Confronting the Flat Tires...You With Me?

One of the gifts of this writing endeavor has been watching and witnessing what others garner from the sharing of my thoughts and how the different pieces of each post affect people. To be sure, each post consists of several directions in which the reader can be taken, and when others comment to me either on here, on social media, by direct message or in person, I am often taken aback by the new perspective they bring into view. I welcome any and all comments and truly enjoy learning from what others have to say. This idea brings my mind to a conversation my daughter and I often have when she questions whether or not various authors of the classics ever truly intended to invite the interpretations that 'literature authorities' have instituted. We don't ever arrive at a definitive answer, but we are always amazed at how varying perspectives bring new insights to light.

The impetus for this post, however, is not the sharing of comments that have made their way to my inbox or airwaves. The reason I am writing this post is because of the comments that have yet to make their way; the comments that challenge and disagree. You see, as of yet, (this is post #49) no one has disagreed with me or challenged my points or thinking. No one has said, "I think you are wrong in your interpretation. I see it differently." And this makes me think that instead of staying within the comfort of like-minded people,  my words need to get out there and be more widespread. It's not that I want the strife, in fact I don't really like confrontation at all, but consider it this way...if a tire is flat, it effects the whole car, right? The next step, however is not to go and tend one of the tires that is working just fine, it's to change the affected tire.

Well the vehicle of education has some flat tires, and I know they are not reading my blog or I would have heard from them by now. At the end of an awesome morning of learning at #EdCampTIC a few weeks ago, the comment was made that those in attendance might not be the ones needing the messages we shared all morning. The organizer made the point, an invitation really, that we now need to go out and spread the word. You see, the "Echo Chamber" effect is two fold...it helps those who are wrong to perpetuate their ignorance, but it also keeps those with insight closed in and safe from controversy...neither is beneficial to the greater good. This summons is one that keeps ringing in my head and took root in my heart and it dares me to get out there and spread the word. Not only to those who will agree, but also to those who will most certainly feel contrary. What word, exactly?

Well...this should be said in all corners of our communities...

Teachers are amazing people who give of themselves on a daily basis. When we talk of proper wages for a teacher, no such thing exists. Teachers don't work 40 hour weeks, they work non-stop. There is no proper compensation for the time, effort, emotion and generosity of self that is 'teaching' and so we need to appreciate them for all they do.

or... how about this for our teachers and parents...

Until parents and teachers enter the playing field on the same team, our children will never reach their full potential. We need to stop judging and start seeing one another, not as adversaries but as peers. This means respecting one another, no gossip about one another and meeting each other face-to-face to discuss how to best help each child.

maybe even... this word should get out beyond our circle of like-minded peers...

If you are treating students and education like you did when you started teaching twenty years ago, fifteen years ago, ten years ago, or even just last year, because that is how it was always done, you are missing the priority in modern education...making true, meaningful and intimate relationships with students. And if you think it's not your job to get to know the students or enter into relationship with them, then perhaps you should not be in the teaching arena at all.

So, as I hit the button to publish Post #49, I do so with anticipation of the next milestone post and the ones to follow. I think it is time...time to get the word out of our comfortable little world of working tires to the land of flat tires; to the people in need of some new ideas and perspectives. I'm sure they have something to teach us as well, but we'll never know if we don't go find them. Let's get folks thinking in new ways about education, children and how we treat others. I'm glad you all have been here with me so far. Thank you for reading my mind for 49 posts...as soon as I hit the 'publish' button, #50 will be underway.  You sticking with me? I hope so!

Current Grade is an F...How does that feel?

I'm taking a break from posting grades and writing progress reports. You might correctly guess that as I describe the progress of my students, I am in my element and the words flow freely. This is certainly true enough. However, planted at my kitchen table with my coffee growing cold and the cookies on the shelf beckoning me to eat just one more, I find myself somewhat amazed at my inability to exude nonchalance as I record my students' progress. I mean, the comments are based on their performance and collected objective data, right? So they get what they've earned, end of story. It should be easy. Instead as I look at my checklist of students and the information I still need to convey, I know that I have much discerning left to do. As much as I wish that I could go through the list and just get it done; say it as it is, check it off, and move on; I sit here moored in my chair unable to report my assessment of their performance without considering the severity of the situation.

