From June 2016

End of Year Rituals

Today was the last day of our third year at Mosaic. Over the summer I’ll still almost all of the kids at some point, so it doesn’t really feel like goodbye! I love this. The students at the school are people I enjoy being with and we have authentic relationships that extend past school hours or days.

I am excited to document our Branches end of year rituals for future reflection and sharing with other facilitators at ALCs (or similar environments). In the comments below, please share links or a sentence or two about any end of year rituals you have! I really want to see what other communities do so I can get new ideas and insights.

This year’s end of year rituals included:

  • School Report Card Creation
  • Self-Assessments
  • ALF reflections to students
  • Community Gratitude Circle

I share more details below about each component. Enjoy!

 

School Report Card

For the second year in a row, we used one of our last Change Up Meetings to evaluate our school using metrics that were important to the students and facilitators here. Last year, the kids were so engaged in this process that we excitedly did it again.

Please click here to read about this year’s report card (2015-16 school year), and click here for last year’s report card (2014-15).

 

Student Self-Assessment

In December of 2014 the students completed a self-assessment in the middle of the school year. We shared these with parents at a mid-year check-in. The assessment aimed to help the students see how they engaged with the tools and practices of the community. The hope I had in making it was for the students to understand that our ALC has tools and practices to support them in doing and learning the things they want to at school, and that they can use those structures (or help us make new ones) to support them in doing so.

As we were nearing the end of this year, I brought up the self-assessment idea to Jess during one of our staff meetings. Jess was a parent of student here for the 2014-15 school year and now is a facilitator at the school for the 2015-16 school year. Jess said that she loved the assessment tool and energetically supported it coming back. I appreciated hearing the feedback from the parent perspective, so I revamped the assessment a little and added some sections in about Self-Directed Education.

Please check out the updated 2015-16 Self-Assessment here!

Our last Change Up Meeting of the year was dedicated to filling these out. Just about all of the students were excited to do so. We told them earlier in the week that these were coming back and that we’d use our time in Change Up to do it, and they were prepared and ready for this. I handed it out and the kids went off to different parts of the room to fill it out.

I was tickled at how happy and engaged the kids were in this process. I think people enjoy having metrics to gauge how they are doing. The kids liked that they were making their own report cards for themselves. It’s important to me that if they are measuring themselves, that it’s about things that really matter to them and our community.

Another new item I added to the self-assessment was a write-in section. The kids could write-in metrics they felt were important to them. Some of the write-in’s included:

  • Happiness
  • Believing in themselves
  • Making more friends
  • Excitement
  • Funniness
  • Commitment (follow-through)
  • Trying new things
  • Listening, being polite, and helping
  • Talking to people
  • Being grateful
  • Being kind
  • Taking responsibility for myself
  • Talking in front of people

I got emotional seeing what the kids came up with as values that were important to them. They didn’t just put things that they would give themselves high marks on, many thought of things they were actually working on getting better at. It does take effort to be kind to others, because sometimes you are wrapped up in your own world and mood and you just aren’t naturally going to be kind to someone else. It takes effort to notice that and still try to be kind. It takes effort to try new things, practice gratitude, listen to others, and all of the above on this list. The students at ALC are learning how to do all of these things all the time, and I believe that this is the backbone needed for them to grow up knowing how to be in community and relationship with others. They can much more easily learn facts and algorithms than how to be reflective human beings that care about themselves and other people. 

 

ALF Reflection for Students

We sent the kids home this year with a manila envelope that had their self-assessment and a note from their Spawn Point ALF (either myself or Jess). They loved taking home what felt like a “report card.” Sometimes we “play school” here and pretend we are a school and do school-y things for fun. Every child here has exposure to a friend, book, movie, etc. that exposes them to the fact that most children in United States go to a traditional school. We can’t escape the reality that there are kids here who romanticize aspects of going to school and getting grades and going to formal classes. It’s natural for them to play out what they learn about what school is like here at ALC.

I agree with the principle of Sudbury Schools that the adults at the school should not be a child’s evaluators or judges. However, I recognize the power that relationships have, and I own my responsibility of being an older human being in the lives of the kids here. Some of them I’ve known for over three years at this point. I want the kids here to find their own value from within, not from outside of themselves and I do my best to model doing that myself. However, to think that what I say (or don’t say) doesn’t matter to them is irresponsible. I understand that who we are is always being determined in part by who we are in relationship with. We are social beings and we want to feel cared about and connected to the people in our community. Every human being has people in their lives that they respect and appreciate having attention from.

