team.

Simple, but potentially powerful. A resilience enhancer if you will.  More programs should try this.

Kids at the Center

I get a lot of cool things that come across my work email  as people share info about this or that.  At People's Academy, middle school students are teaching classes afterschool, with the 'real' teachers acting as helpers/facilitators.  I remember seeing a dance class lead by a girl that was one of the most engaged, rigorous, relevant, and inspiring as any I have ever seen.  It appears, more students are teaching more. Below is a picture of a student teaching photography.  And here is a forwarded note from a student ( name changed) of an aspiring leader.  

"dear kate,
I'v been thinking about starting an unbound class. Now that I'm in 6th grade, I can. So i was thinking, with some help from friends and an adult, I could start a movie making class. You know how I made a little club? Well, I love to make movies, and with so many great places to shoot the footage all over the school grounds, I think it could work. I would like to start this class next simester. If you could find a teacher to supervise. Maybe Mr. Weiss, or Mr. Speers. Just think about it. We can talk about a day and more about this at school.

sent from Matt 😄"

Picking up a Hitchhiker in October

The other week I was heading down to Ludlow for an afterschool site visit as part of my work and picked up a hitchhiker.  I figured I was in a state car and should share the wealth.  The guy got in, dirty jeans, a patch of red hair on his chin and a backpack.  He introduced himself politely, shook my hand and mumbled pretty heavily in a thick Vermont accent.  Through sips on his well nursed coffee stained styrofoam cup, I found out he was twenty-two, has gotten his GED after dropping out of school, loved bass fishing and that life in VT was too expensive.  It was not clear where he lived, but that he was going south to visit some relative.  When I mentioned my afterschool work he told me about his two favorite teachers, both of whom had been afterschool site coordinators and whom I happened to know. "Yeah, they helped me stay out of trouble," he said.  Then, unsolicited, he started gushing about the afterschool programs he took and what they meant to him.  I'm not sure that the adults know what they did . If you were in the car and saw his eyes light up when he talked of these two, you would know what impact means.