Students who play school well are easy to assess and a pleasure to 'critique'.  Those reports practically write themselves. But the reports of students for whom school is a challenge, progress is not so easily reported. I can't help but ponder that if I were being assessed, I would want the writer to be ultimately and completely focused on the words they were using. I would want them to choose cautiously the words to describe my performance thus far, bearing in mind how I will receive the information. I'd hope they would consider even more, how my guardians will receive it, and then find a positive way in which to convey something that I have done correctly instead of listing all my shortcomings. Am I overthinking it? Maybe. Should I just assign comments and move on? I wish I could...but I can't.

What if I were to be judged quarterly, my shortcomings described concisely from a bank of generic statements available in our grade-generating program. This list of comments was created by compiling words written by teachers to describe student performance. It includes many positive statements, but it also includes negative ones such as:

• "Disruptive in class." 
• "Lacks effort and seriousness of purpose." 
• "Does not work well with others." 
• "Inattentive during class." 
• "Needs to raise standards for learning and performance." 
• "Needs to understand the relevance of the subject matter."
• "Current grade is an F." 

OUCH! Oh my! Those written comments are permanent and painful. They become part of the picture, carved and etched into the landscape that this student and I will share for the remainder of the school year, for better or worse. What would I feel as a struggling student as I read the comments left for me on my report card? How would I feel as I shared the comments with my mother and father? Would such comments help me to improve my school behavior or cause me to become withdrawn, defensive or accusatory? I can actually hear my mind laying down its defense:  "Well, that teacher...blah, blah, blah..."

So yes, as I write my reports and make my comments for student progress, perhaps it is a fault in another direction, but I tend to keep using positive intonation and verbiage, no matter how difficult.  I find the positive, and YES there is always something positive, to put in the archives of each student's bank of achievements. I prefer to put into print that which I would want etched into my mind and heart, for those are the words that would carry me further. Those are the words that will build a foundation upon which the student and I can stand in order to see more clearly how best to approach the items in need of attention and adjustment. Those other items, the ones eliciting the ugly comments inventoried above, can be shared verbally, worked on, and then as the student and I figure them out together with parents that feel they are part of the same team, they can be archived as improvements. If children are struggling, should the challenges be reported? Absolutely. Just not without a conversation. Only after talking with parents should a follow-up comment such as, "Together we will work to increase student attention." or, "Together we will address student purpose and effort." or, "Together we will improve student's preparedness." be stated. Yes, struggles must be documented, but as a plan that will be drawn up and confronted together so that next term I might be able to write, "Student shows improvement." Then there will be reason to celebrate!

Drop the 'tude...

This is my daughter's list to follow upon getting ready for school every morning. It is all in her handwriting, though the last line could as easily have been an add-on by yours truly.  Proof that she has been listening and learning all these years?  You bet! "Drop the 'tude" is a line that we live by in the Maccaroni house. By "dropping the 'tude", we open ourselves up to positive experiences as well as to all the wonderful that comes our way regardless of where we are.

Last week I had the honor of leading two incredible groups of educators through a professional development session that I entitled, "Meeting the Educational Needs of Children Living in Challenging Home Structures". During our time together, we defined the plethora of challenging/stressful home structures our students encounter, compared these student experiences with our own and then listed the special needs we must consider when engaging and teaching children who spend time in challenging home environments. We focused on children of divorce, single-parents, homelessness, poverty and dysfunction. It was an enlightening, if not disheartening session that culminated in a few ideas for heading into the classroom this week with a positive outlook and new demeanor. And it is there that I wish to focus this post. For as simplistic as it may seem, I believe everything we decide to do with and for our students must start by us "dropping the 'tude" of negativity and adopting an attitude of kindness and optimism.

ATTITUDE

This simple word as an answer to the many challenges faced by our children? Absolutely! In fact, a positive attitude from a teacher might be the only positive some students get to enjoy each day. To drive my point home with participants, I highlighted conversations I had with my children and students regarding attendance at Professional Development. After my own children told me that some teachers were stating how they were dreading that we had to attend PD on Wednesday, I decided to ask around a bit. Without fail, the children I asked stated in one way or another that some teachers described PD as "a waste of time". Teachers were painting a very negative view of the upcoming PD day, and therefore without even realizing it, they were creating a negative view of teaching and learning. Putting my own bias aside and trying not to feel offended (I generally teach PD), I tried to unpack these comments. I stated the importance of framing learning in a positive light...At all times...In all ways.  At every turn we should be touting our craft, honing our skills and bragging about how awesome it is to be in the classroom, whether teaching or learning. Don't we want our children to want to learn??? Imagine a car salesman speaking ill of the car he sells...My belief is if you don't believe in what you are doing, then it is time to move on, sell a different car, OR get busy making things better! In other words, "Drop the 'tude".

