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# Percent Math Game

I’m writing this blog as a resource for any others who like math and games. It’s a math game. The math group that meets bi-weekly has really enjoyed playing, so I thought it would be fun to share with others.

We have started working how to calculate percent, and I thought it would be fun to play a game with some real life scenarios involved. This game helps you practice calculating tips at a restaurant, sales tax, and how much money off when something is on sale.

Materials:

• Playing Cards, printed on blue, white, or green card stock
• White: Restaurant cards – make receipts & scenarios. You can see my examples in the link, but I suggest using restaurants your students would actually go to with items they recognize. Making people they know the waiters/waitresses in the scenarios can be fun too.
• Blue: Sales tax cards – look up what the sales tax is in your state.
• Green: On sale cards – I used items that I thought the kids would like to buy.
• Game Board with green, blue, and white spaces. We just printed this on paper and laminated it.
• Die

Mini lesson before playing:

I asked if the kids notice at restaurants that their parents leave tips for the servers. All of them knew this. I asked them if they knew how much most servers make, and some didn’t realize how little their hourly wage was. I explained that this is why it’s customary to tip here in the states. Not all cultures have this practice though, which I also told them about.

I let them know that it’s common to give 18% gratuity. Having been a server before, I told them that I would always leave a tip, even if the service wasn’t great because I know how hard it is. I also know that sometimes it’s the kitchen who messed up, not the server. I explained that it would have to a terrible experience for me to leave only 10%, and many times I tip 20%.

Then I said, “If I told you that I was happy about 90% of the time, does it mean that I am happy most of the time?” I gave a few other examples like this to reinforce the concept that a percent is part of a whole. Anything over 50% is more than half of the whole, 25% is a quarter of the whole, 20% is 1/5, 75% is 3/4, and other benchmarks like this.

Then we went over strategies to calculate percent. I like reminding the kids that there are many ways to find answers to mathematical problems. I tell them that different strategies are like tools you put in your toolkit. You can use different ones in different orders to figure out what you want to figure out. Sometimes I may give them a tool, sometimes they come up with one, sometimes they learn it from a peer, or their parents. To me, it’s really fun to try out different ways to figure out problems.

The strategies we came up with:

1. The Halving Strategy: It’s easy to halve any number. Then you can find 50%, 25%, or 12.5% or 6.25%

If you are estimating, this works just fine. Let’s say you want to leave a 18% tip, and the bill is \$45. Half of \$45, or 50% is \$22.50. Half of that, or 25% is 11.25. Half of that, or 12.5% is about \$5.62. Picking a number between 20% and 12.5% will get you close to 18%.

2. The Ten Percent Strategy: It’s easy to find 10% of any number by moving the decimal place to the left one time. If your bill is \$4, 10% is 4.50, and 20% is just that number, doubled, or \$9, so you can calculate a 20% tip like that.

You could do this for calculating any percent off as well. If something is discounted 30%, well, multiply 10% by three.

You can use this strategy to find 5%. Just halve 10%. If sales tax is about 5%, well find 10%, halve it, and you have the 5% tax.

3. Multiplication: Using a calculator or paper and pencil, you can just multiply to find the answer. The kids in this group have spend time practicing the multiplication algorithm. While I’ve shared the strategy of just counting up how many decimal places there are in the problem and making that the same in the answer, I prefer for them to first estimate and make sense of the problem and decide where the decimal point goes logically.

For example, if you are finding what 85% of 60 is, I have the kids say what the answer would be close to. In this example, it’s going to most of the number, 50% of 60 is 30, and 100% of 60 is 60, so the number is inbetween 30 and 60.

If you use paper and pencil to multiply 85 x 60, you get 5100. Where does it make sense to put the decimal place? The only logical place is 51.00 because that is between 30 and 60.

Of course, using a calculator you would just type in .85 x 60 🙂

How to Play:

The kids take turns rolling the die. The color they land on determines the card they take, whether it’s a receipt & scenario card, a tax card, or a sale card.

The rule we use is that no one helps unless they ask for help, and we create space and time for people to think. Some do all the calculation in their heads and some use paper and pencil.

Variations:

• Ditch the board and kids just pull the cards they want. The kids I work with love the restaurant cards and just taking turns with these back and forth.
• Create variations that are for different skills. I have receipts that have no cents and receipts with cents and the kids choose the difficulty level they want to have.

What I like about the restaurant cards is that the kids choose the percent they tip. A child can tip 50% if they want, and that’s fine and easy to calculate. Some kids want to make it hard for themselves to figure out so they will choose 18%, or even something like 6%. So starting with just restaurant cards would be a good way to go if you have someone in your group that is hesitant to calculate in front of people.

Fortunately, the vibe with the kiddos I am working with is really supportive. They like challenges and it’s not a big deal to get problems wrong. I think this game has been big hit because it involves real life situations they they have encountered before. I’ve had kids sharing with me that they have asked to calculate their parents tips at restaurants and this is so fun to hear!

I think playing this game as often as the kids want is great for several reasons:

• It solidifies the understanding that fractions and percents are a part of a whole.
• They get to practicing using easy benchmark fractions/percents with a variety of numbers.
• They are making logical sense of the situation around the calculations so they are not just following step by step rules to solve a problem, but also making sense of what they are doing.

Later we will move on to doing more with fractions, but this game gives them lots of practice so they can understand part-whole relationships that I can help them build on.

If you try the game out, let me know in the comments. If you know other strategies you want to share, also type that in the comments!

# Change up Change Up

The title is a sentence, not a repetitive title! The following is a story from our last Change-Up meeting, re-told a couple days later so know it’s from my perspective and memory, and there may be parts I fill in from imagination to make the story flow. An example of this is filling in specific words said when there is no recording of the exact phrasing. In these cases, I strive to portray the integrity of what was said or meant, rather than caring to know the exact phrasing of words used. There’s also the possibility that I confuse later conversation into the ones from the moment of the story due to memory mix up. Finally, for those in pictures, I will change the names of the kids for their privacy.

Knowledge that is helpful to know before reading is that we’ve changed up Change Up a little this year. There are times where it only takes 20 minutes to go through the Community Mastery Board, so we spend the other part of the hour doing some type of Community Connection – a game, an activity, a discussion, a group challenge or a practice that helps us bind as a community. For this Change Up meeting, participating in a group challenge (within smaller groups) was the activity presented.

“I can’t hear anything, how am I supposed to do this?” Marcy cries out in frustration, after asking a group of boys nearby to be quieter.

“Hm, I see it feels really challenging for you focus on what you’re doing when the room is so loud. The noise level is challenging for me too. I see that the other kids are also trying their best to so speak and hear each other, and there are probably ways this activity could have been set up differently. I’m sorry, Marce.” I respond, genuinely appreciating the enthusiasm of the kids who are being loud while also really empathizing with how the set up is challenging for her to participate in the way she really wants to. The activity is really fun, and most of the kids are pretty excited to do it.

The room is loud and cluttered with the bodies of children, blocks, blankets and boards. I listen.

“Okay, so take the longest rectangle block and put it sideways on the ground, so it’s right in front of you. Like if you are sitting criss-cross applesauce, the block is sideways just like your leg is.”

“Now take the red block – you’ve got two left, right? Okay, put it so it’s make a cross with the yellow one on top of that castle piece, that one that’s like a cylinder, ok?”

“Put the block so it runs like a path from you to me, along the ground in front of the tower. Make sure it touches the bottom of the arch piece.”

I look back at Marcy, who is trying to so hard to hear Shawn’s instructions on where to place her blocks. Rena, Marcy’s partner, has moved closer to the white board that divides them from Shawn and Jennifer so she can hear better. She’s repeating the instructions given so Marcy can feel included and can participate in recreating the block tower that Shawn and Jennifer made. Their challenge is to build structures with blocks and then explain to another group how to build it verbally. The other group is behind some type of barricade so they cannot see the structure that was made. They just have to listen to the explanation given and recreate it.

I walk over to Melissa. “Isn’t it fascinating to observe this? I feel like I am seeing their personalities come alive, seeing their differences and how they respond, describe, and engage! Like, how when Andrew and Gabe first described their structure to Luke and Ayan, they said told them to take all of their blocks and build a wall. So the two walls were completely different. But how Caleb jumped in right away to describe every single block in detail and give very clear, step by step instructions. Both sets of kids given the same instructions, and both carried out in completely different ways!”

Melissa chuckles, “I know, it is really interesting. But have you noticed how Gabe and Andrew’s group have become more detailed in their description since?”

I look over and see that Luke and Ayan are now giving instructions and that the towers being built are similar in appearance from other side of the barricade.

“Can you guys PLEASE be quieter?” Marcy interrupts my observation, and I can see in her face she is thoroughly exhausted from the mental exertion it takes for her to hear their instructions in separation from the background noise. The other nearby group is engaged in their challenge and communicating through the noise. It doesn’t seem to bother them to be in a loud room.

