The Week to get Stuff Done

This week was do or die, both for students and teachers. Report cards go live Wednesday, and while the actual deadline was last Thursday, teachers know that as long as they are in over the weekend, everything will be okay. Teachers have to assess the work to write reports, and in order to do that, students have to get their projects and assignments in to their teachers. Though many students consistently adhere to deadlines, a few of which were early last week, if not before, many of our students procrastinate and straggle, and a few struggle, to get their work done. As middle school teachers, we are aware of how students work and learn, and are also aware that during the last week of the term, we sometimes have to light a fire underfoot, push a little, nag a little and threaten some, so students follow through and finish their work and hand it in. This is very true of some of the students in my class, and more so of the students in my switch class.

In my class. most were done their assignments, and working diligently to prepare the presentations on the country they had researched, which they would be delivering, started at the end of last week, in front of the students in both classes. The conscientious and motivated students in both my classes worked on their presentations all week, double-checking their slides for common errors and practicing their delivery. Over the years, I have seen some kids practice their presentations, and it is why we provide the time for it, but I have never seen anything like the students I have this year. It is really remarkable, as were the six presentations we saw to start things off on Friday afternoon.

But before that, the week was devoted to getting things done as were each of our meditations. And somehow, get things done we did. At the end of the week, just about everyone had submitted almost everything, if not all of their assignments. Last week, I assessed some 20 Social Studies Research Countries Projects, and this weekend I added 40 ELA letters, essays and articles about Hana's Suitcase. I then went on to write 134 comments in four different subjects to start and finish my report cards. Somehow it always gets done....even if it means sitting on the couch for the entire weekend.

I don't have much energy left for writing, and with daylight savings time. I lost an hour and it is getting late, so I don't have much time for writing either. But I don't want the week to get lost, and I don't want to have to come back to it next week, when I will have more meditations about which ti write, and so I am just going to make some notes and highlight the key events of the week.

Monday, March 6

• A Day 2, but nothing out of the ordinary
• My class period 3, my switch class period 4
• A regular Monday, get-ready-for-the-week-and-get-stuff-done meditation
• The grade 8 French Immersion class invited me back in the afternoon, with a call first thing in the morning
• I learned that they enjoyed the guidance and the way I talked them through it
• I was honoured to be invited back and happy to oblige
• It was a peaceful and quiet six and a half minutes
• I gave little instruction and I enjoyed the time
• I thanked them before I left 
• I told them if they wanted me to come back next Day 2 we could try a Metta Meditation
• They said they would be happy to have me back 
• I am looking forward to it

Tuesday, March 7

• The first 2 periods in the library, first my class and then my switch class
• Pretty quiet as usual, especially first thing in the morning
• Student A was with his EA, pretty quiet
• Student B's buddies were a little giggly and unsettled, for the first time in awhile
• They have been more rambunctious lately, perhaps in compensation for Student B's absence, or perhaps they always were, and their behaviour is only noticeable now that he is gone
• Regardless I spent some time standing behind them as we meditated and they eventually settled
• I would never let them know, but they were kind of cute, pretty funny
• My switch class came and they were pretty quiet
• Student 1 didn't get a beanbag chair and so he lay down on the floor
• He tried to call attention as he crawled under a table, but eventually quieted
• Everyone else was quiet and undisturbed even though a few people came in and out of the library

Wednesday, March 8

• I was lucky to get the library again as my students needs computers, and each class had a period, first my students, then my switch class
• Each period was a short 5 minute, focus and get lots done, meditation
• Both periods were very quiet and the 5 minutes flew by, as did the morning
• As I started the week with my class, it was the stillest and quietest meditation of the week
• Both classes were undisturbed by the door opening and closing
• In the meditation with my switch class, at one point the door opened, and two teachers proceeded to have a conversation outside the door
• As their voices carried through the library, I moved to the door and gestured to try to gain their attention and indicate that they should close the door
• Still oblivious, one asked if I wanted to talk to them, to which I requested they close the door, and they finally understood their conversation was impacting the space and the silence
• I was proud and grateful that my students didn't let the noise bother them, but I was a little annoyed and disheartened by their lack of awareness
• Later one of the teachers apologized and said they saw that the library was dark and thought it was closed- we were so quiet he didn't even know we were there, which I appreciated hearing

Thursday, March 9

• Our monthly visit to the library and the usual meditation to prepare for the day
• As usual it was a quick 5 minute meditation, visualizing the space at the library and what they hoped to accomplish, as the breathed in what they needed to make that happen
• Student 1 was sitting near his friends
• As we started, he took out his music device, which he listens to on the bus, and put the headphones in his ears
• He turned it on and at first I didn't mind, but when he turned the music up to the point that I could hear it across the room, beyond it being extremely annoying behaviour that was disrupting the meditation, it is harmful to his hearing and could damage his eardrums 
• This was what I told him as I went over and insisted he either turn them down or I would take them away
• He complied, but was restless for the rest of the meditation, and as I stood beside him, I took a few breaths and hoped he would be okay for the rest of the day at the library
• It turned out he was, as was everybody else, and we all enjoyed the day

Friday, March 10

• Presentation day had finally arrived and kids were excited, especially the six who knew they were presenting that afternoon
• They had time in the morning to practice and with only one period with each class, I decided to save the meditation until the afternoon
• Both classes met in Mr. Y's room after lunch for what would be an entire afternoon of presentations
• I put on a 6 and a half minute track to prepare for the afternoon
• I told them they think the work is in presenting, but it is actually in listening, especially when you know your presentation is coming
• The meditation was regular with a focus for both presenters and audience
• I encouraged presenters inhale the confidence and exhale nerves fears and doubts, while visualizing the presentation- recognizing their nerves, but doing it anyway
• I encouraged the audience to inhale the focus, patience and respect to listen to their peers' presentations, while exhaling the distractions, impatience and desire to call attention to the self and take away from someone else's presentation. That is the real work and I reminded them they were all capable
• It was a very quiet silence, and I know there were quite a few kids who were nervous, but there was also quite a few who took the time to relax
• At least that is what the afternoon indicated- the six presenters were prepared, with a clear understanding of their topics and the ability to answer questions, even though they were nervous
• The behaviour of the audience was brilliant- quiet, respectful and engaged, listening and asking questions- and we only had to threaten them with an, "You interrupt, you go next" threat once
• It was hard to believe it was Friday afternoon
• Our intention was to choose student who we know would set the bar high and we were successful, as were they
• It was awesome seeing their learning and letting them know

And now it is hard to believe another weekend has passed, report cards are written, Student Led Conferences are this week,as are more presentations, which we need to finish before Spring Break, which is around the corner. 