Adopting a positive 'tude at PD

And so, there it is...every positive day begins with the right attitude!  I never attend a PD session  without walking away with something new. Never. Not because every PD is enthralling and filled with useful ideas to start right away, but because if I am not presented with new information, then I am instead analyzing how presentations are prepared, I am networking with colleagues or I am digging deeper to find the seed that is hidden so that I might grow in some way. I simply refuse to not learn! That is an attitude!  And that is how I teach my children and my students to approach each day. And if teaching only happens when learning occurs, then in my classroom, one might say that I simply refuse to not teach! In every day, in every lesson, in every situation, there is something for students or teachers to learn.  It is all about attitude!  And in order to maintain a positive attitude, perhaps daily we need to remind ourselves as my daughter does to "Drop the 'tude" of negativity. Before you leave tomorrow, follow my 16 year old's advice and "Drop the 'tude". Arrive at school ready to greet your students with the attitude of "I have something great to sell! Come on in and let's unpack it together! Learning is awesome and I'm ready if you are!"

Sharing My Struggles: An Invitation to Growth and Gratitude

Here I am on the evening of the first day of November 2019. After two weeks of whoa-is-me-ing, I am here to publish a deliberate choice. I plan to find the sandbar upon which I can stand to lift my head above the waves in order to take a much needed gulp of air. The past couple of weeks have been demanding in many aspects of my life. School has been full of challenges that have made me question the level of attention I gave to my college classes all those years ago. My own children have been presented with incredible obstacles. And my community has had challenges which have made my heart heavy and given me pause as to what more I need to do to demonstrate love and acceptance. I have been working to maintain optimism on all fronts while feeling completely inept at my attempts. Yes, Eeyore has planted himself in my mind and heart, and as much as he is a lovable character in The Hundred Acre Wood, he has no place in a heart that needs to be busy living life with intention!

I think we all know it is not while we are cruising along the smooth and easy path, but indeed when we hit the inevitable potholes yet keep our cart on the road, that we grow. As one constantly seeking the call to growth, I am quite surprised and perplexed duirng these odd times when I begin to retreat and shy away from the challenges with which I am presented. Aware that this is not my norm, I also know that it is generally an indication that I need to take inventory of those around me: for if I am feeling frustrated, I know that others around me are likely feeling the same. This means it is time for me to admit my struggles, verbalize my lack of confidence and share that I too have Eeyore moments. Inevitably when I step back and reflect, pausing to accept where I must grow, my blessings come into full focus, so much so that I question what I was thinking as I trudged through my days without my drive and enthusiasm.

First: What's been going on these past few weeks?  Well...

     ...I could not seem to adequately help the students with whom I am blessed to share this year. They are beautiful people, and when I consider the scenario in full, it is not less but more time that I wish I could have with them. They are beautifully unique people with new needs being revealed each day. It is a privilege to work and learn with them. It is in the letting go of the desire to chart progress by curricular territory covered, that I am discovering how I can best help them to learn about the many aspects of life.

     ...my own children, with all their teenage 'tudes, are ironically the very anchors I need to moor the boat their actions set afloat. They are deep in Algebra, Honors Geometry, Physics and Modern World Civilization. They are finishing up and lamenting the Field Hockey and Fall Cheer seasons. They are drumming and playing viola. And one is five weeks away from completing the first semester of college: by far, the fastest multi-thousand dollar expense I ever have encountered! They want to go out on school nights and to the diner after dances. They know better than to ask mom for one more thing, but do it anyway in the hope that her saying "yes" will outweigh the discomfort felt when she mentions how tired she is.

     ...and then there is me...in all of this, where am I?  Well, I am not proud of it, but it is only in sharing the messy that we can truly confront our fears and struggles in order to learn from each other. I have been seeking refuge, falling asleep earlier and earlier in an attempt to be done with my days. I have been sleeping to the final possible responsible minute in the morning instead of my normal practice of springing out of bed ready to conquer the day. I have been neglecting my journal and foregoing my (serious) exercise. Because I have been way too busy feeling sorry for myself and thinking this life is impossible, I have even contemplated giving up on the service I enjoy so much. This is not OK! This is not me!

And second: since I am not one to allow more than a few days of 'whoa-is-me' time...