“This is really hard for Marcy,” I say to Melissa.

She nods, “Yeah, and do you notice how Evan isn’t even participating? He would have probably been able to engage if it was just him on one side of the barricade and just one other person on the other. Working in a group like this, in this setting, is not easy for him.”

“Totally. I feel like we can learn a lot from this experience.” We both drift away from each other as we continue to listen and observe.

“Nancy, we’re done, can we do it again?” Caleb calls out, this activity seems to be well suited for his strength in articulation and explanation. I noticed this right away, he is really adept at voicing his thoughts and this task is right up his alley.

I walk over to the group to address all four of them, “So how would you like to take all your blocks into the cloud room and try again? I think Marcy might like to experience the block challenge in a different setting.”

“Yes!” she exclaims, “Thank you! That would be so helpful!” The group members gather their materials and run off.

The challenge continues as Melissa walks over to me and says, “Now wouldn’t this be really funny to do with spouses? We should invite parents to come in and try this, it would be a real test of communication!”

“Oh my goodness, that would be funny to see,” I chuckle. I look around and notice that groups are finishing up, “Oh, how about you and Tomis do the challenge together! Then the kids can see how adults fare at this.”

“What, you don’t want to do that with him?” Melissa asks.

“Ha! Let’s try just two grown ups before we jump into the spouse challenge,” I laugh as I respond.

A group of four boys have finished their challenge, and Tomis and Melissa take over their station. Tomis builds a structure and then the descriptions begin. Slowly but surely, a crowd of children form around them.

“Okay, so you see the small piece that has indents on one side, like a castle?” Tomis asks.

“The castle turret?” Melissa responds.

“Well not the cylinder, but the really small piece that has the indents on one side.”

“Oh I think I have it. I think you mean the piece that looks like a Pacman ghost.” She does have the correct piece in her hand, the rest of us could see this from our view point of both sides.

“Okay, so put it on top of the cube piece with the windows, but put it so the ridges are facing you, you see how one side has ridges? Put it so the ridges are facing you.” Tomis explains.

Melissa looks confused. From where I stand, it seems so clear the confusion, and hilarious! His vocabulary changed, and she’s examining the side for ridges, and the indents are facing down, so the piece literally looks like a Pacman ghost. He wants her to lie the piece so the Pacman ghost is laying on its side, feet facing sideways.

“Do you understand?” Tomis takes Melissa’s silence for confusion, which is totally correct.

“No.”

He continues with another explanation that is not understood, and finally Melissa just says, “Okay, I think I have it, what’s next.”

I look at the faces of the kids, they are whispering to each other and trying not to laugh. I turn around so they don’t see me trying to hold back laughter as well, I don’t want to give Tomis a clue that Melissa needs more explanation.

We gather in a circle after everyone wraps up to discuss the activity.

I look around at the kids and ask, “So I’d love to hear from you, what did you think of doing this activity? Was it fun? Was it challenging? What was easy? What was hard? For the sake of being able to hear all voices, let’s practice hand-raising for this sharing.”

I sit comfortably in the silence, giving anyone who wants to share time to do so.

A couple hands then go up and I call on them to share.

“It was really fun.”

“It was hard to hear.”

“Can we do it again?”

“I thought it was interesting to see what people would make from our description. I also didn’t realize how hard it would be to follow the instructions given.”

“I am glad I was allowed to ask questions. If I couldn’t ask questions, I don’t think I would be able to do it.”

I call on myself to share my own observation, “I found it interesting that some people describe using more imagery and others are more about describing the shape, like Melissa’s Pacman ghost. If Tomis described the shape as a ghost, she would’ve understood how to place it.” I pause, and then pose another question, “Why do you think Melissa and I proposed this activity for today’s Community Connection time during Change Up?”

“To help us with communication skills.”

“So we can practice working together.”

“To have fun.”

Rena’s hand goes up and I call on her. “I think it’s an empathy practice. It was really fascinating to me to describe something, to say all the words that I know mean putting the block the way I have it, but then seeing that someone else interpreted those words differently. I can see how someone else understands those words, and how it’s completely different than what I meant.”

I am floored at her insight. “Rena, I didn’t even think about this being an empathy practice, wow. I’m so grateful for you sharing this perspective! Your description of this reminds me of many times in my life when I have said something to another and then later realize how it was received was completely different than what I intended.”

I see some nods around the room. Marcy raises her hand and adds, “It’s really interesting to see how you can describe how to put a block, and your description is right, but that when someone puts it down, how they put it is right too based on the description. But it’s different than how you put it!”

“You all have added so greatly to the value of doing an activity like this! I was thinking it was a neat brain activity, one that challenges you to use your articulation skills and your listening skills and you all have shown me it helps us practice even more than that. I like that it’s also hands-on so you get to feel kinetically, and of course you are using your eyes as well. You’re coordinating so many different skills that your brain has to really work. Our brains contain so many different neural pathways, and it’s a healthy practice to challenge it to do fire neurons in many different ways. That’s how we work out our brain. It needs work outs just like our muscles do. That’s why I think it’s healthy to try new things when I can, so my brain can work out.” I get up and do some brain gym movements that we’ve done at school before and continue, “And these movements also help our brains work out differently because you need coordination skills to do them.”

Then Liberty raises her hand to speak, and I call on her. “How come we aren’t doing regular change up?”

I look at the clock. It’s five minutes to three, whoops. I intended to only do this activity for the first 20 to 30 minutes as our Community Connection, but then to have Change Up meeting as normal afterwards. We never went through any of the items on the Change Up board.

“I lost track of time, Lib, I’m sorry. I did mean to go through the board but I was having too much fun with the activity and the discussion. I guess I didn’t want to stop it and it seemed like most of the group was happy to keep doing the activity too.” I pause and hear some “yeah’s” and nods, especially from the kids that I know do not like Change Up meeting. I make gesture toward the Change Up board and say, “This board is really useful for some things. It is helpful to make community agreements and see how we are doing. But I think it’s important to do more than talk about the culture we are doing, but to actually come together and create the culture we want by doing something together. It challenges us to interact as a community, to see each other, to learn how to communicate with one another, and so I think that spending this hour with a mixture of a game, activity, challenge and then sometimes reviewing the board is a healthy compromise.”

Tomis raises his hand, and he adds, “I agree, and also, the culture here has grown to a point that we probably don’t need to have regular change up meeting every week. Perhaps we do something like this every other week for the whole hour and only go over the board every other week, we can talk about that at the next Change Up meeting.” The kids really perk up at this. This statement is a huge compliment and accomplishment. We’ve worked hard as a group to grow to a point where conflicts don’t take up most of our time, but the pursuit of our interests, passions, hobbies, and play do.

# Spawn Point Vignette

Please enjoy a Spawn Point Vignette published in Tipping Points Magazine in December 2016! I have copied and pasted the content below, the format is a lot prettier from the original publication.

I walk into the Quiet Room, the home of my Spawn Point, after our clean up time. At an Agile Learning Center, a Spawn Point is a small group of students and a facilitator who start and end their day together. It’s about 3:10pm. Clean up keeps getting easier and faster, I think to myself. I look at the facilitation sign up board and see that Evan is facilitating this afternoon.

“Hey Evan, Ayan and Elisha are going to be here in a few minutes.” I see he’s moved the magnets on our GameShifting board to Connection Activity –> Game.

“Hey Nancy,” he says, “I was thinking we could play the game where someone is blindfolded and then they try to walk across the room with our directions.”

For some reason when he tells me this, a big light bulb goes off in my head. Last week I learned about a game I really wanted to play with the kids, but I drew a complete blank on the rules when I was at school. All of a sudden the directions to the game come to me and I can’t help but share.

“Oh, I do like that game, but Evan, remember last week when I forgot the rules to the new game I wanted to play? It just came to me right now. Can I explain it?”

“Sure.”

“This is a game where we get to test our mind connections, like a telepathy game. One person looks around the room and writes down 5 objects they see. These objects have to be small enough that we can pick them up and put them on the table. They don’t show anyone their list. When they say go, everyone else goes around and picks up an object and brings it to the table. We try to see how many matches we get!”

Leyla, Tessa and A.J. perk up, chiming in that they want to try this game.

“Can I pick the objects?” Leyla asks, directing the question to Evan, our facilitator.

“Okay we can try it,” he responds.

“Hey Ev, we really don’t have to play this game, I just wanted to share the rules while I remembered them. I love the blindfold game too and would be happy to play.” I really didn’t want Evan to feel like we had to switch games. I have no name for this game and cannot remember where I learned about it. I have no idea why I couldn’t remember it last week, and why it jumped into my head today.

“I want to pick objects.” Leyla says, hoping we will still play the new game.

“It’s fine, we can try this game,” Evan says.

I toss Leyla a post-it pad and a marker. Just as she uncaps the marker the write, Ayan, Elisha, and Tom come in. Tom is visiting from Australia for two weeks. He and his wife are planning to open a school in January of 2018. Tom really wanted to see an ALC in action before they opened, so here he is!