All that said, I know that most of the students here would appreciate hearing feedback from us (me and Jess) because this is just one way to show them that we respect, value and appreciate them. It’s not about us judging their worth, but taking the time to acknowledge their individual awesomeness and share how we see that light in them.

I created a sheet where Jess and I could write notes directly to each child. We added these to the self-assessments and that is what made up or “End of Year Report” for each student.

I do want to say clearly here that I would NOT recommend that the student self-assessment also be completed by an ALF for comparison. I think this would lead the student to compare their answers on this to the ALF’s answers, classifying one as right and one as wrong. This is why I made our sheet just general notes and reflections.

 

Gratitude Circle

Today we invited parents to stay a little after pick up to join us in an all-school Gratitude Circle, accompanied by delicious popsicles! Over the happy sound of slurping, we shared for the last time this school year what we were grateful for. It was wonderful to have parents join us for this, and I was working hard not to cry during some of those. This was a new ritual we decided to do this year, and one I really enjoyed!

 

I’d love to hear about what your ALC/Self-Directed Learning Community does at the end of a school year too! Please share!

Adult Day Of Play

Background

During a staff day we held in January, Branches staff & parent volunteers gathered for a facilitated workshop on Creative Problem Solving (CPS) led by Sara Smith, a former ALF Summer participant and aunt of two of our students. Sara is currently getting her Masters in Creativity and we enjoy getting to be her guinea pigs through her project work. Through the CPS process, we developed our vision and creatively worked to think of solutions/opportunities for challenges that we experience. I won’t dive into details about what the CPS process includes, but you can read an older write-up I made from ALF Summer 2015 if you want to learn more.

One challenge statement we worked on was “What might be all the ways to assist people coming from a variety of educational situations best assimilate into the unfamiliar structure of ALC.” We had a lot of juicy things come from this, but the one idea that we turned into an action plan was to host an Adult Day of Play.

Some intentions that are connected to the Adult Day of Play are:

– Connection for community members
– Opportunity for adults to experience an ALC for themselves to gain better understanding
– Opportunity for kids to lead adults through “how to create your experience & make choices.”
– To have fun and not take life so seriously 🙂

Parents (and any other special invited guests, friends, other family, etc) were invited to come and experience an ALC school day where they were able to attend offerings by others, make their own offerings, and practice being present in the moment & making their own decisions about how to spend their time 🙂

Some details/ideas for the Day of Play include:

– Hold it on a Saturday
– Get kids and adult involved in making offerings
– Start with a “Set the Day” meeting, facilitated by students
– Let students hold smaller spawn points where people state their intentions for the day
– Have fun
– End with gratitude circle or reflection of some sort in spawn points

Execution!

On Saturday, June 11, we had over 30 community members gather for our first ever Adult Day of Play!

We started our day 10am with a “Set the Day” Meeting, facilitated by two student volunteers. They were clear & efficient, and general announcements about the day and scheduling happened in less than 10 minutes!

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Set the Day meeting, facilitated by students for parents!

Next, we had excited student volunteers who wanted to lead the parents in Spawn Points! The Spawn Point I attended included a connection activity where we picked questions cards to answer about ourselves too. Connection activities help break the ice so we all feel more comfortable with one another.

 

One of our three Spawn Point groups.
One of our three Spawn Point groups.

We spent 10:30-2pm to participate in offerings made by community members! Offerings included: Hands-on Equations, Yoga, Basketball, Apples to Apples, Poker, Digital Writers Workshop, Pandemic, Stencil Bag Art, Corn-Hole, Drum/Percussion Circle, Next Generation Education Conference Videos, Native American Raven Trickster Tale

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Our schedule board for the day.

I didn’t get to participate in every offering, but tried to capture as many pictures as I could:

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I really enjoyed sharing Hands-On Equations! Several students at school have moved through the curriculum to practice foundational algebra skills.
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Kristine shared a really beautiful art project making decorative bags using paint and stencils.
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Making bags and vases using the stencils.
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Corn Hole
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Dean had lots of instruments and objects for an organic percussion jam to occur. People could stop in and jam for however long they wished!
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Percussion jam
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Apples to Apples
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Poker! A very fun way to practice counting by 5, focusing, and making decisions. We never play for real money, just for fun.