….it stops here!  It is Friday night, November 1st. It is a new beginning. It is a time of appreciation for all that is wonderful, including all the struggles mentioned above. Blessings, all of it! No doubt about it!

Will I look back and long for being up with my daughter until midnight trying to explain Physics? Nope! But I will reminisce about how she wrote to me in our shared journal in order to try to express her frustration, let me know that she really is trying and implore me to be more careful with my words toward her. 

Will I someday pause and wish for the days back when I was worrying about all the debt I am sure to incur with five kids pursuing their educational dreams? Nope. But I will think back to the excitement my son expressed after performing in his first college concert. 

And will I look back and wish for these days when this class of students had me questioing whether or not I am qualified to teach them? Nope. But I will look back and recall how amazingly excited those students were when they heard their voices recorded in service to others; amazed at their accomplishment.

As I sit here writing, my children are reminiscing among themselves. They are laughing about injuries they've incurred due to interpersonal sibling communication and behavioral indiscretions. They are one-upping each other talking about dangerous invented games that were banned by the parental unit. They are even bringing up times when one or another of them made mom mad, so mad that she....ahem... The fact that they have these moments to remember is precious in itself. They have each other, we have our family. I have a classroom with beautiful students and a school community with incredible co-workers and friends. I can learn while those around me teach me just how much I am capable of growing and stretching. Yes, I am blessed!  And I plan to enter November with a grateful heart and clear mind, knowing that I am right where I am meant to be, doing what I am meant to be doing, loving as I was meant to be loving: Living with intention, enthusiasm and a love for all that life brings. I hope you'll join me! Step aside, Eeyore...we have work to do!

I Never Learn a Thing While I'm Talking

Can't deny the relation.

Anyone who knows us knows that my kids and I are truly cuts of the same cloth. They are constantly told they look like me, they have mannerisms that mimic mine and they even possess the kindness of heart that is indicative of the Maccaroni name. (Unfortunately none of them have yet to realize that they are runners, but there is still time.) Yes, there is no denying their roots and this was recently emphasized once more through a string of e-mails between my two older daughters' teachers and me.

This week, since I had been unable to attend our high school's Back to School Night a few weeks ago, I e-mailed all of my daughters' teachers to introduce myself, express my extreme gratitude for their efforts, and offer my support wherever needed. Toward the end of my e-mail, I implored teachers to let me know if there is ever any concern of any type with my children in their class or anywhere at all. The message I hoped to convey is that we are in this together. I believe that the teachers of my children are my eyes on their day, and it is through this close relationship that we can help my children make the most of these formative school years.

Some teachers did not reply, and that is just fine. They know I am here and they know where to find me if needed. Of the teachers that did reply, the overall theme was evident. My children are quiet. To quote one teacher:

"It is my hope that as she becomes more comfortable, she will talk more in class."

Ha! Good luck with that!  This appears to be just another of the traits that have been passed along to my children, for better or worse.  I am 48 years old and people are still asking me to verbally contribute more at meetings, at professional development and at social gatherings. And it would seem this penchant for quiet has been in my family longer still since one of the things I recall from my father's funeral back in 1985 was his best friend saying:

"Randy never said much, but when he did open his mouth to talk, everyone would stop to listen."

And so this week as the e-mails came in expressing concern over the pensive nature of my children, I was drawn to re-notice the sign I have on my classroom door: my reminder to keep my mouth shut in order to allow others to teach me.

"My first rule of conversation is this: I never learn a thing while I'm talking."

This goes for every situation that involves conversation.  If I need to know what caused a student to behave in a certain way....if I am speaking with a parent about how to best help their child in my class....if I am collaborating with my colleague on best practice....if I am at a book discussion, PD session or lecture....you get the picture. Whenever words are involved, I can only truly learn when I allow others to speak. Yes, it is a give and take, but there are times when being quiet is the best way to contribute to a dialogue.

Perhaps we all need to take a step back and give this some thought...not just for ourselves as adults, but for the children with whom we are blessed to learn.  Perhaps, just maybe, my children and I do need to speak up more. But perhaps, just the same, some teachers and students would benefit from not talking as much. Those who tend to talk the most might benefit from quietly enjoying what others have to contribute. All might benefit from some silence as well, for it is in the silence that we can gather our thoughts and make sense of our world. And in the end, appreciating the contributions, verbal and silence, of each other in this arena of airwaves might help us all to find our voice, learn from one another and create the balance necessary to reap the benefits of a society that listens as much as it talks.