“You’re just in time for our game!” I say, and explain the rules. We sit quietly as Leyla writes. She looks around and is really deliberate and thoughtful about her choices. I look around the room and observe quietly to myself all the objects that look small enough to put on the table. I see the workbooks on the desk, the hands-on equation set, a little painted peg-person on the shelf. That peg-person should be in the basket by the blocks. I make a mental note to put it back where it belongs later. I see the singing bowl, the spirit animal cards, the dry erase markers, my shoes. Would she choose my shoes? I don’t want to put those on the table.

“What would Leyla think to choose?” I say aloud. “This game will give us the opportunity to focus on Leyla and think about what she would pick out in the room. Right now, I’m trying to see the room through her eyes.”

Leyla smiles as she continues to add to the list. She’s not quite done yet when Evan gets up and moves Penguin, our school stuffed animal/therapy toy, to the table.

“Hey Evan, she’s not even done yet,” someone tells him.

“Yeah, let’s wait for her to finish first. Are you almost done, Leyla?” I’m an adult and I’m getting a little antsy, so I completely understand Evan’s excitement to get started. Evan puts Penguin back and waits for her to finish.

Leyla nods, writes one more thing down, and then says she’s done. Before she says “Go!” everyone is up and moving, thinking about what object they want to pick.

The room is pretty quiet. I stand up and turn around to face the altar I have set up against the white bookshelf. I scan the room. I reach for the turkey feather on the altar, but hesitate. Is this what I want to choose? My hand says yes, it’s still reaching out for it as my mind hesitates. I go for it, placing it on the table. I guess I’m just going with my first gut instinct.

This time Evan places a pen on the table. Someone grabs the game of Dixit. A few other items are placed. Finally, Tom grabs the guitar and puts in on the table, the last item. We all look at Leyla, excitedly seeing if we got any of the items correct.

“Do you want me to tell you?” she says, with a smile on her face.

“Yes!!” we all cry.

“It was Penguin, the feather, Dixit, the guitar, and a magnet.” We look at the table. All of us are shocked that three out of five items are actually there.

“Evan, do you realize that your first instinct was to have Penguin on the table? That would be four out of five items we got!” I say, still amazed that we actually got so many of the items correct. I thought we’d be lucky to guess one correctly.

“I’m putting it back!” he says, moving the pen out of the way to make a spot for Penguin. The rest of the kids seem to be in agreement that Evan’s initial item should count. We clean up and then sit in a circle to look at our intentions from the day.

“Okay, let’s go turns in a circle,” Evan starts. “No, wait, we’ll go in board order.” He moves the magnet under Communication Style from turns in a circle to board order.

“Hmmm,” he ponders, taking a few moments to stare up at the board. Then Evan leads us around the board, checking in with everyone about what they intended to do that day, and if they got to do it or not. We each have our turn and share. Then, after the last person is finished, Evan walks halfway across the small room, looking up at the clock.

“Okay, it’s 3:23,” he says, smiling broadly back at us.

“Wow, Evan,” I say, actual tears brimming up behind my eyes. “Do you realize that you set the intention to learn to tell time about two weeks ago, and now you know how to do it?” His smile gets even bigger, “Yeah.” Words can’t begin to describe the feeling I have inside. Here’s a kid who knows how to learn. He learns when he’s ready, on his own time table.

A few weeks ago, Evan decided he wanted to learn how to read an analog clock so Melissa, one of my co-facilitators and his mom, found some resources online to support his interest. Evan’s motivation was clear and remained steady. He spent a couple mornings using some worksheets to identify the time, and would constantly test his knowledge on the analog clocks to check his own accuracy. Now, he’s mastered this skill.

Last month Evan decided he wanted to learn how to ride a bike, and last week he biked 6 miles from school to Uptown and back. After watching Evan learn to ride a bike at age 10, Melissa told me, “It just goes to show you that when they are ready, they will learn, and they will learn easily. I could’ve spent a lot of time worrying about how he couldn’t ride a bike, but I’m happy I just let it go so he could do it when he was ready. I think this is a great reminder about reading too. I think if more kids were able to just wait to read when they were ready, it would happen a lot easier for them.”

I couldn’t agree more.

I look at Evan’s face, and I see that he feels really good about himself. It feels great to decide you want a new skill, then to go after it and master it.

“We still have time for a game,” he tell us. Now I can see he understands how many minutes away from 3:30 we are! We dismiss at 3:30.

“Oh how about a magic trick?” Ayan asks. I hear murmurs of “Yes!” coming from the girls sitting on the couch.

“I want to play the object game again, can I be the person who writes the list?” Elisha pipes up. The kids are directing their requests to Evan, who is back by the GameShifting board, considering how he would like us to spend the last few minutes of the day. He picks up a jar filled with popsicle sticks that has been sitting on the small shelf that props up the GameShifting board. Again, here is another item I need to remember to put away, I think. Like the peg person, I have no idea how this got left here. It’s a math game that belongs in the storage closet.

“I want to play Kaboom.” Evan looks around the room, and I can see he is filled with certainty about playing this game.

“Cool,” I say with a shrug, “I’ve never played it before, but I’m happy to play whatever you want.” Here I am trying to make up for derailing his earlier game choice! I’m still feeling a little bad about that.

“Okay, I’ll tell you how to play. It’s a game my mom made.” He continues to explain how there are multiplication problems on the bottom of each stick. You pull a stick out, answer the problem, and then if you get it right you can keep the stick. If you pull out a stick that says “Kaboom!” you have to put all your sticks back in. You can make the game shorter or longer by setting the winning number of sticks higher or lower. He decides we’ll play to the amount of 6 sticks.

We begin passing around the jar, pulling out multiplication problems. They are all one digit by one digit for the most part, the only two digit problems involving tens. The game was made when Melissa was trying to support kids in finding fun ways to memorize their multiplication tables. I look around, seeing how happy and calm the kids are as they play.

The jar gets to our youngest Spawn Point member, who is 7.

“Hmmm… 3 times 1,” she ponders. I sit back and just observe what will happen. A.J. is a new student at school. I have no idea if she even knows what multiplication is. “I don’t know.”

One of the other other kids tells her it’s 3. That any number times one is just the number.

The jar continues around the circle, and then it’s back to A.J. again. “3 times 4,” she reads aloud.

“A.J. hasn’t learned multiplication yet,” her sister, Leyla, tell us.

“Oh that’s no big deal,” I say. “Hey A.J., so multiplication is just adding a number multiple times. 3 times 4 means you add 3, 4 times. 3 plus 3, plus 3, plus 3.”

She starts counting on her fingers, then looks up and says, “12!” The jar continues around the circle.

The jar keeps moving.

Back to A.J. again. “6 x 3” she reads. Short pause, and she is counting on her fingers. “18.”

# Roll A Story

I gained a week of life after school on Friday! The entire day I thought it was the Friday before Halloween. I carved pumpkins with the kids, thinking this was the last opportunity to do so. I also gave out these fun Roll-A-Story activities, some being Halloween themed and others not (because not everyone likes or celebrates Halloween), during our Friday reflection time. Then after school I realized it was Oct. 21, not Oct. 28. Silly me!

Still, I thought the Roll-A-Story was super cute and the kids seemed to enjoy it. Some kids wrote their stories on paper, some wrote them in blog posts, and some told stories out loud. Here’s the Halloween Roll-A-Story I used:

 Roll One – Main Character Roll two – Setting, Time Roll three – Setting Place Roll four – Plot 1 Vampire Midnight Haunted house An unusual discover is made 2 Witch Halloween Night Graveyard A Mystery Needs to be solved 3 Ghost Noon Abandoned School A dangerous journey takes place 4 Monster Sunrise Pumpkin Patch Someone is afraid of something 5 Zombie Sunset Laboratory Something or someone is missing 6 Mummy During a rainstorm Dark Woods Someone needs to be rescued

You use a die and roll 4 times. Each roll dictates an element to your story. I rolled 6, 6, 5, 4. So I wrote a story involving a Mummy during a rainstorm, in a laboratory and in this story someone is afraid of something. Enjoy!

#### Mummy Mystery

The sound of pounding rain on the metal roof was deafening. Dr. Morkle winced as she carefully unwrapped the outermost layer of the mummy’s bandages. It felt like an impossible task to have the mummy ready for the museum display next month. There were many tests to conduct on the remains, so much careful and deliberate care needing to be given so they didn’t destroy this archaeological wonder.

I bet this mummy is from over 9,000 years ago, Dr. Morkle thought. Her fingers continued to quiver as she cut back another bandage layer around the mummy’s face. She was afraid she’d damage the remains and lose her job.

“We are trusting this job to you,” her boss told her. “Are you up for it? This is going to make or break your career here.”

