littlecolourfulteacher

littlecolourfulteacher

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a lesson in the obvious

March 30, 2019

When subtlety fails:

Sir Year 9: “Thanks so much for playing for me this assembly, Ms Kwok!”

Me: “No problems. I like dark chocolate, by the way.”

Sir Year 9: “Me too! I’ve got a couple of Lindt flavours that…”

Me: “No, let’s try that again. I’m telling you, I-LIKE-DARK-CHOCOLATE-AND-I’M-LEARNING-NEW-MUSIC-VERY-FAST-IN-MY-SPARE-TIME-AND-PLAYING-FOR-YOU-IN-MY-FREES-ON-FRIDAY.”

Sir Year 9: “What, I don’t get…OH.”

Me: “Indeed. Dark chocolate Lindt will be great.”

Sir Year 9: “I’ll stop by Woollies on the way home.”

Good man. That’s what I want to hear. 🙌

the audacity of 21

March 24, 2019

When I was 21, I thought I could make anyone smile. Anyone who was withdrawn, quiet, tired, stressed, angry, annoyed, having an off day, I would make it my personal mission to connect with them and see if I could break their mood, or get a smile from them. I thought it was my business to talk to anyone.

How UTTERLY AUDACIOUS and SIMPLISTIC of me.

And yet, I have been thinking about it a lot this week, and longing for that simplistic, authentic audacity.

Because I realised that I have become safe.

Imperceptibly, and ever-so-surreptitiously, I have become more reasonable, more mature, bounded by rules and frameworks, cautious, and, let’s face it, less happy to give up my energy and time for a possible metaphorical slap in the face if an interaction goes badly. While outwardly I am energised and positive, I have very gradually become safe. I’m on the conveyor belt, and I didn’t even realise it.

Why am I thinking about this?

It’s been an exhausting and challenging few weeks at school, where students are starting to get tired and edgy. Behaviour problems are starting to fully show themselves, assessments are due, encouragement and full support are required where my reservoirs are running low, and I am trying to fit more and more in. And while I get everything competently done, I thought about what total a whack-job I was in my early 20s as a teacher, where a behaviour management or teaching issues were just situations requiring a creative solution. I all but rubbed my hands in glee, ready to embark on a round of solution-mongering.

I was so damn creative, audacious, and fearless. 

Why? Because I had no track record. I had absolutely nothing to lose, no history of success or failure, no existing street-cred, and I had classes to teach. And my God, I found ways to connect with those students + staff out of sheer desperation + innovation, keeping up by the day, and sometimes by the minute. And because I had zero behaviour management skills, I behaviour managed like Martina Hingis played tennis: SMART.

I am a featherweight, literally. I am just under 5-foot and about 45-50 kgs, depending upon how may Tim Tams I eat. My voice back then did not carry a metre, let alone a rehearsal room with 70 over-excited students. In my formative teaching days, I had no “older-male-student” presence whatsoever when I behaviour managed; some of those 6-foot-plus boys could have sneezed and I would’ve been annihilated. I had zero ability + knowledge in navigating bitchiness, drugs, alcohol, underhand remarks, social media bullying, in short, no street-cred whatsoever.

And I had classes to teach, and curriculum to get through, and boundaries to set.

So I built connection. I had the audacity to think that if I could make every interaction with each student + staff member as real, authentic, joyful, and positive as possible, I would at least have money in the bank.

It became a game to me; I wonder how I can make that staff member smile? How could I POSSIBLY start a conversation with a kid who has zero interests which overlap with mine? How can I deliver soul-sucking information to students about their grades, their actions, or their poor behaviour in a way that values them?

I spent hours driving home thinking through words and conversations, learning the power of changing one word, or how I chose to deliver something, what order I would say things, where I would say a kid’s name to show value + care, and how I chose to build hope and worthiness where there was such decimation in their self-esteems without taking away from poor work + behaviour.

That was then, when I was “young and scrappy”, and full of energy and front.

Now, I have things in place. I am mid-career, and I have frameworks down, confidence in my abilities, and structures and staff who will support me.

And I realised this week, whilst trudging through a challenging, emotionally draining week, that I have recently forgotten to be audacious. I have been taking the slightly safer option, the path of least resistance. I haven’t started the random conversations, I haven’t given the extra compliment to the kid who is trouble, I have allowed systems to work their systematic magic, and in truth, I have been sapped of energy. I haven’t got what it takes to be full of audacity, engaging with conversations that half the time might elicit a weird or slightly off-centre reaction. I have no time for the quirky, no energy for the playful just to be playful.

And that what I LIVED for in my beginning years.

But, my God, I should. I should, because that is the connection that is missing.

Because some of that unreasonable audacity is what will shake me out of my routine, and back into the fresh and unpredictable present that is teaching, and life. 

What if I said hello the the person who perpetually was withdrawn in the morning and made it a challenge to see if I could learn something new about them? Do I need to be mesmerised + completely interested? Well, highly likely I won’t be to that extent. But I can still make a connection. I am not learning anything or connecting with anyone if I have walked past this person for half a year and know nothing about them and continue talking to the same people. How both big-headed and fearful am I that I think someone else is not worth my time, or that my time is THAT limited. There are people in much more demanding jobs and lives who find time. So can I.