Inspire Others by Telling Your Story

When something comes up over and over I figure that's my cue to bring it here to get your thoughts. Over the past week, the idea of 'bragging' by sharing accomplishments has come into my awareness at least four times. Here's the thing: in zero instances was there accusation from an outside source involved. No one was calling another out for bragging. Instead, in all instances I witnessed, the reporter of accomplishment was cautioning him or herself to not brag or boast. Actually, "cautioning" is too mild since two of these people were actually reprimanding and hushing themselves against sharing the awesome things they had achieved. This is concerning to me. When we make a difference, do our best or achieve a goal we should be able to feel proud and share the news freely with others! This is not a time to be quiet, but a time to encourage and inspire! In each instance this week, I found myself struggling to help the person who was sharing realize that it is only through the articulation of accomplishments that others can be inspired. And so, I bring the topic here for your contemplation.

First, when is sharing simply sharing? Well, I am an emulator. I like to see what others have accomplished, then consider how I can learn from their experience and use the new information to achieve my goals.  I can recall a book I read when I was pregnant with child number 4 called, Outnumbered, Raising 13 Kids with Humor and Care.  I was determined to be the best mom of my children that I could possibly be, and so I wanted to hear from moms who had done the same. Was Mary Ann Kuharski, the woman who wrote the book, bragging about what she had accomplished with her 13 children (7 biological and 6 adopted)? Not at all!  She was sharing experience so that others might learn. And learn, I did! To this day, I have relayed pieces of her story several times. My favorite was a depiction of when she was sitting in the bleachers at a football game. She was wedged between a close friend on her left and a woman with whom she had had infrequent interaction on her right. The woman on her right began lamenting how much laundry she had to do because of her two children and how she could never catch up. The author sat attentively listening, but never offered her own laundry experience. After the woman on her right departed, the author's friend expressed her incredulousness; "Why didn't you tell her how many children you have and how much laundry you must do daily?" The author's answer was that this woman's reality was her reality. The author had nothing to prove and no matter how much she had shared, this woman still had her reality to go home to. She might have been amazed, or worse felt sympathy, but neither of those reactions would have changed her perception about her circumstances. She was not ready to learn from anyone else's experience. It would have become an I-can-one-up-you conversation of boasting that is never helpful. The author's wisdom astounded me and I have carried this reminder with me ever since. Her humility was evident. She did not see her accomplishment as something to brag about. It was simply her reality.

Second, when is sharing actually bragging? My daughter who is a junior in high school is reading Beowulf, an Old English poem in which the protagonist shows signs of having a boasting problem. I am over-simplifying the classic work of course, but throughout the story, Beowulf is consistent in boasting about his greatness as a warrior. Now, it should be stated, his feats were quite impressive...but humility was certainly not one of his strongpoints. In helping Anna through the reading of this difficult piece of literature, I employed a sense of humor which lead to us both entertaining a choose-your-own ending where Beowulf meets his demise. After all, with all his bragging about his greatness, it certainly felt as though he deserved to be put in his place. If I were to try to pinpoint what made his 'sharing of greatness' cross the line into the bragging arena, I would have to say it was his lack of humility. He wasn't just telling of his epic adventures and awesome skill. He seemed to be doing so in an effort to prove his greatness and proclaim how much better he was than others. He didn't lead with a story, but instead with an attitude of "I'm better than you because...", and the impression that he felt he was the only one capable of achieving such greatness.

Can you see the difference between the author in my first example and Beowulf? Let's consider the conundrum of sharing vs. bragging. Does the difference between the two lie in: intention? perception? reception?  judgement?  humility? The answer to all of these, might just be 'Yes'. But none of that should keep us from relaying our accomplishments! We need to share all that we are doing. We need to celebrate how we are changing circumstances for the better. We cannot control how others perceive us or our deeds. We cannot help them avoid judgement or envy. We need only to help others know what is possible and we need to be proud that we have made a difference and done our best. Go ahead and share your achievements, tout your accomplishments and while you are doing so, also take time to celebrate the greatness of others. This is where humility enters. This is part of our investment in humanity! It is through this sharing that others will be inspired and know what it is they are capable of achieving or accomplishing in their lifetime!

Experience is the Catalyst for Empathy

Are you a middle or high school teacher who wonders why kids seem discombobulated when they arrive for class? As a teacher do you find it frustrating that those in other professions pass judgement on you for using your time off to relax? Do you question why your students can't focus or why they resist the denial of phone use in school? If you answered "yes" to any of these questions consider the title of this post and enjoy where the words below invite you to go. When we allow ourselves to experience what others experience we are able to empathize with them in a way that is otherwise nearly impossible.

