Category: Maslow before Blooms

Linda Markley

Magic and Sparkles

calling to make a difference, communication, creating community, Maslow before Blooms, Passion, Spirit of teaching, Spirit practices, Wholehearted teaching

Everything is better when magic and sparkles are included!

And I mean that is true for both in the classroom and outside in the real world.

It’s not just found at Disney World or Disneyland.

To hook students and to also encourage them to keep trying when they were struggling or stuck on a concept or problem or content to learn, I break out my Disney Magic Hat and magic wand and wave it in the air above the student.

I tell them that I am creating happy “Disney Magic” to help them get over any obstacles or hurdles that they are experiencing.

Do you remember as a kid how magical the effects of sparklers are during the Fourth of July or when they are placed upon a birthday cake like they do in other countries.

It creates awe and inspiration and celebration and hope in our hearts.

It is magical.

I don’t allow glitter, which does indeed sparkle, in the classroom because it is too hard to clean up.

So, how do I create “magic sparkles” in the classroom for my students

 as well as outside the classroom for myself?

(more…)

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Linda Markley

Are You Listening?

calling to make a difference, communication, creating community, Learning Lessons, making connections, Maslow before Blooms, Passion, Podcasting, professional development, Resources, Spirit of teaching, Teacher Appreciation, teacher hero, teacher self-care, teacher vulnerability, Wholehearted teaching

Along with all of the resources provided by the Spirit of Teaching, I have also been doing a podcast called Teacher Tales.

The purpose of the podcast is to let teachers share their stories or “tales” of teaching with the hope that their stories, insights, words of wisdom and experiences will serve as lessons as well as sources of inspiration to other teachers.

It is also a form of advocacy and legacy-building effort for the profession as these stories serve as insights to what it is really like to be a teacher. The public often has a skewed viewpoint, and the podcast can help those who are not teachers see things more clearly and realistically.

As each podcast guest teacher shares their story, a theme of main ideas and some really inspiring lessons seem to come through for the listener.

For example, in Teacher Tales Episode #5, I talk to Meredith, a dear friend and fellow conference “junkie”. Meredith is an amazing teacher and human being whose positive energy, authenticity and sense of humor lifts you up and takes you away on a magic carpet ride to a “whole new world” of teaching (a little Aladdin-style), but at the same time she reminds teachers to stay real and set one priority in this moment that will help us find balance and sustainability in what we do.

It is a little like reminding us that wherever we go, Abu is always along for the ride. You remember Abu, right? That mischievous little monkey who is a kleptomaniac, gets frustrated rather easily and hates to be made a fool of. At the same time, Abu is loyal, unselfish, big-hearted, empathic and benevolent.

Hmmmm, sounds like a metaphor for teaching. As teachers, we want to take those students on that magic carpet ride of learning. We want to help them see the world in a whole new perspective that will uplift their efforts and their view of themselves.

However, we also need to remember Abu is always with us on that journey.

What, you say? How is that? (more…)

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Linda Markley

Imperfections

calling to make a difference, communication, creating community, i am enough, Learning Lessons, Maslow before Blooms, Passion, Purpose, Resources, Spirit of teaching, Spirit practices, teacher vulnerability, Wholehearted teaching

A little like Bruno, from the Disney film, Encanto, we don’t talk about imperfections in the classroom.

We are all aiming for and expecting that A+, perfection, right?

Even though we say “C” is “average”, we don’t accept nor strive for average.

Everything is about competition and being the BEST!

In the movie, Encanto, which, by the way is a brilliant film with so many underlying meanings and symbolism (like most Disney films) there are several themes addressed: identity, power dynamics, family, generational trauma, healing and forgiveness.

Just a side note, Disney films originated with taking fairy tales, fables and myths from other cultures and turning them into films for story-telling purposes of teaching lessons (like the original intention of these genre of literature).

So, let’s talk about Bruno, even though “we don’t talk about Bruno”!

Bruno represents the perceived “imperfection” of the Madrigal family, and he is willing to talk about it. 

Unfortunately, he is perceived as “not a good person” because of that and is villainized by his family. So, he exiles himself from the family and lives in fear of his own potential.

