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I gave out my “Good Luck To My Year 12 Kiddies” survival packs to each of the Year 12s either in my Tutor Group, Year 12 Music class, or in a lead role for this year’s production of “Wicked” this year.
Each was labelled with a green Post-It note with their name + a simple individualised “Good Luck” message; nothing fancy because I’ve been so sick, and certainly not fancy enough to warrant keeping. I expected those Post-Its to be read, enjoyed, and tossed out, and the goodies in the survival pack to be enjoyed well into production week.
Imagine my surprise when I watched an unexpected Sir Year 12 over the course of this week transfer that dog-eared, scrappy, falling-apart Post-It from the back of his laptop, to his diary, to his Music folder, stuck on by a piece of tape that was losing its stickiness + collecting fluff from over-use.
You just never know who are going to be the sentimental ones, and what they are going to get sentimental about. 😊
I didn’t say anything, but it really made me smile. 🥰
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 Anyone who was withdrawn, quiet, tired, stressed, angry, annoyed, having an off day, I would make it my personal mission to connect with them and see if I could break their mood, or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?
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.
Our hearts are with New Zealand.
I am reflecting upon 2018 and drawing out the themes I would like to follow in 2019. The amazing thing is this; while I set out to do some investigative work on what threads I would like to develop, the themes themselves chose me. I never gave that statement much weight and thought it so clichéd when people referred to their main body of work, or significant moment of enlightenment, as something which “sought them out.” But here I am, being sought about by 5 main themes for 2019, themes which I grappled with or eluded me, fascinated me or challenged me, and I gravitated to these instinctively. How do I know this? I made a starting-point list a few weeks ago, put it away, made another today, and found the original one. They were freakishly word for word, right down to some of the starter dot-points.
There are 5 themes, and today, I am going to explore CONNECTION.
I would like myself to know that I can be tired AND connected. That tiredness is no excuse not to connect deeply, to reach out, to soften, to communicate. As in introvert and as a performing arts teacher, where music teaching is like a high-contact Olympic sport played on a daily basis, my tiredness + need to be away from all the noise can be overwhelming. But I’d like to ask myself to articulate. Put things into words, particularly the tiredness and stress that I am feeling. I can be tired AND connected.
Keep in conversation, don’t avoid. I didn’t realise it, but there are days where I am so on a mission, or so peopled-out, that I do not invite conversation. I can keep a conversation short by setting my boundaries compassionately and warmly, but clearly. I don’t have to avoid. I am being small and petty by avoiding others. When we teach, we’re in a world which brings us in contact with such an extraordinary variety of personalities and people. Learn to take the responsibility for drawing clear boundaries, and don’t take the easy route of looking down and walking fast. Engage, because we are all walking in the same direction.
Look up. Look people in the eye when you have a conversation, that is such a powerful way to say, “I care, and you matter.” Again, I didn’t realise this, but the worthiness and connection which flows from one person to another begins with a conversation that is unhurried, even if it’s brief, and with proper eye contact. When I am in a hurry, I rush things and I don’t look up. In that sense, I’m not really seeing the other person. Even more sadly, I am not allowing myself to be truly seen. Get better with my words, go gently, but firmly. But look up.
I am not perfect, and I need to remember that. I am not perfect, God knows I’m not. But how many times do I haul myself over the coals for decisions I’ve made wishing that I was. I am not perfect, and I need to know this and own it. And from this, I need to allow myself to be clumsy, goofy, awkward, but ultimately, marvellously human + connected. In the times and situations where I find it the MOST challenging to tap into that side of myself, the more I need it. Remember that.
Invite people in for them. Just because you’d like to hear how they are going. By all means, invite people in and build networks because of their skills and ideas. But also just because. No one is too busy to do that. Not all the time, but at least a little, as a regular practice each day.
Keep in conversation with myself. I get so good at getting on the work treadmill, that I forget I am supposed to be a living, breathing human with feelings and vulnerabilities, not a machine. I have a tendency to be a machine, and then I am a procrastinating goddess of laziness masked in busy-work. I would like to get better at articulating exactly what is bothering me, or which direction I need to go.
Habit. When I work, or complete a task, it is not through just fear, or because my job demands it. Unless there are absolutely no redeeming factors and it’s a case of “get her done!”, then I’d like to put value on what I do. This makes things a whole lot scarier, but that what creates real connection with myself, my work, and the people I am working with. I do this automatically with my students and my teaching, but it surprises me how long it takes me to connect with things like choral commissions + personal ventures. Partly because I am afraid that I don’t have what it takes and the ideas won’t come, but mostly because I haven’t figured out how to connect with the work, or the course of action. For example, once I look deeply at the commission, the choir or the students I am writing for, and once I get used to polishing and creating in that little pocket of imaginings + creativity, there is value…and true connection.
Finally, I need to reach in and connect with myself. I remember times when I have been playful and silly, serious and affecting, electric and commanding, joyful and authentic, and I realise that life is a whole heap more meaningful if I am connected to myself. Challenge + adversity present more clearly if I have a pathway back into my heart, and there is no avoiding looking deeply at myself no matter what I am up against.
Reach in, take my heart by the hand, and walk side by side with it. It’s the very least and most important thing I can do myself, to love myself as I would a dear friend.
Exhausted + buoyant all at once. Thank you so much to the exceptionally excellent Pulteney staff I work with, whose words + laughter lifted me up and filled me to the brim today. I am so inspired by the joy, compassion + love you share with each other and myself. I am 4 (or more accurately, 3.88-ish! 😂) years old at Pulteney, and I love the feeling of realising I have become a little over-loved, dog-eared, and worn-in, in the best way possible.
Thank you. 😊
Flying joyfully free into holidays + feeling light, but anchored. 🌟
I am chameleon. 😎
The thing is, if you want a child to become more confident, you cannot say, “Just be more confident!” Yet how many of us as teachers are completely guilty of this? I find myself saying this to my students despite myself, with ill-founded best intentions to support and build them up in confidence.
So what do you do?
You make eye contact with them.
You catch them in a moment where they are doing the right thing and you celebrate it.
Use their name, and not just in vain. Because you are glad to see them.
Thank them for the times they have done something to the best of their ability.
You are playful with them.
You see and acknowledge things about them that they did not even realise themselves.
And you love them and value them for who they are, not what they will become, even if it’s your duty of care to pull them forward and draw this out of them. You love them exactly as they are.
And then their confidence will grow, sure and steady, and the tiniest thing will take, and spark, and flourish.
Just come back from Year 11 Solo Performances with the absolute joy of being a spectator in the audience, not a care in the world in terms of piano accompaniment + marking, and just being able to cheer on my soon-to-be Class of 2019 music kiddies and get excited about their potential.
A very nervous Sir Year 11 was presenting his first vocal program having made the change over from trumpet. Part of the nerves was how Dad would react, and my heart just went out to him, wanting him to nail this performance.
I happened to be sitting in front of Sir Year 11’s parents. Dad leaned over to Mum excitedly and said, “Hey! He’s got a good voice!”
And if looks could kill, his Mum’s would have. She responded, stage whisper: “Yes, DEAR, your son DOES have a GOOD VOICE.”
Sir Year 11’s Dad, somewhat defeated: “WHAT?! It was a compliment!”
Kid, I think you’re gonna be fine next year. 😁
Look at the awesome postcard wall my Year 11 tutor group kiddies are constructing! 😍