All one day at a time, one breath at a time. Wishing you a good week.

May you be happy. May you be healthy. May you be safe.

Another Crazy, Short Week

The first week in March began with a short week for kids, and PD on Friday, with time to assess and theoretically start writing report cards, though I am not quite there yet. This led to a busy, productive and short week, with an unexpected turn, or rather cut.

Monday, February 27, 2017

The week started with both classes in the library, where they had time to finish up and reflect on, or in more cases continue with,  their Social Studies research projects, with the notes due that day, and continued work to prepare their presentations, which begin next week.

Both classes met in the library right after announcements and settled pretty quickly. As has become the library norm, everyone got comfortable at the tables, computers, or on the beanbag chairs, with a few on the floor. Student A was sitting at a table with his EA, and now that they are teamed up, there is a lot less for me to worry about- he is a lot better supported.

Students 1 and 2 happened to sit beside each other, at computers at the end of the library. Mr. Y was away and his substitute was a retired teacher, very familiar with me and the school, but not to Student 2, who was in top form, pushing the limits and showing attitude and rude behaviour from the get-go.

As I turned off the lights and we prepared to meditate, I told students at computers to turn off their monitors so they wouldn't be distracted as they loaded, and the boys waited until I came up behind them before they flicked theirs off. As I started the meditation, I moved beside them, as they were tapping the keyboards and pretending to type, Student 1 following Student 2's lead, and making enough noise to annoy me, even if the others didn't let it bother them. I put one hand on each of theirs, as I gave a shh and a stern look, as I continued guiding the meditation, and they both stopped, at least for the moment.

With their heads down, I moved away and circled around the library, as I continued through the breath count and focused breath, encouraging them to inhale the strength and focus they would need for the day, to finish our projects, writing and all the rest of the work that comes with the end of second term. I encouraged them to visualize whatever they were working on, and the steps they would take to accomplish it, as they inhaled the focus and determination to see it through, and exhaled the distractions and fears, which stop them from following through.

As I was speaking I noticed Mr. Sub go over to Students 1 and 2 to address some behavior, which I learned later was Student 2 trying to play games on his device, and as we moved into the silence, I walked to the far end of the library and stood behind them. They noted my presence, and Student 1 looked up at me. I smiled at him and then looked away, not giving him any more attention, but not moving anywhere either. They both remained  quiet for the rest of the meditation, and I noted that it was the first time in quite a while that I needed to monitor behaviour for the whole meditation.  Standing there at one end of the library, I took the time to look out over everyone else who appeared comfortable and quiet in their breath, as we prepared to start the day. It was a pleasure to see everyone so relaxed and peaceful.

As they generally do, no matter where I sit or stand, the silent minutes passed quickly and it was time to close the meditation, which is what I did, as we started the morning, which also passed smoothly and quickly, especially for a morning with no preps.

After lunch, it was my switch class that came back to me and asked if they could meditate again to start the afternoon. I was happy to comply, and turned off the lights and started some music, as I told them that the second meditation of the day required less instruction, as we have already been here today and they know what to do. I encouraged them to get comfortable, bring their focus and attention to their breath, and find what they need as they relaxed for a few minutes and got ready for the afternoon.

Just about everyone settled quickly, but I immediately noticed the simultaneous restlessness, not unusual for this class, even more pronounced with the unfamiliarity of the second meditation in the afternoon. Student 1 was his usual fidgety self, and it seemed to spread to his tablemates on both sides, who shuffled and fidgeted as well.

The three or four minutes of silence needed a few more shhs than I like, and for a fleeting moment  I wondered if it was worth it, and then I remembered that the practice is the reason it is worth it, and with time, it will improve, and some days will always be better than others. It was as good a start to the afternoon as any other, and though it seemed long at the time, another afternoon was over before I knew it.

Tuesday, February 28, 2017

The end of the sixth month of the school year brings that downward shift in time, when more time has passed than there is remaining and the homestretch is near. Every day is full, there are just a lot less of them left, and there is still so much to do. At the same time, there is the routine, the familiarity in time and space, that brings that peaceful comfort, just a regular Tuesday.

I began the morning with my class in our classroom, and it was a beautifully quiet start to the day. Though it may sound harsh, there has been a huge shift in the dynamic in the room since the departure of Student B that has led to a new level of peace, which is especially evident on days like Tuesday.

It was a completely quiet six and a half minutes that passed in stillness and silence. Student A is settling into his new spot and new routines with support, and after a little fidgeting and getting everything just so, he put his head down and enjoyed the quiet with everyone else.

The meditation was a completely ordinary, get-ready-for-the-day-by-taking-the-time-to-breathe meditation, and it was a beautiful start to the day.

My switch class came to my room right after lunch, and while not quite as quiet and peaceful as the morning, they were more settled than the afternoon before. Once again, it was a routine, get-ready-for-the-afternoon meditation, and the majority relaxed into it and enjoyed the time to breathe. A few were fidgety, including Student 1, but Student 2 seemed calmer and not as angry as the day before.

As the many Tuesdays before the six minutes went by quickly and peacefully, and though not perfect, it was a pretty good start to the afternoon.

Wednesday, March 1, 2017

As the week continued to roll, and the deadline for research passed, kids were scrambling to finish their projects, writing pieces, and study for a Math test, as we wrap up the term. I was lucky to find the library free to start the day, and ended up spending the majority of the morning there, so both classes had time to get work done- and they did.

I started the morning with my switch class, which was nice, because as it happened the library was a lot quieter early in the morning than later, making it easier for them and me. With just one class there was a lot of space, and most sat down at computers and logged in, as they had writing to do. A few settled at the tables, and some boys grabbed the beanbag chairs, including Student 1, who stretched out over the chair on his back, hanging his head back over the end. When I walked in his direction, he looked at me and smiled, as if he was certain I was going to tell him to sit up and move. I smiled back at him and kept walking, figuring that as long as he was quiet, I didn't mind. I imagine he was surprised I didn't say anything, but I wanted to give him the chance, as I knew that there was certainly no hope if I didn't.