Identity crisis, power dynamics, generational trauma…

Think of how much this plays out at home and in the classroom every day…with students and with teachers, especially since the pandemic.

Why don’t we talk about these issues? Why can’t we be vulnerable?

When we perceive that we have imperfections or we are told that we do…repeatedly…

we begin to believe them.

Then, what?

(more…)

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Linda Markley

The Teacher SPIRIT

calling to make a difference, Can do's, creating community, Essential questions, i am enough, Intention, Introspection, Intuition, Joy, Learning Lessons, making connections, Maslow before Blooms, Passion, Purpose, Resources, Sincerity, Spirit of teaching, Spirit practices, Strategies, teacher hero, teacher self-care, teacher vulnerability, Wholehearted teaching

Like so many educators today, I left the educational profession because my school “SPIRIT” was suffering.

I didn’t know what that meant at the time or exactly how to describe it because really I was focused on my poor health and inability to walk very far without my legs giving out on me.

I left the profession “broken” both physically and mentally.

I literally had “fallen”, and I could’t get up.

I was lost with no sense or real direction(s).

So, when I walked across Spain on the Camino Francés, with each step I took and each person I met and each experience I had, I learned a lesson.

And these lessons eventually led me back to my true teaching SPIRIT.

I wanted to share the lessons from my journey with others, especially teachers, to somehow help them find their way back to their true SPIRIT.

I founded The Spirit of Teaching, created a website of resources and started a podcast called Teacher Tales in which teachers can tell their stories of teaching and what makes up a true teaching SPIRIT.

Of course being a teacher and in the field of education, I developed an acronym to help remember the qualities and aspirations of a true teaching SPIRIT (which is why it is capitalized and really should have periods in between each letter).

They can be found on this website and shared with others.

Check them out here.  

Print them out and put them in your plan book.

Journal about them.

Post the mantras and “yellow arrow” guides around your classroom, home, office, car, etc.

There are even more resources that can help guide you and keep you on your intended path.

Check them out here.

You also might want to purchase my book Learning Lessons which is a real treasure trove of insight, resources, guidance and activities that you can use to help inspire and guide you back to your own True Self and the teaching SPIRIT in all of us!

Link to purchase Learning Lessons.

 

Photo credit:

created by Linda Markley in Canva

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Linda Markley

Learning Lessons

calling to make a difference, Can do's, Essential questions, i am enough, making connections, Maslow before Blooms, Resources, Spirit of teaching, Spirit practices, Strategies

I have witnessed so many changes in education, especially in the past few years and most definitely since the pandemic.

More and more teachers are leaving the classroom.

Teacher burnout, anxiety and health related issues are at an all time high.

As well, fewer and fewer people are choosing to enter the teaching profession.

You can check out some of the stats and data here:

Reluctantly, I left the teaching profession due to a serious illness brought on by the stress I was experiencing in my position.

It took me a few years to recover physically, however, I still needed to heal mentally and in my teacher spirit.

So, I decided to walk across Spain on the Camino Francés, alone!
It was a pilgrimage of the body, mind and spirit with each step I took (usually 15-20 miles per day!)
Time for reflection, soul-searching, self-discovery, interpersonal connections and many, MANY lessons that would heal the deep wounds I had experienced on my life’s journey, both in and out of the classroom.

How do we learn lessons in life?
What are the best ways for students to learn lessons in the classroom?
And finally, how do the lessons we learn create our path in life?

I discovered the answers to these questions (and so many more!) during my walk across Spain, and I would like to share the lessons I learned with all of you.  Please read on… (more…)

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Linda Markley

I Beg to Differ

calling to make a difference, Can do's, communication, Maslow before Blooms, Passion, Purpose, Resources, Spirit of teaching, Spirit practices, Strategies, Wholehearted teaching

Happy New Year 2024!

As we move into a new calendar year and the second half of another school year, I wanted to reflect a little with you about our differences.

The great Fred Rogers once said:

“Something else children need is the understanding that 

every person is 

DIFFERENT.