Thinking back to his words, Dr. Morkle shuddered. Her boss was really intimidating and she wished that he wouldn’t use fear as a way to motivate the scientists to do their best. Dr. Morkle needed to see if there was any remaining tissue left in the mummy to do a DNA analysis. She was also going to conduct mass spectrometry, an analysis technique that sorts the different kinds of molecules in compounds. From this, she could find out if the mummy remains contained caffeine, plant steroids, arsenic, lead, and even opiate drugs. This would tell everyone a lot about how this person lived.

She peeled back another layer bandage, and finally could see the actual remains. She sucked in a deep breath, this was Dr. Morkle’s favorite part of her job. She was about to see firsthand the actual tissue of someone who walked this earth so many years ago. As she reached the tip of her forceps to push the bandage to the side, there was a loud bang.

She looked up and saw a huge dent in the metal ceiling. The torrential rain still sounded like a symphony of hammers banging on metal trashcans. Was this hail, she wondered?

Just then the lights flickered twice, and then the entire laboratory went black. No, no, no, this is not good for my deadline, Dr. Morkle thought desperately. Boss wants the tissues samples first thing in the morning!

Using her hands, she felt her way through the maze of tables to find her desk. Just as she slid her hands over the handle of the desk drawer to retrieve her flashlight, the sound of the rain stopped completely and the lights came on. The sudden quiet almost sounded as loud as the pounding rain and felt like a heavy drape over the entire lab.

Happy to get back to work, Dr. Morkle went back over to the sarcophagus. She grabbed her forceps again, but as she leaned over, dropped it on the floor with a loud gasp. It was empty.

# The Visionary and the Implementer

I’ve been having a ton of fun at school! I am really enjoying doing many types of activities with the kids each day. I love getting messy, making things, and facilitating activities for kids to try out.

From top, then left-right: Paint pendulum activity, baking cookies, making playdough, open art studio, Spanish restaurant, Mystery Science lessons (bridges and slides), more art studio – making magnets and painting peg people for our castle blocks.

Fire station tour and bike ride to Uptown (last week and this week).

In a class with Kristen Oliver this week, we revisited concepts around divine feminine/divine masculine traits. I loved the idea of re-naming the feminine and masculine to “Visionary” and “Implementer!” We all have these traits within us, so it feels nice to have different words to explain them that are not gender-related.

I posted a bit about this in a previous blog post, and I’ll re-share the traits but this time use Visionary/Implementer rather than feminine/masculine:

Words to describe the Implementer:

positive attributes: active, intelligent, logical, rational, linear, determined, reliable, strong, stable, protective, sensible, heroic, focused, single-minded, practical, goal-oriented, consistent, predictable, capable, smart, rugged, ordered, disciplined.

negative attributes: rigid, stubborn, aggressive, tough, ruthless, violent, non-communicative, self-centered, authoritative, dominating, dogmatic, closed-minded, autocratic, rule-bound, heartless.

Words to describe the Visionary:

positive attributes: soft, warm, sweet, kind, loving, nurturing, gentle, creative, receptive, flexible, adaptable, yielding, forgiving, understanding, caring, care-giving, serving, passive, peaceful, open-minded, beautiful, mysterious, spontaneous, ever-changing, inspirational.

negative attributes: weak, dramatic*, irrational, illogical, unpredictable, bitchy, stupid, powerless, manipulative, controlling, indecisive, fickle.

* This word list is from energyenlighten.com “emotional” is the word they use. I would rather see the world “dramatic” here. Emotional implies that having emotions are negative, which I disagree. Dramatic, I think, is a better fit because it describes one being emotional for the sake of gaining attention from others, “woe is me!!” “look at me!” “feel sorry for me!”

I think this is super important to think about as an educator. Am I creating a space that only serves to express Implementers? Or am I supporting the expression of Visionaries too? Most of the world does not support the expression of mature feminine – so you have a lot of negative words to describe the artists of the world – indecisive, fickle, unpredictable. They can’t “commit” or be depended on. Well now I don’t see it like that – I think about the environment that one is in and try to consider what can be changed to support that one in expressing their powerful Visionary traits. They can be considered as spontaneous rather than fickle, they are inspirational, ever-changing!

I think it’s important for Agile Learning Facilitators to remember that we are creating environments that are inclusive to all ways of being, all people. Our tools and practices, like Set the Week, Kanbans, Spawn Points, Change-Up are really great ways for us to help structure the community so we can all stay connected, informed, plan group activities and make decisions about what we want to do as a community.

However, if adults in the space aren’t careful, they can easily fall into the trap of only celebrating the traits the conventional schools celebrate – typically those on the Implementer list, like: intelligent, logical, rational, determined, reliable, sensible, focused, practical, goal-oriented, predictable, disciplined.

These are great traits to have, and also, if only these traits are encouraged and celebrated, then we’ll see an imbalance. We’ll notice that we’re getting a lot of the negative Visionary traits expressed rather than the positive. It’s important that we are a space where a person can express themselves as a Visionary, because the Visionaries keep the Implementers (others and within themselves) from  being cogs in a machine. If you carefully examine those Implementer traits – they are traits of really good, complicit students and employees. The ones who can do and be depended on – great traits, but in the wrong environment, they are also the ones who are more susceptible to blindly follow (ever hear of the Migram experiment? Controversial, but interesting to learn about).

If we only produce Implementers, than we aren’t doing a service to the world. We need to create environments that allow for the expression of Implementer and Visionary to express within individuals, knowing that we all have at least some of both. Some may have balance within themselves, while others may learn how to pair themselves with those who complement their own expression. There are even times when I can see in a relationship with one person that I am more of an Implementor, but in others, I am the Visionary.

Due to this awareness, I am careful to observe the students at school and think about how I can encourage positive Visionary expression. I think this deserves a lot of attention because the world already tells us all the message that intelligent, dependable people are good. I want to, in addition to the positive Implementer traits, send the message that being spontaneous, ever-changing, flexible, and driven by inspiration are also positive traits. This means that when I see students who cannot plan or commit to activities in advance, or students who are wanting to observe before doing because they need to be inspired into action, aren’t condemned as lazy, fickle, or those other negative Visionary traits. I instead use this as an opportunity to say, “Oh! How can I enrich our environment to support these Visionary students?”

One way to do this is to be constantly engaged in the environment and to provide opportunities for spontaneous action and activities in addition to planned ones. The examples above are my attempt at doing this. The pendulum art project was simply inspired action – seeing a video and just doing it at school and those who joined, joined. Mystery science I always do in the big room and anyone inspired to join is welcomed! I don’t care if they planned to be there or not. After lunch each day, I’m setting out materials on the lunch table for kids to engage if they feel moved to. This is fun, and it creates opportunities for those kids who aren’t sure what they want to plan/commit to at the beginning of the week.

It’s a fun practice to think about different people and how they think/behave/act. It’s why I’m attracted to this profession. When I consider the quote that is most commonly attributed to Einstein, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid,” I recognize that when I am frustrated with what I see in another, it’s because I am seeing them through my perception of what I believe is genius. Then it’s up to me step back and consider another perspective and to do my work to open my mind to see other ways of genius.

Malcom Gladwell examines creativity and genius in this easy to listen to podcast, titled “Hallelujah,” a part of his Revisionist History podcast. I won’t summarize it here, but I will post the link if you are interested in exploring his examples of how genius can be expressed differently. I enjoyed listening to this as I thought about myself and the kids I work with, and how to recognize the different ways genius can be expressed. I think about how the Implementer and Visionaries may show this to us differently, and how to recognize and celebrate the different ways it shows up in our children so they grow up appreciating their gifts. A child who is a Visionary genius may be told by the world they are fickle and irrational, and then grow up to be this, never finding their way to express beauty to the world. When I hear about teenage suicide or a parent telling their artist child that they need to get a real job, I think about this. I work with children different than me, and it’s not my job to make them like me, my role is to open my mind and my perspectives to see the beauty and genius in them.

# Tone Setting Camping Trip Vignettes

As we drove up highway 85 towards Hanging Rock State Park, I racked my brain for items I may have forgotten to pack. Sunscreen, check. Bathing suit, check. Hiking boots, check. Coffee…uh oh. No check. Hmmmm…oh well. Tomis roasts coffee at home and we have become quite the coffee snobs lately. We wanted to bring our own special coffee with us to enjoy during this trip. I was surprised at how this realization didn’t bother me at all. The thought of being in the woods for the next three nights was exciting and only brought the feeling the joy, not having coffee wouldn’t ruin the experience. Either I’ll go without or another one of the adults would have some to share, I thought. Hoping Tomis would feel the same way, I picked up my phone to let him know.

“Hey babe, I’ve got some bad news.” I said.

“Um, okay, what’s that?” he replied through the hazy sounds of the bluetooth car connection.

“I forgot to pack the coffee beans. I packed the filters, pour-over mug, and the grinder, but I forgot to put in the jar of beans.”

“Oh, I did that this morning,” he tells me.

