Connections

No matter who you were talking to – teachers, parents, students – the connections that you have fostered … are really outstanding.

This is one of the things that most stood out to me during the accreditation renewal process. We’re not just a school. We have been called a “chosen family” of eclectic individuals. United in that we’re different. United in compassion. Connected.

And you don’t even have to technically be part of the school. “It starts even before they get here.” Tina, team lead of AdvancedEd noted. They get to talk to friendly voices on the phone, and they get their questions answered, and they get their fears addressed…”

She’s correct. I’ve lost count of how many people I have spoken with on the phone, or even sat down to tea with, just to connect. Now multiply that by how many team members take those calls, and that’s how many lives we have the privilege of touching. It doesn’t even matter if the school itself is the solution, and sometimes other options are recommended. We’re all connected. That connection is honored.

“That’s a critical component on why students are successful in this school.” Tina concluded. “They really are supported individually by multiple people. And that just makes all the difference.”

Yes. Yes it does.

Wait, wait! Before you go…

Wait, wait! Before you go.

I have questions to ask you. Things to say. And things to learn that I can only learn from you. Can we schedule some time together?

Yes, I know that it is already past time. There is no more time. We took time, missed other time, and now you are gone. My heart just doesn’t recognize this yet. 

 

The above is reflective of a conversation I had with my daughter this morning after we learned that a beloved family member had passed from a freak accident, and neither of us could process it.  A few days earlier, many people close to me were reeling from another death in the community from suicide. A few weeks earlier, I was at the memorial of a dear friend who also took his life.

My therapist asked me how I grieve. It’s admittedly an appropriate topic right now.  She helped me see how my process is to shut down my own emotions and to take care of others. My own grief is delayed, perhaps indefinitely. Perhaps this is why my mind is stuck thinking that the separation is temporary, like an extended vacation, and we can get together again later.

Meanwhile, Kevin just left for Cuba for nine days, and since he won’t have cell service, my (obviously rather confused) brain is in full grief mode. Supposedly this is normal, and I just need to figure out how to find a focus for my grief. For the record, I’m annoyed by this feeling and prefer my “abnormal” way much better.

 

Here’s to taking the time when we have it, gratitude for what was, and treasuring what is. 

Synesthesia: Do You Hear in Color?

rotation_shape_rainbow_colors_16416_2560x1440[Updated from April 08, 2009] Do you hear in color?  Many people do! And this is just one form of crossing perceptual modalities. Since this trait can impact learning, it is important to be aware of it and how it can be a gift or a challenge – or both!

I have always associated colors with different things such as sounds, words/concepts, days/months, and even letters/numbers. I also perceive all of these, and many other things, to have genders and personalities. My first clue that not everyone thought this way was when, as a child, I asked my grandmother if my ring finger was a girl or a boy. She told me that all of my fingers were girls because I am a girl. I decided to not ask Grandma these types of questions.

There are tests you can take, but they have some limitations. My scores on a battery of tests I took range from .36 to .76, and anything below 1.0 is considered synesthesia.  The tricky part for me is that I sometimes perceive more than one color as well as textures (thick liquid, metal, etc.), and the battery of tests didn’t account for this.  Also, colors can cause emotional and even physical reactions, especially with certain hues or color combinations. A thing I wasn’t tested for was my association with physical sensations and pitches/frequencies of sound.

People who have this “sensory crossing” are impacted in how they perceive and process information, which includes learning.  It makes the perceptual modality aspect of “learning styles” a bit more complex.  However, it can also be used to one’s advantage (i.e. color-coding notes or using different highlighters, or associating different music, etc.); it is a very personalized process for each person.

Sometimes there can be modality interference; for example, what if a teacher’s concept map or feedback put things in colors that don’t match what the student’s perception is of those concepts?  In my experience, this can be rather distracting! Ideally, the student would be able to adjust the colors to match his or her perceptions.

By the way, there seems to be a genetic link. My youngest daughter has strong synesthesia associations; however, they are different from mine as there is no link for what the actual associations will be.

Think you might experience synesthesia?  If so, you can try one or more tests: http://synesthete.org/

I would love to hear what your results were!

Not Pizza or Potato Chips – Moving Past the Ownership Mentality

heart-shaped-pizza-shape-salami-many-other-ingredients-39233297Curious Monogamous Person (CMP): So your boyfriends share you?

Me: *blinks in confusion* I’m not a pizza.

Later… CMP: So you can date as many people as you want. Why do you only have two partners?

Me: They’re not potato chips.

*Laughter* Remarks about food analogies.

Sorry… I’m hungry.

~*~

A friend or business contact who wants to go out to lunch isn’t consenting to *sharing* me when I schedule a meeting with another contact.

My daughters are “mine” and yet I do not own them — they are autonomous grown women.

~*~

The idea of *sharing* is a left-over concept for people coming from a type of monogamy mindset that includes *ownership.* I don’t own anybody, and nobody owns me. I have strong devoted relationships of many types (romantic and otherwise), plus I have more casual relationships (romantic and otherwise).

Yes, with the more devoted relationships, there is a mindfulness in nurturing the relationships, coordinating schedules, and so on because we are operating as an extended family unit. We are part of something bigger, but that something does not *own* us.

Note: reaching for the ownership mentality is usually due to insecurity and wanting to have something more solid-feeling in commitment.

It’s also an illusion.

Even with monogamy, it’s not the guarantee people want it to be. I say this while also holding close to my heart my own committed relationships and the hope to have my loved ones close until our final days, and nurture these relationships toward that end… but still, nobody owns anybody here.

 

Personalization Only for the Privileged?

Credit: United Way of the Columbia-Willamette

Credit: United Way of the Columbia-Willamette

On a panel about nonconformity, the conversation mentioned the need for people to not be cogs in the wheel. Of course I shared what we were doing at my school to help with that.

Two fellow panelists were ready to remind me that schools like ours only worked for the privileged elite.

*Sigh*

This is a common perception. Why? Because it is mostly true. Programs perceived to be similar to ours often fail to serve students outside of a particular set of demographics.

So how can I be so sure that our model can work outside of those demographics? Because it already has.

From students in rural communities of 1500, to cities of over 18 million, it has worked. For students who were homeless, or living in a meth house, or in a mansion, or on a boat for months at a time, it has worked. For students who had cancer, who were recovering from trauma, or who were healthy professional athletes with a demanding schedule, it has worked. For students who needed to move slowly through their studies, or those who needed to accelerate learning, it has worked.

The whole point of personalized education is to personalize for each individual student based on the current scenario of that student’s life in that moment. It requires providing levels of support with instructors, coaches, counselors, and other team members there to serve. It also requires tossing out the original rulebook most schools follow.

The school I was at was only one version of the model — just one manifestation of the Personalized Education Philosophy. We served a broad range of students, and the model could be used to serve even more (e.g. create a school in a language other than English).

Okay fine. It could be seen that we we’re different. But my fellow panelist Joyce accurately pointed out, “Yes, we have the positive things that people like you are doing, but that is not the majority trend as of yet in education.”

My response: “So my question is, how do we make it the majority?”

Of course, I couldn’t just leave it at that, especially since we have been actively encouraging partnerships this past year to bring what we do to serve more students. Learning centers, sports academies, and even public schools have integrated what we were doing into their programs. I kept hoping for somebody to create a performing arts academy with us.

I put out this call to the audience: “We’re looking for more Rangers,” I motioned to Joyce, “like you, who will come on board so we can actually make the changes in this country, and the rest of the world – I mean, because why not the rest of the world?”

And why not? As Christa McAuliffe said, “May your future be limited only by your dreams!”

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