What if I did those things for my students + classes which elicit the raised eyebrows, embarrassed yet half-game laughs, and shook them up a little? I’ve been comfortable, with my ensembles, with my thinking, with my support, with my teaching. I wonder what it would be like to do something which is just slightly outside of my current comfort zone, knowing that it will cost me a more courage, time, and energy?

What if I sat still enough that I could find the words to speak to the kid who is being a little shit, and continues to be a little shit in my classes because they are so broken by life? Rather than just letting the behaviour system do its thing, how could I change the script so that the consequences happen, but my WORD resonate with value and worthiness? My instinct right now? I want to kick a few of the kids I teach. That’s how much they are pissing me off. But I wonder, audaciously, how willing I am to think about this creatively. I’m not pinning myself as the next teaching Messiah, God no. I will still want to slap several kids for being completely remorseless, unaffected, Teflon-coated turds, even if my conversations and words are well-received. But let’s play this creativity game a little.

How can I do things differently when I am uncomfortable?

How can I connect with kids who don’t want to be connected with, who refuse everything, and who are going through the motions of a behaviour management plan already? What can I say or do that will actually carry momentum and resonate? 

Interesting.

Audacious.

Unreasonably optimistic.

Totally realistic.

Why the hell would I want to do this?

Because my greatest joys in life have come from the accidental, audacious interactions. When I was 21, I thought I could talk to anyone and affect change. I thought that all my words carried some life and momentum, and I naively and audaciously believed that my setting out to make peoples days a little brighter served a higher purpose.

And the reflection back was threefold; when a risk paid off, I was catapulted out of my comfort zone into new connections, understandings, unexpected moments of joy, learning, and hope. I learned so much from being so naively confident and interested. I was absolutely engrossed in life.

And I would hate to look back and realise that I had become reasonable and normal, colouring within the lines like a good little girl, when I had the imagination, capacity, and ability to be creative, human, and audaciously unreasonable. 

 

 

words, be my compass

March 24, 2019

Write to get your bearings. 

To write is to harvest your existence. Write down what you are doing, what you are feeling, what you are dreaming of. To write is to rediscover your own codes, to find the keys to your memory, to document any number of little things which will in turn breathe life into your thoughts, your sense of poetry, your own philosophy. It is a path to understanding the world.

Writing allows us to choose, to remember ourselves, to reveal the depths of our true selves, to observe and reorder the disordered parts of ourselves. In this way we get to know ourselves better. We can forge and identity, and this identity is the key to knowing what we want from life. 

We go through life mostly unaware of our own strength. 

L’art de la Liste: Dominique Loreau

boundary setting 101

March 17, 2019

My prefects coaching each other on boundary setting today:
Miss Prefect No. 1: “I NEED my final free today, I’ve lost so many frees this week and I’ve got this meeting that will go on forever…!”
Sir Prefect: “Okay, what you need to is give an absolute time limit, and you can’t go beyond that.”
Miss Prefect No. 1: “How am I supposed to do that?! I need to be all supportive + welcoming, but actually, I’m DYING inside.”
Miss Prefect No. 2: “Okay, here’s what you need to do. You say you’ve got half an hour, that’s a fair amount of time for this, right? After that, you’ve got a music lesson. I know you don’t, but NOW you do. There, DEFINITE END POINT.”
Sir Prefect: “Walk out confident. Straight shoulders. Thank them for their time, firm handshake. Smile. Eyes up, look straight ahead. Be polite, but don’t linger.” (I did crack up at this point. 🤣)
What makes this all the more endearingly hilarious is that these prefects are some of the MOST generous, time-efficient, selfless, well-adjusted, and damn hard-working individuals I’ve ever met, let alone Year 12s.
Them navigating “Boundary Setting 101”, open-coaching style, just warmed my heart + made me feel like a proud Mama Kwokkie. They’re learning. 😁

#wearethem

March 17, 2019

Our hearts are with New Zealand.

#wearethem

because we care

March 17, 2019

Sir Year 7, walking down the stairs from Music + grumpily complaining: “I dunno why she’s picking on me. There’s nothing wrong with my assignment, I did everything she asked for!”
 
Miss Year 11, walking up the stairs to Music, no idea who this kid is: “Guys, if Ms Kwok decides to pick on you and push you to do better, you have no idea how lucky you are!”
 
Me, inside the Music classroom, just out of sight: 😁
 
THE GREATEST. Made my day. 

people trust me with their children…!

March 11, 2019

People trust me with their children…!

it’s all about choice + attitude

March 11, 2019

YOUR choice. What will you choose?

the music teacher’s sixth sense

March 11, 2019 1 Comment

Sir Year 12 explaining my perfect pitch to Sir Year 10:

“So Ms Kwok *HEARS STUFF* in the same way that creepy kid sees dead people in ‘The Sixth Sense’…”

I’m feeling weirdly complimented. 😆

And here’s the version I taught at this year’s Festival of Music opening conference. 😆

Fabulous game which is suitable for Year 5 through to Year 8, although my Year 11s still love it. It works through coordination with a partner who is “pounding” the pulse, and the fun and humour come through the possibility of getting pummelled if your pounder is not strong at keeping the given pulse, or gets distracted!

The difference in pace from my previous video! 😂

Jacko was a champ coming up to be the official rice pounder. 😁

the japanese rice pounding game!

March 10, 2019