With that understanding can come children’s appreciation

of their own differences and the courage to 

be who they are – 

each one different from everybody else.”

Sometimes variations of this word DIFFERENT can get confusing in education and in how it is implemented into a school’s best practices.

There is an enormous focus and demand for DIFFERENTiation in the classroom as a result of No Child Left Behind (NCLB) and ESSA (Every Student Succeeds Act).

We need to meet a student where they are. Then, we can figure out and accommodate all the different ways that child learns and succeeds. We don’t want to leave any child behind, and we do want them to succeed. 

However, I feel that what is said and what is practiced in education sometimes are very far apart. In fact, they are usually quite opposite.

I am a like a broken record now with voicing my perspective that we are preaching out of the box, differentiated and accommodating strategies for learning, YET…we are standardizing everything and expecting every child to jump into the same box WE have created for them.

AND, there is now a current trend to allow for fewer and fewer differences among children. 

There is even legislation being passed to not allow children to see something or someone different from themselves because of fear of indoctrinating them to a different way of thinking or being.

It is a fact that our brain is wired to see differences first before similarities. Perhaps that is so that we can be curious to learn more about those differences rather than be afraid of them?

Or is it for survival – what is different is a threat to my safety, well being, etc.?

As Fred Rogers says, it takes COURAGE, and as we know, there is a lot of fear permeating the walls of the classroom today.

So, how can we differentiate as well as allow for differences in the classroom 

in order to create a more nurturing, supportive learning environment 

for children (and teachers, for that matter!) and therefore,

MAKE A DIFFERENCE?

(more…)

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Linda Markley

Happy Endings

calling to make a difference, Can do's, creating community, Essential questions, i am enough, Intention, Introspection, Intuition, Joy, making connections, Maslow before Blooms, Passion, Purpose, Resources, Sincerity, Spirit of teaching, Spirit practices, Strategies, teacher hero, Wholehearted teaching

The end of the first semester of classes is upon us.

We have all been working hard for almost 18 weeks now trying to teach, learn and achieve goals.

We have had good days.

We have had bad days.

We have had ups.

We have had downs.

We have had fun.

We have had drama.

We have been sad, happy, angry, frustrated and all around the emotional block many times…in one day even!

Just like a story playing out in a movie.

The classroom is a reflection of life and the world we live in.

The question is…will we make our story this semester into a horror story, a drama, a comedy, a tale of super-human powers or will we choose to make it a love story with a happy ending?

It IS the season of Hallmark movies, you know!

There is a lot of push-back about toxic positivity in education.

There is also a lot of push-back about calling teachers heroes.

Nonetheless, I will always be in the positive charge for energy in the classroom.

AND, I also know a lot about the Hero’s Journey as described by Joseph Campbell, and I will always believe that each and every one of us is the hero of our own story and journey in life.

So, how can we have a happy ending to this first semester, even though it may not have met all our expectations or we haven’t met all our goals or the students have not measured up to our standards? (more…)

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Linda Markley

C.A.R.E. Packages

calling to make a difference, Can do's, creating community, i am enough, Introspection, Intuition, Joy, Maslow before Blooms, Spirit of teaching, Spirit practices, teacher self-care

As teachers, we know what this time of year means.

The end of the semester race, crunch and sprint.

We kind of get into our flow by October, but by the time November rolls around, we face many hurdles ahead.

  1. Thanksgiving 
  2. Christmas/Hanukkah/Kwanza
  3. Semester exams 
  4. Semester grades
  5. New Year and Admin visits/evaluations

WHEW! Did I just ramp up your stress level by a million percent?

Not intended, but just a list of the reality teachers face in the months of November and December.

AS IF their plates were not already full or even overflowing with “all the things” teachers have to do, but THEN, to add all the extra things that the holidays bring with them.

Crowded stores, tightening budget, lack of sleep, very limited time/money/sanity/energy…

Overflow of stress from kids and their parents dealing with their own holiday stressors.

All the food, sweets and holiday parties tempting us around every corner.

YIKES!

Sounds like teachers really could use a C.A.R.E. package to rescue them during Nov. and Dec.