At 2pm we stopped for all school clean up, which was fast and efficient! Following clean up, we held our afternoon reflective Spawn Point. We kept it short and simple and shared what we did that day.

We ended the day with Gratitude Circle, a regular practice in our school where we share what we are grateful for, acknowledge others in the community, and share any personal achievements we have made.

Dean also had a unique extra offering after the Adult Day of Play: a piano recital! He has been teaching private piano lessons to a child outside of school for a year now, and wanted to create a space to showcase his work. Dean, his student, myself, and our visiting week student all played pieces for a small group. This was really fun!

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Reflection

I left this day walking on a cloud. The work I put into planning the event was to market it to the community and do some cleaning and organizing the day to before to get the space ready for more adults. Other than that, I just showed up because the kids facilitated and the event pretty much ran itself. I loved playing, joining in on offerings, sharing math, and just getting time to connect and have conversations with parents. At the end of the day, I had several kids and families reflect to me that we should do this event regularly. I plan to schedule a fall Day of Play and another spring one next year!

I personally think it’s highly valuable for our community to have regular events so we can feel connected to one another. This school is a constant creation and evolution in partnership with every community member. Knowing each other and spending time in a shared space helps us to see each other truly so we can continue embarking on sustaining and evolving our school of our dreams!

We also had two families new to ALC attend. One family is a friend of one of our students, and the other was a visiting week student and her mom. Experiencing the culture ALC for a day was a beautiful way to help them understand who we are and what we do. I feel like this experience is another beautiful way to share what we do in addition to the content we have available online and what we present in parent interest nights.

As I introduced in the beginning of this post, the “challenge” we were trying to problem solve was, “What might be all the ways to assist people coming from a variety of educational situations best assimilate into the unfamiliar structure of ALC.” I am so thankful that we dived in as a staff/parent team to think of creative ways to implement an action that met the need this challenge statement addressed. I feel that we have now incorporated a new regular practice to our school community that will meet this need!

 

 

 

ALC Mosaic Report Card 2016-17

Last year the students and facilitators at Branches evaluated our school culture with our first ever “report card.” We had fun making it! I wrote a blog post about that last year where you can read more about how the activity was introduced and facilitated.

We continued this practice this year, which felt really great as an end of year ritual for Branches students.

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Review of Year 2

We started our evaluation with a review of last year’s report card. The yellow stickies in the picture above are items from last year’s report. I placed them on the continuum of “Needs Work—-> Doing Ok —-> We Rock at This!” where we decided they belonged at the end of last year.

We discussed our continuum as levels 1-10. A level 1 means we really need to work on this, level 5 is doing okay, and level 10 means we rock at this time. The numbers between help us place every item on spectrum from 1-10.

I’ll review the items from last year below: 

  • If someone has a problem, there is time to talk about it: This item moved up from a level 5 to about a level 7. The kids and facilitators agree that we are connecting more in Spawn Points and that this feels like a good place for us to ask for help when we need it. Specific examples were brought up about times a kids was upset or had a problem and was able to share that in Spawn Point and receive care and support in return.
  • Being “re-friendly” (friendly & respectful): This item moved up from a 4/5 to an 8. We discussed how this applies being friendly and respectful to visiting students and each other. We had a couple new students and visiting students this year share that they felt welcomed when they came to school and confirmed that this item should be moved up considerably from last year.
  • Being able to lie down when need to: The kids moved this from a 6 to a 10! This item really speaks to having calm and quiet spaces for kids to go to when they need it. Last year, we had lots of big energy inside and it was much louder in the school. This year, we’ve increased outdoor time and made clear community agreements about loudness inside to help keep the inside calmer than before.
  • Being awesome: The kids moved this from a 7/8 to a 10+. They like having this item be a descriptor for the quality of their school!
  • Cleaning up: This moved from a 7 to a 8.5/9. The end of day clean up process has evolved during the school year. The students now rotate in teams around different areas of the school. One student articulated how much smoother clean up feels now, and also shared how it feels like the clean up teams communicate with each other and get right to work at 3pm. We did discuss that during the day clean up individuals with their crafts still needs work, but that this sticky just applies to the school as a whole for end of day cleaning.
  • Having Choices: The kids moved this from a 9 last year to a 10+. They all felt that this year they’ve had many choices for different types of activities/trips/learning experiences, and understand that this school is about having choices and making choices.
  • Spending Time Outside: This was a 10 last year, and remains so. The kids enjoy many hiking trips in addition to going outside on the campus and to the park. As noted in one of the items above, taking loud and rambunctious energy outdoors more allows for a more calm and quiet space inside 🙂
  • Being Creative: Was a 10, stayed a 10.
  • Going on Field Trips: Was a 10, stayed. We take trips weekly!