And so it was, we had coffee for the trip! After I hung up the phone, I reflected happily on the fact that during the few minutes I thought we wouldn’t have coffee, I didn’t waste any energy being mad at myself for forgetting to pack it. I decided to keep that mentality going for the rest of the trip. There are many things in life that just aren’t worth the time being upset over!

On our second night, a child lost their toothbrush.

“Alright, well I know we’ll find it somewhere. I’m happy to help you look! Let’s imagine what it’ll feel like when we find it,” I said.

“Oh, I’m not worried at all. I know I’ll find it. If I have to go a night without it, it really isn’t the end of the world,” he replied.

We looked a little, didn’t find it, and released finding it for the night. Neither of us was upset. About 30-45 minutes later, before going to tent for the night, there it was in plain sight on tree stump nearby. Off the child went to joyfully brush their teeth!

On the second morning at camp, I woke up in the morning to the sound of quiet clapping.

“Ayan.” Clap. “Ayan.” Clap. “Are you awake, Ayan?” Clap. In my head I’m laughing hysterically. Tomis looks over at me with a huge smile on his face, also holding back gales of laughter.

“Well, he’s certainly going to be awake after that,” I whisper, trying to keep quiet so we could listen to what would happen next.

The conversation of the boys tenting right next to us kept us going to bed and waking up with huge smiles on our faces.

“What are your top five favorite animals? Do you know all their top speeds?”

“What do you mean you don’t know how fast a peregrine falcon can go? This is your favorite animal, you need to know this!”

“My dad’s a graphic designer and a broker, do you know what that means?”

“Um, well a graphic designer is different than a designer right?”

“Yeah, and it means he gets samples. Do you know what a sample is?”

“Yeah I do, samples are like a smaller thing of a bigger thing. Like a little model of what the bigger thing is that you want to make.”

“No! It’s like if my dad designs 6 shirts, he’ll get one shirt before those 6 shirts are made. Like it’s another whole shirt outside of those 6 shirts. It’s the same size as the actual shirts. He gets one so he can see what it looks like first. We get hats too.”

“Oh! Okay. What’s a broker?”

“Oh well, he’s a graphic designer. So he can design things and not leave the house. He’s also a broker so people send him things and he sends them to other people, and he gets more money that way.”

Tomis and I look at each other. During this trip I tell him, “I now know that if we have a baby, I will be totally happy if it’s a boy or a girl. The boys are so fun to be around!” Previously, I thought I would only want a little girl. This is no longer the case for me! (By the way, Tomis is my husband).

Huffing and puffing I climb the stairs up to Balanced Rock and Moore’s Knob, the highest peak of Hanging Rock State Park. It’s straight up. The map said this hike would be strenuous, and it certainly was! As I approached each curve, I thought, Please let this be the last set of stairs. For many of those bends it wasn’t. Behind me, I could hear Caleb and Tomis talking, Tomis patiently supporting Caleb up the many stairs. Caleb was already down one water bottle in the first 30 minutes of the trip and, having not had much breakfast, asking to turn back.

I look back at Alona, whose face was as red as mine, and smiled. She smiled back and said, “I don’t know if I would’ve signed up for this hike if I knew this is how it started!”

“Well, if there is one thing I know about mountains, it’s that if you get to the highest peak, the only way off is to go down. So after we get to the top, it’s got to get easier!” We laugh at my response.

“That’s totally true,” she responds, still determined to go up.

I glance up at the backs of Andrew, Gabe & Tessa. “How do they do that?” I ask aloud. The boys are far ahead, talking to each other as they quickly and efficiently climb the stairs. Tessa is right behind them, determined to catch up. I think to myself, she’s so low to the ground at her height, that’s how she’s making it look so easy.

“I don’t know!” Alona exclaims, “It’s like they are robots!”

I slow down to chat with Tomis. “Hey babe, I think we should give the boys a map and tell us to meet us at the tower. Let’s let them go. I think they can do it. As long as they stay on the trail with the red circles, they can’t get lost. I can show them where everything is on the map. How does that feel to you?”

“I have no issue with that. Is that what you really want to do?”

“Yeah. I mean, people let their kids loose in New York City with a subway map. This is way easier than that. The worse case scenario is that they get hurt and sit for a bit while we catch up. But obviously, I would only have them do this if they actually feel comfortable going up ahead.”

“Sounds good to me,” he responds.

I catch up to the boys. “Hey, do you want a map? You can just go up ahead and meet us at the tower.”

Andrew quizzically looks at me. “Like just go ahead and meet you there?”

“Yeah, if you want to. Here, look at the map.” I show him the trail, and remind him that the Moores Knob Loop is marked by red circles. I point out Balanced Rock and the Fire Tower that are coming up ahead. “This is where we are going. There will be signs, so stop at one of these and we’ll find you for lunch. We’ve got to be halfway there already.”

“Awesome! C’mon Gabe, let’s go!” They take off up the mountain, as the rest of us prepare for a water and snack break.

“Well, I’d love to have you stay with us, but I’m totally cool with you deciding what you prefer,” I respond.

“I’m going!” she yells down to me, her back already a flash of red, disappearing up the mountain.

I look at Alona and shrug. “Well, let’s see how this goes!” I think she’s a little shocked that I let them go up alone. I was confident the signage was clear, and knew that with the freedom, they would be even more careful than if they were with us. I know these kids. If they felt unsafe, they would turn around and come back or stop and wait. I had not one shred of fear about them getting lost. Okay, well maybe one shred, but I knew that was my “panic-how-I-was-raised” mind, not my grounded, centered mind.

We keep climbing, and about 15 minutes later (it really wasn’t that far off that I let them go ahead), we reach the signs for the fire tower and balanced rock. “Andrew? Gabe? Tessa?” I call out. No signs of life. “Hmmmm….” I wonder aloud. I had run up a little ahead of Tomis, Caleb and Alona, wanting to find the other kids. There were no kids here.

Well, I think to myself, somehow they have missed all these signs and walked past it. Knowing that we actually weren’t that far behind them, I guess that if I yelled pretty loud, they’d hear me.

“ANDREW!” Why I chose his name to yell, I don’t know. It just came out that way.

Faintly I hear, “Yeah.” Sighing, I melt into relaxation. It felt good to hear his voice, confirmation that everything I was sensing was on point.

“YOU MISSED THE SIGN! TURN AROUND,” I yell. I hear faint yelling in response. A couple minutes later, the three of them come tromping back.

“We were already on our way back when we heard you yell!” Tessa says excitedly. “We felt like we must have gone to far.”

I smile, totally happy to know that the kids did exactly what I knew they would do: turn back if they felt uncomfortable so they could find us again.

We eat lunch together on balanced rock, laughing and joking with each other. Caleb has totally bounced back after having food, water, and a break. He’s eating his sandwich, and we are all laughing hysterically at the breadcrumbs falling off his sandwich. We bought gluten free bread, and unfortunately for all of us who are GF…it was more terrible than usual. It literally crumbled apart when you touched it. The rest of us opted to not eat the bread today, (we suffered through it already for lunch the day before), choosing to make sandwiches out of tortillas instead. Caleb was dedicated to sticking to his GF diet this trip, and didn’t want us to waste the money we spent on this bread. In the morning, he proudly made his sandwich, and was now determined to eat it.

The breadcrumbs dotted his face like grains of sand, and he was laugh-crying as he ate. “It’s like eating cardboard with meat inside,” he wails, smiling though, knowing he is providing entertainment for the rest of us. The foil he has wrapped his sandwich in is the only thing keeping his bread from falling completely apart.

“Caleb, it’s okay, just don’t eat the bread. It’s so terrible! Why not just eat the meat out of the sandwich?” I didn’t want him to feel like I was going to force him to eat this mess of a sandwich.

“What?” He says, still laugh-crying, “I’m NOT gonna waste this sandwich. I’m eating this whole thing. I don’t care how bad it tastes!”

“Oh boy, I’ve guess I’ve told my story about my mom eating raw potatoes and raw fish one to many times. Now you all will never complain about food!” On our last roadtrip, after the kids complained about how much PB & J we ate, I told them how my mom survived her escape from Vietnam on a small boat with only raw potatoes and raw fish to eat for 30 days (I don’t actually know how many days they survived this, perhaps I should clarify this with my mom, but 30 days feels like a nice dramatic touch to the story). I told them they had no idea what starving was, that the most they’ve experienced is hunger and being uncomfortable and that eating PB & J wasn’t the end of the world. We were trapped in a food desert in Kentucky when I first told my mom’s story, in the middle of nowhere with one grocery store option to shop from. I remember walking in the grocery store and realizing that I didn’t see much that I would consider actual “food” inside. We did the best we could to feed the kids edible items for those two days…And from that point on I would hear, “I’m starv- I mean, I’m hungry.”

As Caleb struggled to finish his cardboard/styrofoam/sand sandwich, we noticed birds beginning to circle above.