So, what can we do to care for teachers during this time?

AND more importantly, what can teachers do to C.A.R.E. for themselves as things crank up during Nov. and Dec.? (more…)

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Linda Markley

Overwhelmed?

calling to make a difference, Can do's, i am enough, Maslow before Blooms, Resources, Spirit of teaching, Spirit practices, Strategies

Most of us know the definition of overwhelm.

Most of us, who will admit it, have experienced the feelings of overwhelm.

This word, OVERWHELMED, is probably one of the most common words teachers use to describe teaching today.

Teachers are overwhelmed.

Students are overwhelmed.

Administrators are overwhelmed.

Parents are overwhelmed.

The etymology of the word overwhelmed is from Old English overwhelmen

     over = to turn upside down +  whelmen = to submerge completely

Yep, that pretty much describes life in the classroom today.

Everyone and everything seems turned upside down, and life as we know it in the classroom will never be the same, especially since the pandemic.

AND, everyone feels like they are submerged and drowning and not even treading water anymore.

etymonline.com states that “perhaps the connecting notion of being overwhelmed is a boat, etc., washed over, and overset, by a big wave. In a figurative sense of ‘to bring to ruin’ is attested from 1520s.” 

I’m getting a visual…stormy, rough seas, small boat, alone and adrift with little to no crew to help keep the boat upright, a big wave of walking the plank-jumping ship-betrayal-mutiny, the feeling of being in the doldrums with no breath of inspiration or compass of hope to guide us safely and surely to our destination.

How do we keep from getting overwhelmed by everything going on outside of the classroom and outside of ourselves?

How do we navigate the stormy seas of teaching (and life)?

What can we do about the tsunami that keeps us submerged with feelings of drowning and gasping for air or the feelings of abandoning ship or the feelings of mutiny and betrayal that can come up in our daily interactions with students, colleagues, admin and especially with parents? (more…)

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Linda Markley

Educational Civility and Citizenship

calling to make a difference, creating community, Maslow before Blooms, Spirit of teaching, Spirit practices

The etymology of civility is from the Latin civilis “relating to a citizen, relating to public life, befitting a citizen; popular, affable, courteous”

I’ve done many blog posts on creating a more positive, nurturing, courteous, friendly, civil classroom or school culture.

I am going to take another pass at it again, but this time, through the lens of a classroom or school culture as it relates to a civilization.

The famous anthropologist, Margaret Mead, was once asked by a student what she thought were the first signs of a civilization in an ancient culture.

One would expect her to answer with things like pottery, tools or everyday objects like statues or jewelry or utensils.

Well, much to everyone’s surprise, Margaret Mead replied that the first sign of a civilization in an ancient culture is actually found in a broken human femur bone that has healed. 

What? Quoi? Huh?

AND how does this relate to this blog topic of “educational civility and citizenship”? (more…)

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Linda Markley

Classroom Behavior

calling to make a difference, Can do's, creating community, i am enough, Intention, Introspection, Intuition, Joy, making connections, Maslow before Blooms, Resources, Sincerity, Spirit of teaching, Spirit practices, Strategies, Wholehearted teaching

There are many reasons teachers are leaving the profession.

One of those reasons is classroom behavior…BOTH teacher and student behavior.

The pressures, demands, excessive expectations, negative and hostile culture in which many teachers and students find themselves these days are causing behavior in the classroom to also get out of control.

In a school district in Florida, a large group of teachers quit stating that student behavior was out of control and unbearable. 

Since then, many prominent persons in the district, including the sheriff and local school board members have publicly stated their opinions about students in the district. These opinions have included many “childish” behaviors such as name calling and suggestions for “whipping students’ a****”.

As adults, we must be the role models for children, and this kind of behavior is just not acceptable.

Teaching is the hardest job there is nowadays!

So many critics and so little respect. Too many expectations and not enough support.

 And being a kid is hard too with all the pressures from social media, high stakes testing and socio-economic challenges at home.

All of these pressures are playing out in the classroom and manifesting in extreme human behaviors like violence, insolence, aggression, belligerence and defiance stemming from human emotions such as anger, frustration, anxiety, depression, sadness, grief, fear, jealousy, rejection and especially an overwhelming feeling of not being or doing enough.

