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Dedicated to educating, empowering, growing self esteem and inner peace kid by kid.

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Interconnectedness

February 25, 2018 By Kathie Z

A little more than a week ago, on Valentine’s Day, there was another school shooting. Another.

Looking at my last sentence, I’m stricken by the directness of it. Another.

I’ve been an alphabet soup of emotions ever since. I am heartbroken, frustrated, confused, angry. I cannot believe I am writing about school violence. The thought of school violence becoming a “thing,” something that happens over and over again hurts my head.

But I’m a teacher, a mother, a writer. I make my living by using words; choosing them carefully, using them effectively. I understand the power of words; their ability to inspire or discourage, empower or belittle. So, I must write about this.

When I first began teaching, in 1994, school violence wasn’t even on my radar. I’m sure I would have defined school violence as punches thrown. Over the past two decades, though, the violence has ramped up, morphed, become deadly and come closer to home. Literally.

First Newtown, in our tiny state of Connecticut, a mere 40 miles away; home to one of my dear friends and her family. Now Parkland. Geographically far, but still close.

In the past week, I’ve followed the Parkland story closely. Sound bites, video clips, headlines. I am awed by the eloquence and strength exhibited by victims and parents, alike. I am astounded by the ability of those grieving to speak up, speak out. Forge their grief into action.

Last weekend my husband and I visited our daughter at her college, my alma mater. The flags were flying at half-staff in honor of the victims of Parkland, one of whom we can sadly claim. The victim’s father, an alumna of our little liberal arts college, was a class ahead of me.

Walking on campus on a gray, snowy day I was struck by the interconnectedness of it all. I hadn’t known this man decades ago when we were both students, but I feel a kinship with him, nonetheless. My husband, daughter and I discussed the lowered flags, the senselessness of this tragedy. Another one. Again. Then I remembered another gray day, a little more than a year ago when my husband and I received those texts from our daughter. She’d just witnessed a shooting and was hiding in a locked stock room of a crowded shopping mall. She wanted to tell us she loved us and let us know her phone battery was dying.

I remembered the wave of gratitude that swept over me hearing her voice a few hours later. The police had arrived, secured the area. Miraculously the shooter had missed his target. An odd realization struck me. That gunman had nearly shot someone; his intended target, a young father pushing his baby in a stroller, my daughter, her friend. In an instant, he could have taken someone’s baby from them. What, I remember thinking at the time was, what could make somebody decide to shoot someone else? Harm another’s baby? Then I thought, this person, this gunman, was someone else’s baby. How could this happen? Was it a lack of awareness? Some broken connection?

It’s a question I’ll never know the answer to. What I do know, though, is we are all connected. Every one of us. Whether we’re conscious of it or not. And words have the power to strengthen or weaken those bonds.

To honor all that have been senselessly lost, I will do my best to remain mindful, continue choosing my words carefully. Because words are the currency of education, empowerment and unity. Which, like us, are interconnected.

© Kathie Z.

 

 

 

 

 

 

Filed Under: communication, Education, Goal setting, Parenting, Uncategorized Tagged With: education, parenting, power of words, school safety, teaching

Treat Them Like They’re Yours

October 12, 2017 By Kathie Z

When I stepped into a classroom to teach the first time, I was green-super green. I’m talking Kermit the Frog green. I was at the end of my graduate school program, the practicum a.k.a. “student teaching” experience. I was finally going to put all of the theory and classroom learning to use. And I was petrified! What ifs popped up in my brain, multiplied. Because that is what the then-perfectionist did. I assigned high-stakes status to big deals and little deals alike; planned for the worst-case-scenario, and planned some more.

My cooperating teacher was a dynamo. She was organized, knowledgeable, kind, bubbly-a legit child whisperer. I took note of everything she said and did, wrote copious notes and did my best to emulate her ways. She taught me everything from setting up a classroom to start the year to lesson planning to writing a monthly classroom newsletter. Bit by bit, she shared teaching duties with me.

All was going well. By all accounts I was doing a great job, even. I felt confident in my abilities. Yes! I had landed where I was supposed to be. And then it happened. My first failure. It happened during a spelling lesson, a carbon copy of the lesson I’d presented the week prior. This week, however, the kids weren’t buying what I was selling. They were antsy, inattentive and talkative. I tried to use the strategies I had seen my cooperating teacher use brilliantly to no avail. I stood in front of the chalkboard, arms folded across my chest, eyeing the clock as the second hand made its way around again and again.  Shh! One of the kids finally whispered. “She’s waiting!”

I had employed the silent waiting strategy, finally, but my frustration and irritation had already taken root. While transitioning to the next lesson, I muttered, “They will listen” or some other “I’m the one in charge, here” phrase that adults who are clearly not feeling in charge mutter to my cooperating teacher.

She quite calmly and pleasantly told me to let go of my attitude and replace it with good cheer or she’d take over the teaching. I shook it off the best I could and we finished our morning fine. Later, while debriefing, I asked her how she stayed kind and positive in those trying moments when it feels like the class was engaged in a mutiny. She smiled her toothy grin and said quite plainly, “I treat them like they’re my own.” No brainer for her.

But what exactly did her wise words mean? I didn’t have kids (yet). I had a cocker spaniel. How exactly was I supposed to do this? For the next few days, I did my best to make meaning of her words and watch for evidence of her “treating them like her own.”

I watched her listen intently, smile, laugh, and treat the children with kindness. She exuberantly praised effort and pointed out specific evidence of success. And when the children misbehaved, she calmly, matter-of-factly redirected the students. Not once did I see her take our students’ behavior personally.

Now that I’m an experienced parent and seasoned teacher, I totally get the depth of her words. The first rule of parenting. It’s not about us, the adults. I think this is one of the first principles of teaching, too. Our students, like our own children, are complicated, amazing individuals. They are the priorities. It is our job to meet them where they are and help them to soar.

Wow. What an amazing responsibility, but what a privilege, as well. Most days when lessons are going well and the children are following classroom routines, all is right in the world. But some days, when something’s off, someone’s struggling in one way or another; it’s imperative to stop, assess the situation and modify plans as necessary. I know it’s tempting to keep going, plow through the day’s curriculum because we have so much to do. But it’s not about me, the classroom teacher. It’s about the kids. And I choose to treat them like they’re my own.

Kathie Z.

 

 

 

Filed Under: Education, Parenting, Uncategorized Tagged With: confidence, kindness, parenting, teaching, wisdom

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