“What are those?” I ask, squinting my eyes up to the sky. Three of the kids tell me they are turkey vultures.

“How do you know this?”

“We just know. Look at their wings. Those are turkey vultures,” Alona responds.

Andrew backing her up firmly says, “Those are definitely turkey vultures. I know it.”

I’m impressed. I have been to the raptor center several times and have also taught bird units to kids during my time conventionally teaching, and I still can’t seem to tell the birds of prey apart when they are flying way up above me. I have this memory problem that school taught me, the one where you remember something good enough to pass the test on Friday, and then the information just melts away into oblivion. The kids are describing to me how to tell raptors apart, and I’m glad to see they do not suffer from the same affliction.

Caleb begins laugh-crying louder now. “They are coming after my sandwich because it’s falling apart everywhere!”

Now we are all laugh-crying.

After lunch, we climbed to the top of the old fire tower, now simply a lookout for tourists to visit. Being a weekday, it was completely empty and we had the 360 degree views to enjoy to ourselves.

The highest point was about a third of the way into the 4.3 mile loop we were doing. As I predicted, this mountain was, in fact, like all other mountains I’ve climbed up: after getting to the highest peak, the only way back is down. We very quickly descended the mountain, Caleb, fully recovered now that he had eaten (albeit, a terrible sandwich), was at the head of the pack with Andrew and Gabe. Had Tessa been just a few inches taller, she would have been right up there with them. She wasn’t too far behind them, though. I felt like we were practically running down the mountain, and was carefully watching each one of my steps so I didn’t twist an ankle. Alona kept pace with me, trying to playfully place her steps where my step was just a moment before.

“They are robots,” I grunted back repeatedly to Alona. She was just as incredulous as I was at the speed they could maintain. Tomis was quiet at the very back of the group, I guessed just keeping up the best he could. We all made it back in one piece to camp, very proud of ourselves for completing this strenuous hike!

You can see more photos with captions of our trip here!

# Back to School, Year 4!

We started our 4th year of Mosaic on Wednesday, and it feels SO GOOD to be back to school! Actually, it really doesn’t feel like back to school because I’ve seen so many of the kids over the summer.

We ended the school year June 17. I took a week to see my sister in Colorado, and then I facilitated two week-long summer camps with lots of ALC students after I returned. After that, ALF Summer (3 weeks) began, a week with adults, a week with the kids, and another week with adults and @libby. Directly following ALF Summer, @Jesslm and I took 7 students on a 8 night, 9 day roadtrip adventure, which I absolutely loved doing! We got back on August 9 and school started August 24, so I had about two weeks of “downtime” as I waited for the school year to start back up. I feel really great about how I spent my summer. It feels easy starting school again because I honestly didn’t take much of a break from my regular routine of waking up and being with kids. I also genuinely like being around the kids, many of whom I’ve known for years now.

There has also been a big surprise that happened about a week before we re-opened, adding to the ease of starting the year: Melissa, who has been volunteering for the past year, let us know that she wanted to ALF full-time. She acknowledged our situation of not having the finances to pay a full time staff member, especially with the exciting one campus news, by saying that she wants more responsibility at no cost to us. Her intention is to dive back into education (which was her prior career path before being disillusioned by it – something I totally get) and to work with kids again in a school that she is inspired to help make more awesome.

Jess and I were prepared to start the year with 9 or 10 kids in a spawn point, and just making that work. However, with Melissa around full time, excited to facilitate a third spawn point, we’ve been able to start with just 6 or 7 kids in a group instead. On Friday after school, I got to listen to a couple students excitedly share how they feel spawn points are so much easier and more fun to be in with fewer kids. They have time to share intentions and reflections and to play games together, or just hang out and talk. I’ve felt this way too, happy and excited to go to spawn. This is really energizing for me.

# Highlights From The Week

There is also a lot of ease in starting our 4th year, and 3rd year in this particular building, with a large group of students who have been in together for at least two years. We can more quickly dive into creating what we want because we don’t need a lot of time spent on figuring out what agreements we need in the space.

In the short span of three days, the kids jumped right in to reinstate the offerings they liked from last year. They met to plan what books they wanted to read for the Book & Movie Club, met with Jess to talk about what kind of hikes they want to do this year, a student led a Writer’s Workshop meeting where she facilitated a conversation about what kind workshop they would start out with, and Tomis met twice with our oldest students as he starts piloting the “Wings” (working title) program here at Mosaic.

This week, we also had a lot of conversation about the trees getting cut down at the church. In particular, a huge tree that we played around and enjoyed the shade from, led to feelings of sadness and frustration. As the kids played on the trunk, using it as their own personal jungle gym, they talked of protesting and asked a lot of questions. While I listened to some conversations, I felt really grateful that the kids could see this happening and then take the time to talk about it and to go out and interact with the tree, rather than left to watch it happening from indoors and being told to think about some other subject.

My favorite conversation from the tree went as follows:

Child 1: When I die, I want to come back and live as a tree.
Me: Can you say more about that?
Child 1: Because trees live so long and I want to know what it’s like to live as long as they do and experience what they experience.
Child 2: I would want to come back as an animal because I want to move around. Being a tree might get boring.
Child 3: But what if the tree doesn’t know that its life is boring? What if they would think walking and talking was boring? Because the tree is just seeing life through its own perspective.

The time and space the kids have to discuss how a tree may perceive the world is something really valuable to me. I want to see more gentle discussions in the world where we are wondering how an experience might be for someone else. From personal experience, I know that rushing through life and trying to “prove” my worth (mostly by being a good girl who got good grades) led me to grow into a more self-centered person than I’d like to admit. Most of my 20’s involved understanding how I became what I became, learning to not beat myself up for how I became that way and then rebuilding. I can see that we are building a group of kids who have the time to think about more than just themselves, and this feels really good.

# One Campus Fundraising

During the first ALF Summer, Sara S. (an aunt of two of our students who is getting a master’s degree in creativity), came and presented a workshop on The Creative Problem Solving (CPS) Process. It was really fun and since then, she’s come in a couple times to facilitate this process.

Coming back to school, the kids were all really excited about our new home and want to feel like they can help in some way. I also had several parents reaching out to me with ideas for ways the kids could get involved. Whatever happened, I really wanted the kids to be involved because they were inspired to action rather than adults suggesting they do something we thought was a good idea. So I thought it was a good time to get the kids and staff who were interested in more discussion to experience Sara’s CPS process and see what happened from there.

I took key elements of what I learned from Sara and tried to deliver a simplified version of what I felt capable of doing:

First I told the kids we would warm-up our brains to think big and think creatively, just like our bodies need a warm-up before a work out, our brains need work outs too. I led them through a silly exercise (copied from Sara) where everyone had to help me think of solutions to a made up problem: a hippo was stuck in my bathroom, what should I do?

As the participants came up with potential solutions, I asked them to practice 4 key elements to help encourage people to think as creatively as possible:

• build on ideas: write down any solution we think of, even if someone else put down something similar beforehand
• seek wild ideas: try to think outside the box and write anything that comes to mind down!
• defer judgement: make no good/bad judgments of any idea – your own or another persons.
• come up with lots of ideas: push ourselves to write and write and write ideas!

We had fun doing that awhile – with sweet solutions like “make friends with the hippo,” dark solutions like “eat the hippo,” and practical solutions like “move” presented to the group.

Next, we practiced those same principles to come up with as many ideas as possible to try to help the school raise 45K in 45 days, our current fundraiser to help us renovate our building while still keeping tuition affordable.

The ideas were hilarious. When I reminded them to seek wild ideas, we got things like “pick pocket” and “have all the parents take all their money to Vegas and bet on red.” It was hard not to laugh at those! I appreciated how much fun we got to have while problem solving 🙂

I explained that we were going through a divergent process – where we are just generating tons of ideas, but that we would have to go through a convergent process of narrowing focus if we were actually going to be able to take action forward.

So after we had maybe 75 options down, I gave the participants stickers – telling them to only use 3-5 stickers to place on the ideas that they would like to have more discussion about. We then removed the ideas (which were on post-its) without stickers, posting them on a different board. I stated that they weren’t bad or good ideas, just ideas that we weren’t going to focus on now.

With the ideas left, we clustered them into groups if we saw similar themes. We labeled four groups: Community Events / Music Events / Social Media & Personal Appeal / Selling Things

Then, I drew a line under each grouping to make two columns where we could identify the pluses (+) and opportunities (o) for each grouping of ideas. Rather than saying that something is a bad idea, we can frame that wording in a “How Might” statement that allows for more a more positive conversation. Rather than “well that idea is too hard because…” or “that idea isn’t good because…” we can say “How might we pull this off in time and find it energizing, rather than exhausting.” It’s just a little word-smithing that leads to more open conversation rather than a culture around shutting down an idea that someone thinks isn’t “good.” You can see our pluses and opportunities in this doc.