New Items for the 2015-16 School Year

Next, I shared some new items that I felt we could add to our evaluation for this year:

  • Self-Directed Learning: How are we doing on self-directing our own learning?
  • Resolving conflict through communication
  • Having quiet spaces for reading/writing/quiet activities available.

As a whole group, and also in small break out groups we came up with other items:

  • Being supportive of others and their dreams
  • Positive attitude
  • Feeling trusted by adults
  • Engagement in meetings to increase efficiency of meetings
  • Authenticity: being genuine & sincere with others
  • Including other people – two different small groups came up with this item, which I loved seeing. Last year, we had more dynamics of “leaving people out” occur, and this year the kids make more of an effort to include others in their play.
  • Paying attention to other people
  • Connecting with others
  • Believing in our ourselves
  • Focusing
  • Empowering space we can navigate confidently (this was a suggestion by an 8 year old!!!)

You may notice that some items are slightly repetitive and could possibly be clustered together. During this activity, it felt more important to honor the suggestions made by the students than to spend more time on clustering. Some kids felt very strongly about how they worded an item and wanted it in the evaluation, and we just let it be. As a facilitator, you have to just sense what is more important in the moment. Allowing the kids to feel connected to and ownership of this process was way more important than sidetracking into a conversation about repetition during the hour we had together (IMO).

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Our 2015-16 Report Card

Items from last year are listed in orange.

Items new to this year are listed in blue.

Please pardon the table formatting, and comment below if you have advice for me on how to re-format more attractively! 

1

 2 3  4 5 7

10

                        Focusing

Engagement in meetings/efficiency

Authenticity being genuine & sincere w/others

Quiet spaces available for reading/writing/quiet activities

Feeling trusted by adults

If someone has a problem, there is time to talk about it.

Being supportive of others & their dreams

Connecting with other people

Resolving conflicts through communication

Being “re-friendly”

 

 8.5 Empowering space we can navigate with confidence

8.5 Cleaning up 

Including other people

Self-Directed Learning

Positive attitude

Paying attention to other people

 

Believing in ourselves

Being Awesome (10+)

Being able to lie down when we need to

Having Choices (10+)

Spending time outside

Being creative

Going on field trips 

 

DC & Annapolis Trip – Year 3!

Two weeks ago, @tomis and I took 11 students on a road trip to DC & Annapolis. This is the third year this trip has been offered at Mosaic, and for some students, their third year attending. However this is the first year that none of their parents came along with them! At 8:30am on a Monday morning, we loaded up a van & SUV and off we went for the 8 hour drive to my parents house in Bowie, Maryland.

My parents very generously share their home with all the students, turning it into one big children’s hostel for three nights. My mom has dinner ready for us every night, a highlight for many of the kids. In fact, I wasn’t planning on going this year, but in the late winter the kids said they really wanted to go so they could see my mom. They didn’t care what we did in Maryland, they just wanted to see her!

An Overview of our Trip

Day One: Monday, May 23, 2016

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We left Charlotte around 8:30am Monday morning, arriving to Bowie around 4:30 that afternoon. After eating an awesome spread of Vietnamese/American food (my mother is Vietnamese), we visited the Owens Science Center Planetarium the first night for a lecture about stars. The talk ended up being more geared to adults than kids. Still, most of the kids sat through the entire hour and a half presentation – some even saying they liked it! I was blown away by their patience and respect to the presenter.

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Waiting for the presentation to start in the almost empty planetarium!

Day 2: Tuesday: May 24, 2016

On Tuesday, we went to DC for the day to explore the museums at the Mall. In the morning a group went to the Holocaust Museum with me and another group to the Museum of the American Indian with Tomis. We met up for lunch at a food truck rally behind the Air and Space Museum and then everyone went to the Museum of Natural History together.

The Holocaust Museum has a permanent exhibit that you need to get tickets to see. They are free, but very limited. We arrived at 10:15 (it opens at 10am), but the tickets were already all gone. We were able to still see several other exhibits, my favorite being one told from the perspective a boy named Daniel. His diary recounted his experiences of the Holocaust as a young Jewish boy. His family was taken to concentration camps and only he and his father survived, eventually being reunited after they were freed.

