Some lessons we have to learn over and over.
Every fall, teachers have to teach students how to enter their classrooms, how to walk down the hallways, and how to raise their hands before speaking in a group setting.
Students, of course, have been taught before how to gather supplies, find their desks, and wait for instructions, but after a long summer of loosened expectations, a short weekend at home, or even just transitioning from one classroom to another, they often need explicit directions in order function in ways that support classroom learning.
They need a review.
Teachers need to relearn every fall, too. Administrators spend much of the first few weeks re-establishing norms like arrival times (teachers must be in their classrooms well before the students), duty stations (every teacher at their doorway during transitions), and procedural expectations (no bathroom passes during the first and last 10 minutes of class).
Teachers know these norms, of course; they haven’t changed since last year, and even if you switched schools, many routines are consistent from building to building. Nevertheless, teachers, too, have had loosened expectations over the summer, have checked out over the weekend, or are simply exhausted and have momentarily “lost track” of the ways we do things around here.
Teachers, too, need a review.
Folks outside of school need to be reminded of the rules, too.. For example, even though we’ve been knowing the speed limit is 65 miles per hour, even though we got a ticket for going 78 last February, even though we had to sit through an online driving course, don’t we find ourselves edging back up to 78? And even though we promised our dental hygienist that we would brush two times a day and floss daily, don’t we find ourselves skipping the floss or (gasp) the brushing from time to time?
I don’t think we [or most teachers or students] are deliberately trying to break the rules or walk a dangerous path. No, I think we are just living in the moment and not considering the impact of our actions on ourselves and others.
My students don’t consider what happens when they walk into my classroom five minutes late announcing, “What up, Rathje?” after the rest of the class has already settled in to our daily routine. They don’t see that they draw every eye away from learning and that they have initiated a series of steps that I wasn’t planning on — first giving them a consequence, then re-establishing the momentum of the class. No, they were merely chatting with a friend in the hallway, trying to grab a last minute drink, or possibly trying to avoid coming to class for as long as possible. They weren’t thinking that they were missing on the first few minutes of learning or stealing a couple of minutes from the teacher and the rest of the class; they thought they were hanging on to a few more minutes for themselves.
Likewise, teachers are not intending to create an unsafe environment when they arrive five minutes past their report time, finish entering grades instead of moving to their threshold during a transition, or allow a student to go to the bathroom five minutes after the hallways have cleared and classes have begun. No, they aren’t thinking of that impact. They are thinking, Surely five minutes is no big deal, or What difference does it make if I stand at my doorway? or But the kid really had to go! But the impact of any one of those decisions could be that students are left unsupervised for just a minute or even five minutes, and without supervision, our students might do something without considering the consequences — shove a friend, initiate a fight, or slip away undetected.
This is why rules and norms exist — to keep everyone safe, to maximize learning time, to create a culture in which people can thrive.
We’ve all got our own routines for similar reasons. I, for example, as you may have read about a thousand times in this blog, have many routines to keep my inflammation in check so that I can continue to be involved in education. The litany includes daily yoga, walking, writing, mental health therapy, physical therapy, Hellerwork massage, acupuncture, a diet that excludes gluten and dairy, intentional rest, and a variety of other strategies. When I follow my routine, I stay safe; in fact, I thrive. Recently, after our teachers had returned to the building and I was leading sessions, helping prepare the building, meeting with teachers, and preparing my own lessons, I remarked to my husband, “I am amazed at what this body is letting me do!” And, I truly was! I had been able to navigate long days and stressful situations including what is the most challenging for me — last minute changes of plans — with minimal stress or impact on my body.
So, I just kept chugging! I was living my best life, oblivious to the potential impact on me or anyone else.
Until last Tuesday afternoon around 5:15pm when I was sitting in a meeting at the end of the day. I’d been at the school since 7:30am — had greeted students as they had entered the building, had read and answered email, had observed two teachers, and had sat through two classes with my seniors who were visited by a college rep. I had helped supervise dismissal and gotten students on their busses and then reported to a meeting with the other leaders in our building. Over an hour into the meeting, I felt something weird in my left eye.
Huh. I thought. What’s that? It was like I had never had ocular herpes, iritis, or episcleritis before. I didn’t think anything of it. That’s a weird sensation, I thought. Probably something with my contacts.
The next morning, around 5:30am, as I was doing my morning writing, I thought, Oh, my eye is still bothering me,. Then, Oh, no! And I ran to the bathroom to look in the mirror. No signs of pink eye — wait, is this an autoimmune response?
Now, I am happy to report that five days later I am still not in a full-blown flare, but let me tell you, as one who has had several full-blown flares, that once I realized that this was a warning sign, I began taking steps.
Step one: Wear glasses. Vanity be damned.
Step two: Bathe the eye in sterile tears at least hourly. I was scheduled to go on a field trip that morning, so I scrounged around the house for every vial of sterile tears I could find. [Picture me on a college campus with 35 teens trying to find a place to discreetly administer eye drops.]
Step three: take Motrin. 800mg every 8 hours.
On that first day, these steps seemed to do the trick, so I got comfortable and ended up staying at the building until almost 5:30 again. It wasn’t until my phone reminded me that I was supposed to be in an online counseling session at 5:15 that I started planning my exit strategy, removing myself from a meeting, packing my things, and texting my therapist to tell her I would have to meet her via phone call.
I climbed in my car, got on the phone, took note of the growing pressure in my eye and made my confession: I am doing too much, pushing too hard, and my body is waving a warning flag.
And in her kindest way possible, she said, as she’s said many times before: What are you able to do to create some space so that you will be able to sustain this position?
I know all the things. I know to do all the things. I just get so excited about the possibilities of what we are doing that I start running at full speed forgetting that this is a marathon and not a sprint. I’ve gotta pace myself, plan my nourishment, utilize my support team, and visit the aid station.
I needed my therapist to point me to the review.
We are three weeks into school, and I find myself standing at my classroom door telling my students, “Good afternoon, grab your notebook and laptop.; get logged in, and…
They are beginning to interrupt me, “We got it, Mrs. Rathje. We’re already there.”
“Excellent,” I say, “that’s excellent.”
They are remembering what they need to do, and perhaps — for now — so am I.
if you listen to correction, you grow in understanding Proverbs 15:32
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