The six and  a half minutes that followed were quieter than I had experienced with my switch class in quite some time. It was a typical focus on the day and work ahead meditation, and the stillness and silence went undisturbed in the library throughout the time. I sat down and joined them in the silence, enjoying the peace and my breath. As I closed the meditation, I commented on the silence and what a nice start it was, and suggested to Student 1 that he might what to stretch out like that more often.

It was a peaceful and pleasant start to what turned out to be two productive periods as the teacher on the schedule wasn't using the space. Everyone was happy to learn we didn't have to leave the library and made the most of their time.

After break, my class came to meet me in the library, and I was pretty happy that I didn't have to go back to the room and remind them, and they all showed up promptly after break, another reflection of their growth and the responsibility they are taking for their learning.

They settled quickly into the library space, where they remained undisturbed for the next six minutes, despite the noise in the usually quiet environment. During the first part of the the meditation, as I moved through the prompts, breath count and focused breathing, encouraging them to inhale the attention and confidence to write, while they visualized the words on the screen, and then exhale their worries, doubts and distractions, the library door opened and closed five or six times.

Students came by, looking to use computers or the space, some came to the door, saw the quiet and turned around and left, but just as we were starting, a group of grade 8's had come in, and I had let them know that they were welcome as long as they were quiet. They were, for the most part, but not still or silent. At different times a couple of teachers came in to pick up papers off the printer, which had also made noise as they printed, foreshadowing the disruption to come.

I continued to guide the meditation and moved into the silence, as I noted the comings and goings in and out of the library, and the different responses people seemed to have. As they looked around, one teacher seemed sorry to be disturbing the space, while another seemed to be puzzled and a little perturbed by the quiet. I also wondered how much I would have noticed the noise and happenings had I not been facilitating the meditation, and if I would be as undisturbed as my students appeared to be. They didn't seem to notice any of the people coming in and out, or the noise they brought with them. Instead, they stayed with their breath and relaxed with the music.

I joined them for the last minute or two, giving thanks for their quiet, which also gives me the moments to be quiet, despite whatever else is happening in the library, which in the end wasn't as much, as the traffic in and out seemed to have ceased as the silence began. We all took the time to breathe and enjoyed a few moments before the track ended, and I closed the meditation and we got to work.

Thursday, March 2, 2017

With PD the next day, Thursday was a fake Friday for our students and what was supposed to be a busy and productive day, with time to get their projects finished and submitted, as it is crunch time, when teachers have to assess and write report cards. It was supposed to be a big day, with a lot of work, and it started off strongly, and then, with the opening of a package, and swipe of a blade, the day changed.

The day began with my class and everyone was pretty pumped, as along with the projects and writing, they were also writing their Math test to end the term. They had been using their time over the last couple of days to study, many in groups solving problems on the board, and most were ready. As we settled to meditate and start the day, I reminded them of that and carried the theme into the focus of our meditation that morning,

As I started the meditation. Student A was a little restless and I went to stand beside him, encouraging him to relax and settle into the quiet, and then I walked away and gave him a moment to do that, which he did. Everyone else was already settled and the room was completely silent for the six and a half minute track. I moved through the prompts, breath count and focused breath, inhaling the positivity and confidence for the Math test later that day, while exhaling the doubts that make them rush or second guess themselves, and then joined them, breathing in the peace and silence in the room.

The only word I wrote down in my notes about the Thursday morning meditation was, "Perfect," and it really was- one of those rare, perfect meditations. Unfortunately, the rest of the day was anything but, though it could have been a whole lot worse.

In second period we had Exploratory, and students have started new projects, building crash cars out of milk cartons, in which an egg must survive a ride down a ramp into a cinderblock.  They were beginning their plans and projects, and we, their teachers, were getting some of their supplies together. including Exacto blades. With about five minutes left in the period, I was taking one out a package, when the blade slid open and sliced the top of my pointer finger as it did. I ended up with an inch long cut on the top of the finger which was bleeding quite a bit.

Our first aid responder patched me up at school, but when it kept bleeding, my admin didn't want to take any chances and took me to our nearby hospital. My mom met me there, and then got me into my doctor's office in the same building, which cut my waiting time by a few hours, and a short while later I went home with three stitches in my finger.

The next day, during our PD, I had to fill out a "Serious Incident Report," as the event took me to the hospital. It seemed a bit extreme, but I am just grateful it was nothing more serious, and also that I am protected in the event of injury on the job. I have a lot for which to feel grateful.

And I will feel even more grateful next week, when the pile of marking that sits waiting is gone, and report cards are written. For today, I will keep working, happy I can still type with one less finger and the knowledge that second term is almost behind us, and spring is on the way.

Enjoy your weekend wherever you may be.  

A Short Week in February

The long weekend in February passed and suddenly report card season is upon us, but before I can start writing, we have to get through the writing process pieces, and all the other projects, that I then have to assess. With that in mind, I took some notes during the week, because I knew I wouldn't have much time to write, and yet it still doesn't seem like my pile of marking is getting any smaller. At the same time I know I still have some time, and everything will get done somehow, as it always does. Just like the writing will now.

Tuesday. February 21, 2017

Coming back after a long weekend, Tuesday felt like Monday, with that quiet-tired feeling, perhaps augmented by the French test on the last section of regular verbs, to which they returned. Hoping to instill some study skills, with practice tests and time built into class for studying, and confidence while writing tests, while simultaneously building a foundation in the French language, the nature of "the test," which is supported according to their needs, and is in essence just another in-class assignment, has become as routine, as the meditation which precedes it and helps prepare them to write.

Tuesday began with my switch class writing their test first thing in the morning. It was unusual that both Students 1 and 2 were away, and it made for an exceptionally quiet six minutes, as we began the week and prepared for the day ahead, and the test they were about to write.

It took no time for everyone to settle, and I moved through the prompts, breath count, and then into the focused breath, reminding them that they were prepared to write, and to inhale the confidence as they visualized their success and ability, and exhale the worries, fears and doubts, which blocked them and caused them to doubt their knowledge. I encouraged them to visualize the process of writing, slowly and carefully, checking their work, using the review sheet if they needed it, while resisting the urge to rush through or second guess what they know.

We moved into the silence and the room was stiller than it usually is with my switch class. I sat down and joined them, closing my eyes to breathe and prepare for the day ahead. The minutes passed quickly and before long the track ended and it was time to close the meditation and begin the day. Everyone got to work on their test and the class passed quickly once again. Everyone was done with enough time to finish the test and reflect upon it, and then it was time for break.