At the end of our time together, we decided we had a great start to show the rest of the community. Not all the kids in the school were a part of this brainstorming, so we decided to read over our thoughts to all the kids in the three separate spawn points the next morning, and then have part of our change up meeting dedicated to next steps.

After being read the ideas in spawn point, one student built on what they heard and was excited to propose at change up The Spicy Pepper Challenge! This student and their friends have been bringing spicy foods to school for a year now, and they really enjoy seeing how spicy of food they can handle. One of these students has a goal this year of seeing if meditation will help them handle spicier food! After discussion at Change Up, the kids felt like launching the social media challenge was something they could do without adults helping, while arranging a community event is something that is more adult involved. So they set a time the next day to figure out what they wanted to say and how to move forward. A couple kids went with me to the community garden to pick jalapenos too 🙂

Here is their video, and we’ve already been received some donations from it!! Please share and add the link if you feel inspired. You can do the challenge yourself and challenge others to participate! The basic rule is to do the challenge and donate \$10 or skip the challenge and donate \$100.

# Making Wishes to Create Culture

Relationships and trust take time to build, and it’s from these two foundations that you can grow a healthy culture. One of the most amazing experiences I’ve had as an educator since I’ve been working with children (over 17 years) has been here at ALC Mosaic where I’ve had the time to focus on building relationships with children and then creating the culture we want together at school. Some of the children here have been together with me for over three years now. We get to experience each other growing up, maturing, changing. Our relationships are an investment in the future, we aren’t just putting up with each other for one year before moving on. It’s worth it to actually know one another.

We have just completed our third year of Mosaic as an official school. Two and a half of those years we have been open as an ALC. Each year keeps getting easier and better. A huge part of this success is because we have a strong foundation built in trust, which has the chance to blossom because we have had more time to get to know each other. We feel like a big family at school.

I’m seeing this ease flow into our conversations at our weekly Change-Up meeting. When we first began using our Community Mastery Board during Change-Up, it was clunky and challenging to engage student participation in the creation of community agreements. However, over time, the kids see more how to use this tool as a means to creating community agreements and norms that serve the whole group and actually make a culture that is positive and fun to be in.

One specific example started with the making of “wishes.” At the beginning of the last school year, all the kids and the staff wrote down a wish that they had for the school. We put all those wishes in a bag and then over the course of the entire fall, we would pull one wish out to “grant” as a part of our Change-Up meeting. This was a really fun and engaging way for the students to participate in Change-Up, the kids would get excited to read the wish and then try to figure out a way to make it come true.

Over the course of the next two months, we found that more than one student wished for “boys and girls to play together.” The kids noticed a cultural norm of girls playing with girls mostly and boys playing with boys mostly. The process of granting this wish allowed us to talk about that openly and decide what we wanted OUR cultural norm around this to be. Through the discussion, it was decided that it would be great if we could try out playing one big group game each week to encourage everyone to play with one another in a fun way. The game could be anything – capture the flag, freeze tag, wizards and gelfings, hide and seek, etc. There were a few kids who were unsure if they wanted to play a big group game every week, but they were okay with trying it out for one week and then reporting back the following week if it was okay to do.

Playing a group game together every week did end up becoming something we continued practicing for several months. Each week at Change Up we would briefly check in, “Do we want to keep doing this?” and it kept getting a thumbs up. Then, in the spring, we did a more thorough check-in, going back to the awareness that brought this community practice into place. We reminded the kids that the idea of all school participation in community games came from wanting to encourage boys and girls to interact with one another more. We asked ourselves, is this actually happening?

The kids were emphatic that it had, citing several examples of how they have played with others of the opposite gender and they felt that this wish had come true for the school. They decided it was no longer important for us have the agreement that we all played a group each week, but acknowledged that there would probably be a large group game offered weekly because it’s something many people like to do. It’s simply become a cultural norm to do a big group activity regularly.

To me, this story is a beautiful example of how a community of mostly children can powerfully create the kind of environment they want to live in, deciding what practices they want have as a community while remaining connected to why they want it. Without the Community Mastery Board tool and Change Up meeting process, the kids wouldn’t have revisited the awareness of why they started having large group games weekly. New students who joined the school would simply think it’s something they had to do each week without connection to why. The kids were able to adjust and change their agreement about having a group game be mandatory for everyone each week because they understood that the actual point of the agreement had been served and that brought them joy to find out! So many times in this world we continue doing something because, “that’s they way we’ve always done it” without doing a meta-analysis (you can read my blog post here for a little video about how this happens). Here at ALC, the students are building those executive functioning skills to analyze their culture and practices, something I hope to see in the world more! I know that this is possible because we have had the time to build our relationships over time – years for some – which create a foundation of trust and desire to meet each other’s needs.

# The Art of Facilitation & The Facilitation of Art

## Intro & Context

ALF Summer, year three is in session! It’s been the most fun and collaborative ALF Summer yet. Last year, @artbrock spent many, many hours working on our Starter Kit with the ALFs and launched the Beta Starter Kit at the end of the summer. Since then, we’ve had around 500 downloads from around the world and have more than doubled our number of start-up ALCs. So many of our ALF Summer participants have already been in collaboration with someone from our network before coming, as well as already working within their own communities to create an ALC of some kind.

Week one of ALF Summer consisted of two days of planned offerings to support people new to ALC, as well as planned offerings for those who have already been to an ALF Summer (returning ALFs). And, of course, we simply acknowledge that everyone is an adult and has the free choice to attend whichever session feels best to them to be in. We simply recommend that new ALFs have some foundational content given to help them understand what an ALC is before diving into the rest of the fun.

The next 3 days of the first week was the creation of an ALC, where offerings were made and planned in a more open-space format. I decided to offer a session called “The Art of Facilitation & The Facilitation of Art” which is what this blog post is specifically about from here on out!

## The Art of Facilitation & The Facilitation of Art

#### Why?

I feel like I am bursting with stories I want to share about facilitating with children and how I have evolved through the past three years as I have been on this journey with Mosaic. However, as I experience ALF Summer for the third year, I am striving to create a place where more sharing can happen more naturally, in a way that might appeal to a more traditionally feminine way of sharing traditions and culture.

I imagine woman sitting in a circle sewing, canning, weaving, and talking. I had this thought recently about how societies have developed over time to appeal to the masculine. From my perspective, the dominant culture is male created and driven. I was thinking about how for many centuries before written language, most of history and learning was passed down through oral communication and story telling. I recognize that after the written word was created mostly men have been writing and passing down history, and this could be a contributing factor to how societies have become driven by masculine energy over time.

I believe in a powerful union of masculine and feminine energy. What I am holding for is a balance of this expression of energy so that our ALC Network becomes one that holds both men and woman sacred, equally. While the world predominately wants facts, figures, proof, there is another type of communication that can happen through vibration, togetherness, and nurture.

All people have both masculine and feminine energies in their bodies, their fields and their psyches. Feminine energies tend to be felt on the left side of the body and masculine energies on the right. We all have inner relationships made up of our inner masculines and inner feminines. It is very worthwhile to spend time getting to know these inner agents and to heal them using the Divine Feminine and Divine Masculine.

Words to describe masculine energies, archetypes and cultural projections:

positive attributes: active, intelligent, logical, rational, linear, determined, reliable, strong, stable, protective, sensible, heroic, focused, single-minded, practical, goal-oriented, consistent, predictable, capable, smart, rugged, ordered, disciplined.

negative attributes: rigid, stubborn, aggressive, tough, ruthless, violent, non-communicative, self-centered, authoritative, dominating, dogmatic, closed-minded, autocratic, rule-bound, heartless.

Words to describe feminine energies, archetypes and cultural projections:

positive attributes: soft, warm, sweet, kind, loving, nurturing, gentle, creative, receptive, flexible, adaptable, yielding, forgiving, understanding, caring, care-giving, serving, passive, peaceful, open-minded, beautiful, mysterious, spontaneous, ever-changing, inspirational.

negative attributes: weak, emotional, irrational, illogical, unpredictable, bitchy, stupid, powerless, manipulative, controlling, indecisive, fickle.

-An excerpt from energyenlighten.com

When I hear myself and other woman lament about how “emotional” they are, I recognize the experience of immature feminine is present. When the world values goal setting, logical explanation, linear thinking (masculine expressions) over spontaneity, working from a place of inspiration, and constant change (feminine expressions), this leads to feminine energies within us feeling crazy, emotional, or that we don’t fit in or belong.

So when I see offerings of a Set the Week board where we are scheduling times and places for certain conversations to happen, with particular outcomes desired, I see that this meets the needs for the masculine energy and desire for logical and predicable way to have outcomes we want.

Then around (or during) those scheduled offerings, there is the time for the spontaneous feminine energy to shine, where you don’t know what will occur, but inspiration might strike and the outcome can lead to something beyond our imagination!