What can we do as teachers, as parents, as ADULTS to help turn
this classroom behavior around from a negative to a positive?

And YES…IT STARTS WITH US!!!

(more…)

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Linda Markley

Taking a Break

Essential questions, i am enough, Intention, Introspection, Maslow before Blooms, Spirit practices

The etymology of the word break is from Old English brecan meaning “to divide solid matter violently into parts or fragments” or “the act of forcible disruption or separation”.(etymonline.com)

Teachers look forward to Christmas break, Spring break, Summer break, Fall break, Winter break and so on. 

Some people feel that teachers get too many “breaks” and that they don’t deserve them or need them. They see these breaks really as an excess of “vacation” time that other professions unfairly don’t get.

The fact is that teachers keep working and working and working until they experience an “act of forcible disruption or separation.”

This could be in the form of a seasonal break like Spring Break. Many teachers do travel during this time in order to have a change of scenery and get out of their isolation in the classroom.

Many teachers also do not travel during Spring break and are happy to cocoon at home and enjoy all the little things that bring them great joy, but that they do not have time to do while in school…like reading, taking long walks on the beach, catching up on their latest TV shows, slowly sipping on a HOT cup of tea and listening to the birds sing outside their window…

Why do we wait until there is an “act of forcible disruption or separation” before we take a break? 

And more importantly, why is there so much guilt around taking a break? (more…)

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Linda Markley

Cherished Memories

calling to make a difference, Can do's, creating community, Intention, Joy, making connections, Maslow before Blooms, Passion, Purpose, Spirit of teaching, Spirit practices, Teacher Appreciation, teacher hero, Wholehearted teaching

There is no doubt that the impact a teacher has on the life of a student, and eventually on the world, is inestimable.

The impact can be positive or negative and last a lifetime…for better or for worse.

When children come to the classroom, teachers have the opportunity to create a bond and nurture a relationship with each and every child through the choices we make and the experiences we create through the lessons and activities in which we actively engage those children.

Teachers feel this in the heart and soul of their being. It can be quite a burden to carry, but it can also be the most uplifting, invigorating and everlasting joy they can experience in life!

When we decide to become a teacher, our hearts enter into a lifelong commitment…for better or for worse…to love each and every child, unconditionally. 

It is not always easy, loving or joyful, and many, MANY days our commitment may begin to wain and our hearts begin to shrink a little and have less capacity for joy, passion and love.

Nonetheless, it is ALWAYS there, just like our founding love that helped create a bond in any relationship or “marriage” of connection to another.

There are always cherished memories that we create with others through our bond and connection that will live in our hearts forever.

So, we need to keep reminders and mementos of them close by to help us come back to our heart center and remember the WHY in what we are doing and the choices were are making.

How do we do create and keep 
those cherished memories near and dear to our hearts?

(more…)

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Linda Markley

Sparkle and Shine

calling to make a difference, Can do's, Essential questions, i am enough, Intention, Introspection, Intuition, Joy, Maslow before Blooms, Passion, Purpose, Spirit of teaching, Wholehearted teaching

Who doesn’t like when things “sparkle and shine”?

As you can probably guess, the word “sparkle” is related to the word “spark”.

In the classroom, there are a lot of sparks flying from conflicts, stress, tension, confrontation, negative emotions and actions… you get the picture.

So, how can we turn “sparks” into “sparkle” and shine? (more…)

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Linda Markley

The Kindness Game

calling to make a difference, creating community, Intention, Joy, making connections, Maslow before Blooms, Purpose, Spirit of teaching, Spirit practices, Strategies

Happy World Kindness Day 2021!  

World Kindness Day is celebrated all around the world every year on November 13th. It was introduced in 1998 by the World’s Kindness Movement, a coalition of nations’ kindness NGO’s.

You can learn more about it here.

I am a HUGE proponent of bringing more kindness into this world!