On a typical Day 5, I would have seen my class after break, but the library was free in the morning. and I had booked the time, so we rearranged our schedule to take advantage and work on the SS research projects. Many had finished their tests and gone straight to their projects, so we didn't need to take time to regroup, everyone just got to work. It was a very smooth, quick and productive morning.

I saw my class in the afternoon. They wrote their test right after lunch, and of course, we meditated before they did. Student A had started the morning with a bit of a shaky start, but had turned things around, and continued to keep the day positive as we got ready to meditate. He had chosen computer time while the others were writing the test, and was logging in as we started the meditation. I turned off the monitor and he didn't object. Instead he went and sat down in his new spot to meditate. I started the track, and as I moved through the same meditation I had earlier this morning, Student A settled a little, but was never completely quiet, continuing to fidget, tapping his fingers and toes and inching his hands over to the person beside him.

He wasn't terribly disruptive, and my class, both experienced in their ability to maintain their focus and breath, and used to Student A's quirky behaviour, remained undisturbed, even the boy right beside him. As we moved into the silence, I didn't sit down, but hovered in the vicinity of Student A, occasionally reminding him to relax, and encouraging him to let himself and the people around him be, as I redirected his hands before they poked the boy beside him again. Student A eventually stopped, and put his head down before the end of the track, but it was clearly as struggle, as a lot of the day had been. I think we were both equally grateful that he had extra gym that afternoon after his regular gym class. It made for an easier and pretty successful day to the end.

As was the class, and test, that followed the meditation. The French tests were one of the pieces I did get marked and my students' efforts were evident in their results. There were a few 100s and many 90s, and several marked improvements from previous tests. The habits, and their benefits, are beginning to stick.....a very rewarding part of learning, for them and for me.

Wednesday, February 22

Wednesday started with my class and it was pretty much a regular Wednesday. We had rearranged our seats sometime last week, and Student A finally chose to move to a new seat, and perhaps he is still adjusting to the new point of view. I didn't force him to move seats, though I did encourage him to try the new spot, and was really happy when he did, but now it dawns on me that it might have had a greater impact than I realized. It might require a greater adjustment and be part of the reason Student A has been a little off.

As I started the 5 and a half minute track, it took Student A a little longer to get settled than usual, as he was again tapping his fingers as he inched them closer to the boy next to him. I stood next to him, acting as a barrier between him and the boy beside him, causing him to quickly give up and resign to putting his head down, where it stayed for the rest of the meditation.

The meditation itself was an everyday, find what you need for the day, meditation. With a lot of time for independent work, and all of our projects, and a new French presentation, there was a lot to focus on and I encouraged them to take the time to do that, take a few moments to breathe, and find what they need to make the most of the day and get through it all.

The two to three minutes of silence at the end was quiet, still and peaceful. It was a nice start to the day.

It was a little less quiet and peaceful when my switch class came after gym for fourth period. At the same time as everyone was getting settled, Student A came back to the room and decided he wanted to stay and work on his project there. I told him he was welcome as long as he didn't disturb everyone, especially while we were meditating.

He agreed and took a seat on one of the corners, beside his buddy. I moved through the same five and half minute meditation I had earlier that morning, encouraging them to inhale what they need and exhale the fears and blocks. As I spoke, I couldn't move far from Student A and his friend, as Student A was persistent in his desire to disturb his buddy, and kept trying to poke him to get a response. Eventually, Student A tired a put his head down, but not for long enough for me to move away from him. As soon as I tried, he went right back to poking his friend, and so I spent the silent time standing beside him, encouraging him to relax.

Everyone else was quiet and undisturbed by student A, and seemed to enjoy the peace and quiet, and whether I am part of it, or ensuring its continuation, the minutes passed quickly. I managed to take a few breaths as I was standing there, to gather my strength and patience, before the track ended and I closed the meditation and went on to introduce the next French project. Just another day in middle school.

Thursday, February 23

Earlier in the week I had booked two library periods for our Social Studies classes in the afternoon, but when the library was still free first thing in the morning when I got to school, I put my name down on the schedule, and right after attendance, we all went to the library.

It didn't take long for everyone to get settled with most sitting down by a computer and logging in, so their computers would be loaded when we were done, and the others getting comfortable at the tables. Student A was getting ready to work on his project with his support aide, and so he was more settled than he had been for a few days, and didn't require the attention he had needed in the days before. He got comfortable and put his head down for the meditation, seeming to enjoy and appreciate the time.

The library was pretty quiet as I turned off the lights and started the music, a track just under six minutes. I moved through the usual prompts and breath counts, and then brought their attention to each inhale and each exhale, encouraging them to inhale what they need, the focus, patience and calm, while they exhale what gets in the way, their distractions, impatience, nerves and doubts.

At one point a group of students came to the library door and opened it, I looked at them with my finger on my lips, and they turned and left the library. My students didn't seem to notice the doors opening and closing and remained undisturbed and silent.

As we moved into the silence, I took a chair and sat down in the middle of the library, looking around at my students, who were still and comfortable, despite the windows that surround the library, and the fishbowl feeling it fosters. I am amazed and grateful for how easily my students adapt to their surroundings, and let themselves breathe wherever they may be, without worrying about others around them. It is this feeling, and ability, that I hope they will carry with them as they continue to grow, and it was with this thought that I closed my eyes and took a few breaths of my own, appreciating my students and the time to breathe.

I saw my switch class just before lunch and the meditation was a little less eventful than the other day, when Student A was visiting, but still not as quiet, as Student 1 had returned to fill the void, and after missing a couple of days of school was a fidgety as ever. He eventually settled somewhat as I made my way to stand beside him, encouraging him to relax and enjoy the silence. He remained fidgety, but was quiet enough and didn't disturb anyone else. I took a seat in the circle and joined in the moments of silence, which again went by quickly, and before I knew it, another morning was done.

The afternoon came and it was a little crazy. It was one of those busy, chaotic, loud, productive but nutty afternoons. Students had the first three periods to work, with periods 6 and 7 in the library, but in between our Exploratory students were going to a grade 8 classroom to play the boardgames they had created. There was a bit of confusion around the scheduling, which all worked out in the end, but led to a bit of a crazy afternoon.