This post's assembly took longer than usual because it was something that needed to be knocked around my mind like a pinball, dismantled beyond the point of recognition, studied from various angles only to continue to cause me to question its validity. The writing of this post started in June with an all-nighter and took many turns along the way. Its creation involved a paralegal and in the end, it will suggest a daily trip down a crowded hallway and a Device Deprivation Double Dog Dare. Yes, this is going to be one unique read, and it all starts with that simple statement:

Experience is the Catalyst for Empathy...

First, the All-Nighter:  Last June I had the opportunity to assist with Project Graduation, an overnight event held in our high school with the intention of providing graduating seniors a safe place to party and celebrate. As a volunteer I was assigned to various stations throughout the night. Along with a school colleague and several parents, I stayed for the duration of the event. Then after arriving home about 5:45am, I showered before attending the final day of school. You younger teachers might be thinking, "What's the big deal?". Let me just say, at 48 years-old this was quite an undertaking. But let me be clear. I don't regret it one bit! The experience helped me to begin this quest for understanding. It started me on the path to figure out if empathy requires experience. You see, staying up all night allowed me to feel what I am sure countless teens feel after staying up all night to text, play games and just be the night owls their bodies tell them to be. And while I don't condone their sleeping habits, at least now I understand what those habits create for them during the school day. On that last day of school my stomach hurt, my patience waned and my ability to think quickly and respond reasonably was limited. From this experience I gained empathy for the teens I teach, as well as the ones that I parent, who have difficulty finding adequate sleep on a regular basis. 

Next while we as teachers struggle to help others understand the intensity of our jobs, our explanations repeatedly fall short of breeding empathy and drift away as nonsense without taking root. Why? The answer is simple and I am incredulous as to why it never hit me before. To adequately describe the experience of being a teacher is impossible. Instead we need to invite others to spend a day; not an hour or a class period, but an entire day in our shoes. 

On September 11, my neighbor and friend was allowed this very experience in our school. As a paralegal in NYC, he took a "day off" from work to speak to our students about his experiences on that day in 2001. In the end, the students were not the only ones given a new perspective. Leaving his daily commute to NYC behind for a day in order to tell his story to middle school students every period for 7 periods, he was rewarded with a newfound appreciation for the world of education and the folks who serve children in this way. As he described it, this total time-on-task was unlike his daily work experience. Working from bell to bell, continuing to teach even when he was tired and would have preferred a break, maintaining a level of decorum necessary around children, all combined to give him a new appreciation for the profession. Through his experience, empathy was born.

How powerful would it be if we invited people from various professions to take one day off from their daily job to spend it as a teacher?  In order for this to work, they would need to come in regardless of the sleep or lack thereof that they had the night before. They would need to begin when the first bell rings and keep going with all eyes on them for the full period. If in the younger grades, they could have the full experience with a dose of runny noses and elementary bickering, and if in the older grades, cell phone withdrawal and pushing of limits.  Regardless of student-age, they would be guaranteed relentless needs and tremendous responsibility unparalleled in any other profession and indescribable without the experience. And in the end, the experience might breed empathy for a world which others like to evaluate without ever stepping foot in the door.

These are just two examples of many that my mind has considered over the past few months.  Empathy from experience....I really do believe there is credence to the idea. Still not convinced? Maybe take a three minute walk in the crowded high school hallway. For the first minute weave in and out of groups of chattering teens, next try to get to your locker which is being blocked by a crowd of kids, then spend the last minute worrying that you might be late to class...and subsequently reprimanded by the teacher... again. Would you arrive at your destination focused and ready to work? The experience might help you have empathy for the students who arrive to you each day.

I leave you with one final challenge. It's the Device Deprivation Double Dog Dare that I mentioned at the outset. I think you know what I am going to suggest...There is much talk about the addiction of our students to their devices. I don't believe most adults are faring any better in this area. Perhaps we as teachers need to set an example. Have the experience of being device free during school hours. No texting, no posting, no checking...Could you do it? I Double Dog Dare you! Interested in trying out the theory of empathy by experience? If you decide to do it, let us know how it goes...let us know if it helps you to understand the resistance from students, the withdrawal symptoms really.  This could be an eye-opener as you use the experience to build empathy. Not so you decide that they should have their phones in school but so that you can truly say you understand how they feel.