This was the first year I offered this musuem to the kids. The first year of Mosaic, our oldest student was 10. Now that same 10 year old is almost 13! It is such an amazing journey to watch the kids grow and mature. The Holocaust is a sobering and very heart-breaking historical event to learn about, so it was important that the students felt ready for the content. We had two almost 11 year olds (turning 11 in Sept), an almost 12 year old, two 12 year olds, and one 13 year old attend in this group. We had preparatory conversations before going and we also did a releasing process after (for those wanting this). One student was really sad after the museum, understandably, so we discussed feeling our feelings and allowing them to move through us. I always believe in feeling our feelings rather than ignoring them or pretending they don’t exist. When we keep those feelings in they fester in our minds and bodies. I prefer allowing the feelings to come and move through!

At the Holocaust Museum
At the Holocaust Museum
A group of us walking along the Mall in DC.
A group of us walking along the Mall in DC.
At the Natural History Museum
At the Natural History Museum

Day 3: Wednesday, May 25, 2016

The next day we went to Annapolis, where I used to live. It was really fun to take the kids walking around my old stomping grounds. We walked right by the house where I used to live on 3rd street in Eastport.

We started off our day at the Hammond-Harwood House, built right after the American Revolution. I loved this tour and the activities that followed. The tour focused on architecture and furniture of the time period. We learned about John Shaw and saw many chairs he designed, some of which still exist today. His furniture was high quality and in demand in the early 1800’s. The picture captions below share more details about this tour & following activities.

We learned what an 18th Century "security system" looked like - a series of 5 locks on the front door! Some kids even got to try locking and unlocking the many locks.
We learned what an 18th Century “security system” looked like – a series of 5 locks on the front door! Some kids even got to try locking and unlocking the many locks.
Here we are in the study of the house. You can see examples of the chair back designs in this picture that we used to inspire an art project after the tour.
Here we are in the study of the house. You can see examples of the chair back designs in this picture that we used to inspire an art project after the tour.
We could tell which rooms were designed for entertaining guests by the fancy molding.
We could tell which rooms were designed for entertaining guests by the fancy molding.
In the formal dining room we learned about symmetry. The whole house was designed to be symmetrical. This room had a false door just to match the entry door on the other side. There was also a hidden door disguised as a window to keep the appearance of symmetry.
In the formal dining room we learned about symmetry. The whole house was designed to be symmetrical. This room had a false door just to match the entry door on the other side. There was also a hidden door disguised as a window to keep the appearance of symmetry.
In the ballroom we learned that candles placed in front of mirrors helped reflect more light for parties at night.
In the ballroom we learned that candles placed in front of mirrors helped reflect more light for parties at night.
In the servant's quarters we learned about some superstitions about hiding shoes in the ceiling to ward off witches - this house had an old shoe found in it from the early 1800's. We got to see it! We also saw the locked spice cabinet - spices and coffee were very expensive and kept under lock and key.
In the servant’s quarters we learned about some superstitions about hiding shoes in the ceiling to ward off witches – this house had an old shoe found in it from the early 1800’s. We got to see it! We also saw the locked spice cabinet – spices and coffee were very expensive and kept under lock and key.
After the tour, the kids designed their own chair back designs!
After the tour, the kids designed their own chair back designs!
This was really fun, and I loved seeing all the beautiful designs they created!!! The kids jumped right into the project, it was really neat to see.
This was really fun, and I loved seeing all the beautiful designs they created!!! The kids jumped right into the project, it was really neat to see.
We also made satchels of lavender. Many people used this to mask smells. Bathing was not a regular occurrence during this time period, so carrying around lavender was helpful! We had a couple kids not bathe during the trip, so we asked them to carry these too ;)
We also made satchels of lavender. Many people used this to mask smells. Bathing was not a regular occurrence during this time period, so carrying around lavender was helpful! We had a couple kids not bathe during the trip, so we asked them to carry these too 😉

After the tour, our plan was to just find lunch in the downtown area, walk around Ego Alley (a dock where many people show off their boats by the restaurants), and then go home. However, we found out that it was the Naval Graduation week and that the Blue Angels were going to do an air show that afternoon! We decided to stay for the air show.