For the final period of the day we had Band/Exploratory and our Exploratory kids went back to their games and assessments and Band kids went to Band. I didn't realize the impact the afternoon had had on them until they came back at the end of the day and a few students asked if they could talk with me. We sat down and they asked me why we meditated in the morning and not in the afternoon. One of the boys went on to explain that they were already tired in the morning, so they didn't need to relax, but they had come to realize they needed it more in the afternoon. Or at least it seems that is what the band teacher conveyed to them that day, when they had trouble focusing in the last period of the day, and felt the need to talk to me about it right away.

I responded that I really appreciated the conversation and explained that the morning meditation set the tone for the day and gave us time to prepare and set our intention for the day ahead. I emphasized how important I felt it was to meditate in the morning, but let them know there was a very simple solution to their concerns, and that we could also meditate in the afternoons. They were very excited by this prospect, and as we ended the conversation, I could hear them reporting back to others in the hallway that their requests had been successful, and "She said we could meditate twice a day."

It was a surprising and gratifying end to a Thursday.

Friday, February 24th

The last Friday in February, a lot of work to accomplish, and the end of a busy and productive, short week. Also a Day 2, the best of day and the worst of days. It began with Mr. Y taking all the Exploratory students for one of the last round of play of the board games, and I went to visit a grade 8 French immersion class and join them in a meditation.

Their teacher has been meditating with her students after lunch for a little while, and a few weeks ago asked me if I would come and facilitate a meditation with them. I was honoured and planned to come on a Day 2 after lunch during my prep time, but one week a meeting came up, then I got sick, and on Friday I learned a parent was coming to meet with Mr. Y and me. As soon as I found out, I asked if coming first thing in the morning would work, and was very happy to learn it would.

I got to her classroom at about 9:10 and everyone was waiting quietly for me. We talked briefly about meditating, its purpose and benefits. We spoke of the many different ways of meditating, and the method I was introducing being just one, all with the common intention of bringing all of our attention and focus to our breath.

I let them know what to expect over the 6 and a half minutes that would follow, once I turned off the lights and started the music, explaining the process of the prompts, breath count, and inhaling the positive quality they wish to grow, while exhaling the negative quality they want to get rid of. It was just a few minutes later, with a silent response to my query for questions, we were ready to begin.

I turned off the lights and began the music and a regular meditation. As we planted our feet flat on the ground, I emphasized the importance of our connection to Treaty 1 Territory land, noting the people who came before us, and the Treaty which allows us to live here today. I moved through the prompts, and while I had mentioned that I didn't mind if they put their heads down in the introduction, most sat up straight and closed their eyes as I invited them to do so. I continued with the breath count and then the focused breath, encouraging them to find what they need, inhaling focus while exhaling distraction, inhaling confidence while exhaling fear, or inhaling calm while exhaling nervous energy.

The room was quiet and still from the beginning, and remained so as we moved into the silence. I took a seat on a chair and closed my eyes and breathed, appreciating the opportunity to join another class and the students who were so kind and willing. The two minutes or so was over before I knew it and the track ended, leaving a silence in the room.

I let it linger as I encouraged them to come back slowly, taking full breaths, and bringing gentle movements back on the exhales. After a few breaths I lifted the blinds, letting the natural light back into the room, something I don't have everyday in my interior classroom. After I closed the meditation, I thanked them for a lovely and peaceful start to the day, and invited them to share any thoughts or feelings.

It wasn't unusual when no one did, and so I told them that before I left I had one final thing to share and that was the writing in this blog. I wrote the url on the board, and told them I had been writing about all of my meditations this year and was going to write about them too. I invited them to check it out and told them I welcomed their comments, either in person on here on the blog.

I told them my writing mentioned no names or specifics, and that I just share my experiences about meditating, which is what I would do. I told them I would likely say that I wasn't sure if they were an exceptionally mature grade 8 French immersion class, or super kind and polite individuals, or really into the meditation, and likely it was a combination of all of the above, but regardless, I very much appreciated the experience and was grateful they had invited me to join them. I wished them continued peace and a happy Friday as I left at about 9:30 a.m.

I went back to my classroom and the morning continued as some students worked while others were at choir. After break, my class went to Math and my switch class came to my classroom. The night before the Ipad from which I play the music had failed to charge, and as I started the music I noticed it was really low. It was enough to make it through the five and a half minutes with my switch class.

I started the music and it was a quick Friday meditation, focusing on making the most of the day and closing the week in a positive and productive way. Student 1 was fidgety as usual, but a gentle reminder, and then hovering in his general vicinity, helped him to settle. Everyone else was pretty quiet, though still never completely still. Another meditation and good enough for a Friday.

My class came back to close the morning during fourth period, and it was a different meditation- one that actually surprised me. I started the music and the usual prompts and everyone was pretty settled, even Student A, who was sitting in at the table in the centre of the room. As I moved into the breath count, the Ipad died and with it the music.

I continued the count, simultaneously fishing my Ipod out of my bag, hoping to pick up the music from there. As I closed the breath count and focused breath, again encouraging a positive, strong and productive end to the week, it was clear that the Ipod, which wasn't loading properly, wasn't going to work either, and there would be no music.

I let them know and encouraged them to keep breathing, and not to break the silence. At one point, when I was trying to get the Ipod to work, a blast of music came out of the device, and it was a fine opportunity to veer off track, but no one did, except Student A, who gave a whoop and tried to distract, but was unsuccessful, which he quickly realized, putting his head down again. I continued to encourage everyone to stay silent, to stay with their breath, and to listen to the noises they heard, from their breath, to my voice, to the sounds from the hallway, and notice them, but to stay with their breath and maintain the silence in the room.

Even though I really expected nothing less, I was also amazed when they did exactly as I suggested, staying with the silence and maintaining the peace and stillness in the room. I am not sure how long it lasted exactly, two minutes, maybe three, but it was lovely. Then, as they started to get restless, I invited them to take five more full, deep breaths, through which I guided each inhale and each exhale.

As I closed the meditation, I once again congratulated them for their choice to maintain their power and keep the silence and peace in the room and I thanked them for it.

We got to work and another morning ended. After lunch they went to TAA and then we all met in the library for the last two periods of the day. As Mr. Y and I gave the recap of work, priorities and expectations, one of the boys with whom I had chatted at the end of the day yesterday asked if we were going to meditate again. When I asked if they wanted to, the response was a pretty even ratio of cheers to groans, but I think the cheers were just a little louder.