This week I felt a little out of place at times. Over the past three years I have slowly become more balanced internally with my own masculine and feminine energy. I have recognized where I have become conditioned by my schooling and American culture to value mostly the masculine energy within myself and to express that more than the feminine. This has led to me expressing those negative characteristics of both the masculine and feminine in the list above many times! I am in the process of de-conditioning myself and allowing myself to be more spontaneous, more nuturing, more understanding, more of all the positive aspects of my divine feminine nature.

Whereas three years ago at ALF Summer I was all about planning every minute of my day to maximize efficiency and productivity, this year I found myself wandering the halls and longing for a moment of inspiration to strike me into a flow that felt wondrous. I have been trained in my life that I need to force every minute to count productively rather than allow every minute to be lived in wonder.

I wanted to connect with other people, so I offered what felt to me like a setting that would encourage the feminine energies within us to connect: A room full of art supplies and seating in a circle-ish form where a group of people could be creating and talking and talking and creating.

Not only was I hoping to appeal to the feminine energy, but I was wanting to provide a living example of how much of “education” has happened for most of human evolution: orally. Most of the time at ALC, I see children learning when they are in communication with others just talking about their thoughts and observations of the world. This is hard to quantify and relay to the masculine, data-driven world, that most of the education and culture creation happens through organic and spontaneous conversation that cannot be planned for. And this is a rich, deep and dynamic education that is beautiful and honors those feminine energies within.

### My Personal Reflections of This Offering

My highlight of this offering was seeing the amazing creations of those who came to the table. I loved hearing how grateful people were to have art supplies available, that this was something they were craving. I loved nurturing the participants and felt so much joy in telling them, “don’t worry, you go ahead, I’ll clean up,” when they needed to leave. This was me giving in a way that was replenishing; as I gave, I received. (Unlike doing something for others with resentment…I’ve never done that before 😉 HA!)

I felt like the sharing part was hard for me at first. Where I imagined a group of people working and talking and having the conversation flow naturally, in reality, I felt this anxiety about if I the people who came would walk away thinking it was time well spent. It didn’t feel natural or organic to just start telling them things about me facilitating. Nari, our participant from Cairo, looked up with me with this warm smile, and a twinkle in her eye and asked me to share about how I came to create Mosaic, and that provided the start to a Q & A format. I still felt nervous at times because I felt like I was talking too much and it wasn’t matching this ideal picture in my head. I also recognized that I was internally struggling with how to fit in this offering with the rest. I noticed that few men came and there was a part of me that thought this offering was perceived as a silly thing to do, like something “cute” that I was doing but not as valuable as a marketing session or a session on organizational structures of a school.

What I realize I desire is to see our ALC community fully value the both the feminine and masculine aspects of what makes an ALC magical. The children need both. You can logically plan an ALC for years and spend lots of resources and time marketing it, but in the end, you need to have place that feels nurturing, that inspires, that can flexibly respond to the needs of the children. There is no class or workshop that can train a person to ALF with children, it’s an experience that grows and evolves within you over time. It’s the experience of being WITH others that helps you understand that connection is more than words and rational thinking, that ALFs and kids can intuitively connect and communicate without words (or even using Language that Moves Things), we can look at each other and understand how to give and receive compassion.

It is crucial to me that others starting an ALC know that planning, logistics, marketing, and knowing in your head what to do isn’t enough. Feeling, BEing, and operating from intuition and your heart is how you truly connect with others and create change in a world that is desperately in need of balance of masculine and feminine energy.

### The Content

I honestly can’t remember all of what was shared because I didn’t take any notes. Some things I remember speaking to that might be of value to other facilitators were about (1) how to create an inclusive culture (avoiding cliques) and (2) how our Change Up Meetings have evolved to better serve the children.

(1) Inclusive Culture: I stressed the importance of connection. Jess and I have reflected in the power of the spawn points and creating intentional space for the children to connect with each other in a smaller group. The kids spend time playing games, talking about a problem they have, doing feeling check-ins, or answering questions about themselves. You can force children to include each other, but then they are including others from place of “this is what I’m supposed to do.” I prefer seeing people really in connection with one another, hearing about how others think differently from them and being able to ask the group for what they need, i.e. “When I’m really upset, I like to be left alone” or “I don’t know how to join anyone during the day, could someone invite me to play today because I’m not sure what I want to do.” Reaching out to others from a place of genuine compassion and care comes more readily and easily when you feel like you know the person, so Spawn Points are a great opportunity to facilitate conversations (or games) that lead to deeper understanding of one another.

I also stressed that it just takes time for this to develop. People need time to get to know each other and see each other. During our first year of school there were lots of conflicts, including many physical ones between the kids. This past year (our third year), has been so much more peaceful and easy. The kids know each other and trust each other more. I know them and trust them more, and vice versa.

We also make an effort to really talk about what we value and check in on those values as a community with each other. You can read my blog post about our end-of-year rituals (please click within that blog post for the school report card link which dives even deeper) that have developed to get more context about that.

(2) Change Up Meeting: Many kids struggle with large meetings and do not want to talk about better and more efficient ways to clean up the school or keep the school quieter. It’s important to remember that ALCs honor “People Over Process,” so if your Change Up meeting is a horrible experience for the kids, everyone is empowered to remember what the purpose of the Change Up Meeting is (take make our community flow with more ease with one another, for example) and decide how to go from there.

One item to note is that the items in the “Awareness” column of the Change Up board do not have to stem from things you notice need to be better. At the beginning of this school year, we had students, staff, and some parents come together to write a wish they had for the community. At our Change Up meetings, each week we would pull a wish from a bag and read it aloud and decide if there were ways we could implement any practice to make the wish come true. Children are much more excited to “grant a wish” than to feel like they have to discuss some awareness that an adult brings up.

One example of this is when we pulled a student wish that “Everyone felt really connected.” To grant this wish, the kids decided that they wanted to try out playing one big group game every week and that we try doing this as a whole school. We did this for weeks, and eventually we made this optional for people to join, but now it’s in our cultural DNA to play group games together so we can be connected to one another.

I also shared about some of the ways Jess and I evolved Change Up over the year to better serve the kids. Jess would sing silly songs sometimes to start, because the kids really wanted to move their bodies and be silly together. We also started limiting the number of topics to discuss to 4. We would quickly go over what was in Mastery and Implementation, and if something felt like it needed more discussion, we would pull it aside. We would pull up to three topics for discussion aside, and then also pull a wish (as described above) to grant. Then the kids would self select which topic they wanted to dive deeper into to work on a solution and have 10 minutes to talk together about. We never really had issues getting people in each group, if one topic was empty, we’d just point that out and people would shift.

This is a wonderful practice in trust! When the group comes back together as a whole, each team would present what they think we could implement in regards to the topic. Unless it was totally off-base, which it typically would not be, we would try it out for a week and see how it goes. This practice really helps get all the students engaged, because some of them really just won’t speak up in a big group, but will much more readily speak up in a small group.

I know we discussed other things, and if anyone who attend this offering remembers anything else, please share in the comments or in the documentation folder we created for ALF Summer 2016!

# Creating Culture, Year After Year

Yesterday, @tomis, @charlotte and I were in the school cleaning up after summer camps in preparation for this year’s ALF Summer program. All of our white boards will be repurposed for the use of the adults coming to dive into an intensive ALC experience, meaning that our Community Mastery Board (CMB) needed to go.

As I was cleaning in the Art/Food Room, Tomis calls out to me, “Well, what should I do with our CMB stickies? And the wishes the kids made from the fall? Want me to save them? Throw them away?”

With little hesitation, I responded that he could get rid of it all. There is this part of me that wants to save everything, but my gut told me this really wasn’t necessary. Last year we had the same conversation and I remember saying, “Well if it is something worth implementing next year, we’ll remember it and add it at the beginning of the school year.”

At the beginning of the year, it’s simple enough to ask the community, “Are there any community agreements you remember from last year that are worth implementing right away?” The usual, like, “no hitting,” “stop rule,” “eat only in the food room,” will come up and you’re off to a start. Then you’re again co-creating and figuring out with the community what other agreements need to be made to help the school function and flow.

While this may seem harder than just copying the rules from the year before, I believe this is a really important part of teaching children to create culture and to actually understand WHY community agreements are made rather than just blindly follow them. Knowing how to live, learn, and play in community is the most important part of what we do here at ALC.

Today, I saw a video shared online that re-affirmed to me why it’s healthy to start each year with a fresh and blank CMB. It’s a video I’ve seen before and I found it extremely interesting that I saw it shared the day after tossing the agreements from last year’s CMB.

So here’s a great answer to the question that pesky question I am always answering: “What do they learn all day?”

We learn how to co-create culture, we learn why agreements are needed between community members, we learn how to change agreements that do not serve us and make new ones. Imagine if every community acted from this place, rather than just doing what was done before because, “That’s the way it is done.” There will be agreements that do serve us time and time again year after year, and those agreements will be easily recalled and remembered as starting points.

Happy Summer Everyone!