Want to bring more kindness into your world? (more…)

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Linda Markley

Helpers in the Classroom

i am enough, Intention, Introspection, Maslow before Blooms, Resources, Spirit of teaching, Spirit practices

I really love birds.  I also really love watching birdcams. One of my favorites that my daughter introduced me to is this one of the albatross Tiaki on the cliffs of New Zealand.

Tiaki and the other fledgling albatross are facing some pretty strong wind as they try to take off and fly.  However, they learn quickly to ride the wind and use it to help guide them safely back to the ground and to their nests.

Watching this video, I thought about what teachers are still going through even as a new school year has begun. 

Even after a year of teaching in a pandemic, teachers are still struggling in this new school year with all the challenges, stress, obstacles and Herculean demands that are being made on them. 

So many teachers I know are having major physical and mental health issues. Addictions are on the rise.  Every day is an emotional roller coaster of frustration, disappointment, anxiety, anger and guilt.

Teachers feel as if they have the proverbial “albatross” around their necks.

What does this mean? (more…)

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Linda Markley

Joy

calling to make a difference, Can do's, communication, creating community, Essential questions, i am enough, Joy, making connections, Maslow before Blooms, Purpose, Spirit of teaching, Strategies, Teacher Appreciation, Wholehearted teaching

Do you remember the song, Joy in My Heart?

It starts like this:  “I’ve got that joy, joy, joy, joy down in my heart.” 

So many teachers and students do not feel the joy down in their hearts these days.

It is a struggle now more than ever for everyone because of the pandemic. Joy seems to have left the classroom like “Elvis has left the building”. Especially at this time of the school year, there is a prevalent feeling of “the music has stopped, and the concert is over!”  A mood of “I’m done!”

I won’t go into detail and describe the atmosphere and culture of current feelings in the classroom because I think everyone already knows and understands what it is like. 

I want to focus more on how we can dig deep down in our hearts and find that joy again.

This is what Maya Angelou has to say about joy:

“Joy is a freedom. It helps a person to find his/her own liberation. The person who is joyous takes responsibility for the time he/she takes up and the space that he/she occupies.You share it! When you continue to give it away, you will still have so much more of it!”

There is an overwhelming cry from the hearts of teachers to be free. “I just want to teach.” has become an ironic cliché in education. Teachers feel so burdened and overwhelmed and unappreciated and unsupported and….(name the emotion).

So, how can we bring forth more joy into the classroom, and why is it so important?

(more…)

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Linda Markley

Love

calling to make a difference, Can do's, creating community, Essential questions, i am enough, Intention, Maslow before Blooms, Purpose, Resources, Spirit of teaching, Spirit practices, Wholehearted teaching

This is a really, REALLY tough time of year for teachers and students. 

They come back from Spring Break only to face testing and admin in overdrive and red-lining their list of demands to “wrap things up” for this school year. *note – the definition of redlining is: “drive with (a car engine) at or above its rated maximum rpm or revolutions per minute”

Yep…sounds about right! Teachers and students are being driven to their maximum limits.

As a result, anxiety, anger, frustration, shaming, blaming, screaming and all other kinds of negative and “ugly” human behaviors are raging through schools.

And in a pandemic… well, that is just adding gas on an already out of control, raging fire!

So, what can teachers, students, parents, admin and everyone do right now? 

Remember that love conquers all…love makes the world go round (revolutions)…all you need is love…

and the epitome of all quotes on love…

Love is love is love is love is love….  such simple, yet powerful words spoken by Lin-Manuel Miranda at the Tony Awards in 2016 following the Pulse Night Club shootings in Orlando, FL.

You can watch the speech here, but I’ll warn you…have a box of tissue handy!

This gets me every.single.time because it touches a place deep in my teacher heart about loving ALL children just they way they are, as Mister Rogers taught us.

Love them ALL…no matter what!  There are days when it is so hard to do this in the classroom because of too many demands made on us as teachers. 

Too much stress due to too many demands.

Too many emotions to process and deal with because of too many demands.

Too much testing and judging and shaming and blaming and… you get the picture.

Everything is too much, and yet not enough. It echoes through the halls and permeates the walls of every classroom, that is, if we will allow it to do so!!!