I told them we would compromise with an informal meditation and few deep breaths, because the devices weren't working and there was no music anyway. The librarian turned off the lights, and I encouraged everyone to sit up straight, get comfortable in their chairs and close their eyes, which most did, sitting up straight for a change. I guided them through 4 or 5 full, deep inhales and exhales, and then encouraged them to visualize the next 60 minutes- where they would work and what they intended to accomplish as we closed the week. The library was silent for about a minute as everyone breathed.

I closed the meditation, encouraging everyone to come back gently, stretch, open their eyes, and then get to work, which is what everyone seemed to do, as the hour that followed was peaceful and productive and a very nice end to the week.

I hope the week that is to begin, which is also a short one with PD on Friday, is as peaceful as this week was, because I know it is going to be just as busy, especially because I still have a big pile of marking that didn't get any smaller this weekend, and even more to come.

I hope everyone has a peaceful and productive week.

Tuesday-Friday and Sickness in Between

Tuesday, February 14

I switched our Day 3 library time to Day 1 because I knew we would be away on Day 3, and it was free first thing in the morning on Day 1, so both classes met again to take advantage of the space and computers, while they worked on their research for Social Studies. It didn't take long for everyone to get comfortable, especially the boys who sprawled out on the beanbag chairs and on the floor. Everyone else found a chair at a table or by a computer and settled quickly.

There was no one else in the library as I turned off the lights and started the music, the familiar under six minute track. We connected with our roots in Treaty 1 Territory Land, and moved through the prompts, breath counts, and focused breathing, inhaling the determination and focus to follow through on their research, while exhaling the distractions and fear.

As I spoke I walked around the library and as I invited my students to enjoy the silence, I found a chair and joined them. There was no need to monitor any behaviour, and so I closed my eyes and enjoyed a few minutes of the quiet of the library as I breathed with them. As the track ended, I brought everyone back and they got to their research. The periods were productive and the majority of the students were engaged in their projects. It was a good start to the day, and the smooth nature of our learning made the fact that I was getting sick again easier to manage.

After lunch on Tuesday I started to get the chills, and by 3 o'clock I was pretty sure I had a fever and was leaving my sub plan for the next day. There are a lot of people, both students and staff, sick at school, and so it would be no surprise if I got it there, but I also suspect I picked up at the gym. It took me a long time to return to a regular gym routine, and I am pretty sure it is the germs there, and the ironies of getting sick while trying to get healthy, that felled my immune system, at least for a couple of days.

Wednesday I stayed home and slept most of the day and the evening too. I was so sick, I didn't even turn on my computer. In the evening the fever was gone and I knew I was feeling well enough to manage our planned field trip the next morning, a visit to the Jewish Heritage Center of Western Canada where we would hear a Holocaust survivor speak.

On Thursday morning, feeling a little better, I booked a sub for the afternoon and went to school to go on our field trip. We had to be at the center in the south end of the city at 9:30, so we left at 9:00 a.m. For the first time this year, we didn't even have time to meditate. Leaving that early was well worth it, as the experience was powerful for all of our students, whose behaviour was respectful and compassionate throughout the morning.

We got back to school just in time for lunch, and on a regular day we would have meditated in the afternoon, but on this day I went home to rest.

Friday, February 17

I went back to school to close the week and though I wasn't feeling 100%, I was feeling somewhat better. As soon as I got there, I went to the library and was happy to discover it was free for the first 2 periods of the morning, and so I could bring each class for one period.

I began with my class, and once again upon our arrival the library was empty. With only my class, the space seemed empty and particularly quiet. Just about everyone sat down at the tables, with a few at the computers, logging in before we began.

With one period and having had a 2 day break, I chose a short 5 minute track. It was the first time I used it, and the music was unfamiliar, though no one said anything, at the time or after. I turned off the library lights and kept my words very brief, with the usual prompts and a focus on a strong close to the week with the productive use of time today. As I spoke, a couple of girls were communicating, talking without words, which I noticed and pointed out was just like talking, even if no one else saw or heard. They looked at me, and then put their heads down, knowing I was right and they shouldn't be taking the experience away from each other.

The didn't disturb the quiet, and though the track was shorter, I had spoken briefly, and the silence was longer. I sat down and breathed with my students for about 3 minutes, grateful I was feeling well enough to keep my head up and breathe. As the track ended, I noted that it may have felt a little shorter, because it was, though they also may not have noticed. Either way, no one said anything. They did get to work for a quiet and productive period and a nice start to the day.

The period ended and my switch class arrived. As we got ready to meditate, a group of boys piled onto the beanbag chairs again. With only one class there, I told them we had more space and they had to spread out and couldn't be piled on each other. I told them they needed their own space to breathe and couldn't be touching anyone else. They complied without complaint, spreading out on the beanbag chairs and the floor. Again, with only one class and everyone spread out the room felt sparse.

Student 1 took a chair and sat in one of the corner of the library, his face to the books. But he kept turning around, and then making noise, clearly in need of some attention. He looked at me and I looked back, smiling, but also stern and clear in my desire for him to be still, or at least quiet. Before he settled, he waved at me, as if to acknowledge my wishes and that he had gotten what he wanted as well. I didn't wave back, but smiled and he quieted for the rest of the meditation.

The five minutes felt different with the unfamiliar track. Time moved a little more slowly with a few extra moments in silence, as again I had kept my words short, like I had earlier in the morning.I repeated more or less the same meditation, focusing on a positive and productive Friday.

The peace of the five minutes carried over into the rest of the period and then the afternoon. It was a good end to a sick week, and hopefully next week I will be feeling much better.

At least I have a long weekend to recover. I hope you enjoy your weekend too!

Monday, Monday

Another week and another Monday, the same, yet different, than many Mondays before- the continuing evolution of our learning and my students' growth as learners. We are back to regular timetabling for most of the week and getting into the heart of our learning, through writing and research, together with the rest of our subjects. It takes focus and determination and I have no doubts our students will follow through.

I started the morning with my class for one period of French, so our Monday meditation was a quick track, just under six minutes. Everyone seemed more alert than last week, still tired, but not completely exhausted. It seemed everyone was happy to put their heads down and take a few minutes to breathe.

The just about six minutes were quiet and completely uneventful, which made for a lovely start to the morning. Student A was a little restless at first, lifting his head and banging his fingers, but once I stood beside him and gently encouraged him to relax, then he did. He put his head down where it stayed for the rest of the meditation.