Annapolis was PACKED with people. Parking and eating downtown were out of the question. I took us over to Eastport (a town that annexed the city in 1951), where I used to live, and found us street parking in an area I was sure tourists didn’t know about. There was a little market/breakfast & lunch spot I knew about with healthy food options, and thankfully, it was still there after 9 years! I haven’t lived there since 2007. The kids got either salads, pizza, or gluten free pizza.

We then went to a little beach I knew about to play in the sand and water. There were tons of people there because of the air show coming up. Tomis stayed with a few kids there, and I walked a large group over to the main downtown area (about a 25 minute walk in the hot sun!), and we watched the show from Ego Alley. It was pretty awesome. We were amazed at how loud the planes were and how close together they flew. One tiny mistake could be fatal!

The downside of the Blue Angel show was the volume of people in the area. It took us 2 hours to get out of Annapolis and get back to my parents house! Normally this is a 30 minute drive. Still, it was worth it in my opinion. I think the kids agreed too, because many shared that the Annapolis day was really fun.

We spent one more night at my parents house, full of fun playing at the park, walking the trails and running around my parent’s house. My parents have a really great home for housing groups of kids with lots of bedrooms and a giant park behind the house that you can see from the kitchen and back deck. The trails also start from the park and come equipped with workout equipment along the way.

Playing at the beach in Eastport.
Playing at the beach in Eastport.
Making the long, hot trek to downtown Annapolis.
Making the long, hot trek to downtown Annapolis.
The planes were so fast it was very hard to get a good picture!! They came a lot closer than this, but this pic does show you how close together they fly.
The planes were so fast it was very hard to get a good picture!! They came a lot closer than this, but this pic does show you how close together they fly.

Personal Highlights/Reflections

  • Family: I was so happy that the kids felt comfortable enough to come on an 8 hour road trip away from their homes. The general culture and feel of our school is more family-like than school-like. I love this!
  • Gratitude: The kids expressed gratitude to my parents over and over again. They thanked my mom repeatedly for the meals, which were so yummy. They also thanked my parents for hosting them. I loved that they genuinely felt grateful and were willing to share that. This expression of gratitude really meant a lot to my parents.
  • Holding Space/Giving Compassion: Practicing how to hold space and give compassion for children was my favorite part of this trip. I obviously get to practice this during the day at school, however, it is a completely different experience doing this while on a trip far, far away from home. I think it is healthy and wonderful for kids (when they are ready) to experience life with different caregivers. Being away from mom and dad, they have to figure out how to find comfort in their friends and within themselves in new ways. There were times of “I miss my mommy, I wish she was here,” accompanied by tears and big feelings. I practiced empathizing and loving, as opposed to fixing and “making” them feel better. I remember one of the older students asking me if I was annoyed when someone got upset, and I could honestly share with her that I wasn’t. For many people (myself included), we are taught that problems and big feelings always need fixing. This is not the case in many circumstances. When feelings of sadness or frustration come up, many people simply want to feel heard and loved. Not all problems can be fixed. Sometimes it just takes being heard and validated for a feeling to move through a person. I cherish opportunities to practice in this area, and a trip that is this far away from home is a wonderful opportunity to do it! I found myself connecting with the kids in deeper and more meaningful ways. I am SO GRATEFUL that the parents trusted me to travel with their children.
  • Car Rides with Kids = FUN: The 8 hour car rides to and from Charlotte, and the two hours of traffic in Annapolis were actually really fun! Children talk and talk and talk, and they love to play games. They make the time go by so fast, and I find that I love the road trips with them. On the way home, the kids in my car were hoping we would get stuck in traffic so they could be in the car longer!
  • More Responsibility: This year we had more kids with their own cell phones. It was fun when were in the Natural History Museum to let a group go off on their own to explore so they could take the time they wanted in the exhibits they wanted to see. We set a time and meeting place, and we also stayed in touch via text message. Also, the kids were in charge of their own money, with a $20 daily budget for food. They chose and bought their own food and decided how to spend their leftover money for souvenirs. I think this is a wonderful learning experience for them!
  • Bonding: There are ways the kids bond with each other on multi-day trips that melt my heart. The kids found deeper connections to each other. This strengthens our community because of their increased care for one another. This has carried over to our time back at school. On my first day back to school after the trip from the long Memorial Day weekend, I came in late because I was traveling back from PA. I walked into the Food Room at school to find most of the kids in school sitting around the big table just hanging out and talking to each other, like they just couldn’t get enough of spending time with one another. It felt like walking into a family reunion. I am so incredibly thankful for this feeling!