There are preventive measures, however, which are at the heart and spirit of teaching. I will be exploring some of these preventive measures and powerful antidotes in my upcoming blog posts. I actually started with the last post on kindness.  You can check it out here.

What does LOVE look like in the classroom?

(more…)

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Linda Markley

SPIRIT Journey: Transformation

calling to make a difference, Can do's, Essential questions, Intention, Introspection, Intuition, Maslow before Blooms, Passion, Purpose, Sincerity, Spirit of teaching, Spirit practices, Wholehearted teaching

“Transformation” means “to change form; trans = cross over, to go across”.  

What we learn should transform us. It should empower us to cross over any boundaries or obstacles in order to get to the other side. 

It should give us the “lentes nuevos” (“new lenses”, which is a reference to past blog posts) that we need in order to transform and see more clearly…that which we need to change, that which we do not need to change and to acquire the wisdom in our hearts to know the difference.  The Serenity Prayer, basically.

Like all things in life, we have gone full circle in our SPIRIT journey. We have gone through the SPIRIT process, step-by-step. And through that process, we have crossed over many barriers and overcome many obstacles. 

But, transformation is not the end of our journey. 

We are still not perfect. The world is not perfect. There are just new obstacles or problems. 

And most of us, honestly, are really good at re-cycling or hunkering down in past obstacles and problems. We have not crossed over into any new form of being and doing in the world. 

So, we will find ourselves back where we started our SPIRIT Journey with serenity because we are overwhelmed and overcome in our minds by the problems and obstacles. And we just circle back to journey through the process again…and again…and again because we are human, and we are not perfect and change is a part of life. Everything is dynamic.  

The human learning journey both in and out of the classroom is a spiral…we learn a little, grow a little wiser and get a little better at living our life each time. 

Learning is not a “one-’n-done” deal. 

We never really master anything. 

The concept of seeking mastery or worse yet, perfection, is 

one of life’s biggest deceptions and cruelest ironies. (more…)

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Linda Markley

SPIRIT Journey: Trust

Can do's, Essential questions, i am enough, Intention, Introspection, Intuition, Maslow before Blooms, Passion, Purpose, Sincerity, Spirit of teaching, Spirit practices, Strategies

Oh boy, this is a BIG one! 

It all starts the minute we’re born. And it ebbs and flows as we move through Maslow’s Hierarchy of Needs in life.

Base level of Maslow’s Hierarchy = are our basic physiological needs being met? Food, water, shelter, clothing, rest…

As children, if we are left to cry when we are hungry or there simply isn’t enough food available to eat, what does that teach us about trusting the adult who is supposed to help meet our needs?

Next level of Maslow’s = are our basic safety and security needs being met? 

Do we feel safe physically, emotionally and psychologically? As we are learning our way in the world, how do others support us? Do they guide, encourage and celebrate our efforts or do they use guilt, shame and physical punishment as a method to control us?

We learn and develop trust through our experiences in the world
...good and bad.

That means all our experiences with people, places and things…ALL the nouns.

PLUS the actions that go with the nouns.

Then comes all the feelings and emotions, the adjectives and adverbs, that describe our experiences and create the memories and the stories that we associate with those experiences.

 

Good experiences = good feelings, memories and stories (and therefore, I should trust them?)

Bad experiences = bad feelings, memories and stories (and therefore, I shouldn’t trust them?)

(note that when it is a REALLY bad experience = trauma, which is a whole other topic to explore. I just want to mention here that there is a lot of attention on the trauma sensitive classroom these days, and with reason. Again, to be explored more at another time).

 

So, maybe instead of looking at trust as something that is developed through good and bad experiences, such as a good experience means I can trust the person or what has happened and a bad experience means I can’t trust the person or what has happened, maybe we can explore trust in another way.

Perhaps we can look at trust as a contract that is established

 between the two parties involved: 

the first party who has the needs and 

the second party who is meeting the needs of the first party.

 

Sounds so legal and not my usual heart-centered, emotional, Vagus-nerve flowing approach, no?

Stay with me here as we explore this a little more. Or should I say, trust me?  (more…)

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