It was a regular Monday, make the most of the day, meditation and as we all sat in silence, I took a few breathes and breathed in my positivity and energy for the day ahead. I felt refreshed and ready for the day as I closed the meditation and I hoped everyone else did too. Based on their focus in French it was good start.

My switch class came after gym in period 4 for their French class and the meditation I guided was pretty much the same as earlier in the morning, and as usual it was just a little less quiet than it had been earlier. Everyone settled quickly and no one got up to leave. I noticed Student 2 has started to give the breathing another chance, sitting up straight and following the breath count beside my breather.

Student 1 was fidgety, playing with a bottle first, and then looking around as I returned to stand beside him and tried to help him relax. Usually he settles when I stand beside him, but today my presence seemed to bother him more. So I gave him a look and walked away, and he quieted enough that he did not bother anyone else and I didn't have to go back. I took my spot in the circle.

As they had earlier in the morning, the minutes passed quickly and the track soon ended. I closed the meditation and we finished up the last class of the morning.

Then when I managed to get some time in the library for our writing in the afternoon, I was elated. It made for a very smooth and productive start to the week and our writing. I hope the rest of the week goes as well and I can get more time in the library. I know we are starting our day there tomorrow so it is a good start.

Two Classes, One Community of Learners- TWTF

Another week has flown by and this week was busy, exciting and full of many changes, which led to both classes beginning the day together from Tuesday through Friday, and meant one meditation each day in the large group. It wasn't entirely by design, it just worked out that way, and I am glad that it did, because it worked out really well in the end. It was quite an amazing week.

Tuesday, February 7th

Another Day 2 and I decided to be proactive and design a less taxing day for everyone. Both classes had finished reading Hana's Suitcase, and I had a video of the making of the story, with interviews of the characters and backstory. After Band/Exploratory and then choir, showing the video was a good way to end the morning, and a good time to bring both classes together as we would have time to finish it in the afternoon after TAA. Watching a video also brought a calmer feeling to a usually crazy day.

We all came together in Mr. Y's room, where we would watch the movie and meditated before we began. The season has brought its usual bugs and a few kids were away, but not many. It was a pretty full room as usual. Everyone settled, and to maximize the time I chose a shorter track, just under six minutes, and encouraged them to allow themselves to get into the meditative state quickly.

The meditation was nothing out of the ordinary. I guided them through the prompts, breath count and then the focused breathing, reminding them to inhale what they need to focus on the movie, gain different understandings, and maybe take some notes, and exhale their distractions and fears.

We moved into the silence and the room was pretty quiet for the two to three minutes. I was leaning on a desk on the side of the room, looking over the group as they breathed, most with their heads down, some resting on the counter at the back of the room. It was a very peaceful few minutes as we prepared to watch the movie.

The room remained quiet for the rest of the morning as they were engaged in the video, and the peaceful feeling carried over into the afternoon, when we finished it. It was a good use of the time and made for a pleasant day.  I was very glad I thought of it.

Wednesday, February 8th

In Social Studies we finished our mapping study, and on Wednesday we started our big research project of the year. Each student explores life in a different country and then presents their learning to the class. As it happens the library is free on Day 3's first thing in the morning for 2 periods and so I booked Day 3's for the duration of the study- about a month. We began Wednesday morning in the library by introducing the project, criteria and expectations, including using the books in the library. By the end of the periods just about everyone had chosen a country, had a book in hand, and had started their research,

But before we did all that we took a few moments to meditate and prepare for the day ahead and new project to come. There was nobody in the library when we all arrived and it didn't take long for everyone to get settled. At first Student A took three beanbag chairs and piled them one on top of the other, and sat on top beside the table. It only took one reminder that he had to choose between sitting at the table on a chair, or on the side on one beanbag chair, for him to get up, give up two of the beanbags, which were quickly grabbed up by others, and get comfortable on one beanbag chair.

In another part of the library three boys got comfortable on one beanbag chair, which both Mr. Y and I noticed. They looked very happy together, and assured us they could meditate quietly, without bothering each other or anyone else, and proved true to their word.

They were settled and still throughout the meditation, as was everyone else. It was another peaceful six minutes, this time in the library, where the gurgle of the fish tank adds of the background music. On this morning no one came in to use the printer, computers or look for books, which allowed for a quiet meditation.

The focus was on the determination, focus, and attention that would be required to accomplish the work ahead, and our confidence in their abilities to follow through, and learn a lot about their country, but more so, to learn about their abilities in learning. I reminded them to let go of the fears that block them from believing in their abilities, and the distractions they create that stop them from following through, making room for their confidence in their ability to read the information, take notes and learn about their country. Before I allowed them to enjoy the silence, I tried to impress upon them that Mr. Y and I know they are capable of great learning, and that while our expectations are high, we are also here to support them as we go on this journey around the world together. I imparted how much I was looking forward to these projects, and how great they are going to be, before I left them in silence with their breath.

We enjoyed the silence together and I noted how much I enjoyed being in the library, and everyone else seemed to as well. I appreciated the quiet as I looked around the library, at Student A on his beanbag chair, and the other boys on theirs, eyes closed and comfortable, even the three who were sharing one chair. Everyone else sitting at table or computers relaxed in their seats.

The minutes again passed quickly, and when the track ended, I closed the meditation, and we moved into introducing the project and beginning the research. Those periods were also done in a flash and the afternoon was no different.

Our Exploratory students had spent a significant period of time developing board games and we devoted the afternoon to play, feedback, and assessment of the games, with gym in between. The games were varied, detailed, and well thought out, and it turned out that the process required more time than the afternoon. We decided that we would return to the games the next morning in the first two periods before TAA.

The day ended and everyone went on their way, but as I was cleaning up my classroom, two boys came back as one was looking for his cellphone. He said it had been by his binder in the afternoon and then it was gone. It was possible it was stolen, but I felt it was more likely "misplaced" as the result of a bad joke. We reported its disappearance to the office and I told him we would address it in class first thing in the morning.

Thursday, February 9th

As we had decided to continue the work with the games, both classes came together in Mr. Y's room for the third time in a row after attendance and announcements. Everyone settled quickly, and I told them we were beginning the day on a serious note as I addressed the cellphone issue. Mr. Y and I both spoke to our concern and disappointment at what we hoped was a poor choice that someone thought would be funny but wasn't, rather than considering that we might have a thief amongst us. We encouraged our students to do the right thing and come forward with any knowledge they might have, or at the least, anonymously return the phone, and reminded them that we would always forgive poor choices, as we move forward and learn from them, as that is what we are all here to do. We emphasized our concern over their health and well-being, the danger of living with lies and deceit, and challenged them all with the question we essentially face each day, "Who do you want to be?" "What kind of person are you growing into?"

It was on that note that I began the meditation, and as I did one boy indicated that he wanted to talk to me and was quite urgent in his demand. I suggested we talk after the meditation, but as I started he went to wait by the door, and so I indicated we could talk outside the door once I got the meditation going. With him waiting quite expectantly, I moved quickly through the prompts, breath count and focus, encouraging them to inhale what they needed that day, while exhaling their blocks and fears. It was one of the shortest introductions I have ever given, but I was more concerned about the boy who needed to talk to me, and trusted that everyone else knew what to do, which I reminded them as we left the room.

The boy who needed to talk sits beside the boy whose phone had gone missing and confessed that he found the phone in his binder. I believed him when he said he had no idea how it got there, as I suspected someone picked it up and put it there, and while I can't be 100% certain, this boy was on the bottom of my list of suspects. We spoke briefly and he didn't have much information, but was visibly uncomfortable with the whole situation and his involvement in it, so I let him go, happy to have the phone back.

We went back into the room, and I was hoping everyone would stay with the meditation and we would return to the same quiet we had left, and I was grateful when we did. Everyone was still and seemed comfortable in their seats and in the silence, There weren't many minutes left when we came back in, and whatever time was left moved quickly, as I sat perched on the desk on the side, looking at everyone in the room, again thankful for the peaceful start to the day, and the return of the cellphone.

As the track ended, I closed the meditation and before Mr. Y took over the games and assessment, I let them know the phone had been returned. I emphasized that what we assumed was supposed to be a joke wasn't at all funny, and encouraged the responsible person, or anyone who might know who that was, to come forward. I didn't really expect that anyone would, but I was hoping. At least I know something like that is unlikely to happen again.

Thursday was a busy and exciting day beyond the phone and games of the morning. In the afternoon, after the first two periods of regular classes and break, we spent time planning for our visit to the library the next day, and then to close the day, we had a little party to say goodbye and share our best wishes with Student B, who has moved to another school. We ate cake and kids shared stories and their well-wishes and it was a fun and touching end to the day, and to Student B's role in our classroom. Though his behaviours were often annoying, I will miss his presence and the colour he brought to the classroom.

Friday, February 10th

Friday finally arrived and we were off on our monthly trip to the Millennium Library. The painting of my classroom, which had begun the week before was scheduled to be finished while we were gone, and the painter was hard at work upon our arrival, which also meant my room was quite the mess. Furniture and stuff were moved everywhere and the room smelled like paint. I told my students to take their things and a chair next door to Mr. Y's room. We were going to go there anyway so I would just take attendance there.

Everyone got settled in the other room, but the chaos of the morning had a strong impact on Student A. He had chosen a seat beside his friends in the other room, his buddy and my breather, both of whom have known Student A for a very long time and are extremely patient with him. From the moment he sat down, he began poking his friends and grabbing for their things, particularly his buddy's bag. Warnings didn't deter him for long, and through attendance and announcements Student A was fidgety, poking and grabbing his friends' stuff.

As we got ready to meditate, I moved his buddy's bag out of reach and when his friend used it as a pillow, I asked Student A if that was what he wanted, providing my scarf when he indicated yes. He put his head down on it as we started the meditation, and as I moved through the prompts and the breath count he seemed to settle, but a few moments later his head was up and he was back to poking his buddy, and holding his finger in front of my breather's closed eyes, as close as he could come without actually touching him.

I moved beside him, putting his hand down and putting mine over his on the desk, as I rubbed his back and encouraged him to relax. I quietly reminded him that everything was okay, and all he had to do was rest and breath, and he did, putting his head down on the desk. I stood behind him for the rest of the meditation, looking over everyone else, who remained undisturbed as they pictured their time at the library, and what they hoped to accomplish in the day ahead, while exhaling the distractions and blocks. As I stood beside Student A, I also noted how long it had been since I had to do so and wondered if it was just the change in the morning and state of the classroom which had thrown him off. I took a few breaths as I hoped for the best for the day ahead.

The track ended and I closed the meditation, and as everyone started to get ready to go I had a conversation with Student A. I told him everything I had noticed during the meditation and asked him if he could articulate how he was feeling and what he needed to make the day successful. He managed to communicate that he was very tired and was aware he needed to make good choices and demonstrate good behaviour at the library. He reiterated his understanding as we had a similar conversation with the VP and his new EA support, whose arrival and hard work has been a miracle, as was Student A's ability to communicate and turn the day around.

It was our fifth library visit and the fifth time we started the day with a meditation visualizing a positive, productive and successful day at the library, and it was our best visit yet. The day flew by faster than ever before and many came home with the books they need for their research. It was a great end to the week.

I was told the other day that Spring Break is just six weeks away and with all the projects we have on the go, I am sure next week will be just as busy, and bring us that much closer. In the meantime, I am enjoying the weekend, and will try to cherish each day and remember to breathe.

Monday, Work Day

This is the time of year when we have a lot of work going on. We have new studies, and projects in just about every subject, and there is no time to waste. Working in class is essential to ensuring students stay on top of things and get everything done, with as little stress as possible. Or at least that is the message I tried to impart to my students first thing this morning as we began our day.

Everyone was back in school today, and while my students listened quietly while I spoke, as they almost always do, I can't say for sure they heard me. I am pretty certain the majority had different priorities, primarily getting over their fatigue, which this morning was visible in just about everyone. Once they got over the shock of the state of the room in the middle of being painted, and realized that we would continue to learn even though the painter was in the middle of the job and there were two different colours on one wall, they settled in, and there were a bunch of tired, blank faces looking up at me as we started the morning.

Within moments of turning off the lights, every head in the room was down and there was not a sound, from the beginning of the six and a half minute song until the end. I moved through the usual prompts, but it was clear I didn't have to say much today. What they needed was to rest and to breathe. And so I quieted pretty quickly, and closed my eyes and enjoyed the silence with everyone else.

As the track ended nobody moved and had I let the next track continue they would have been happy to keep resting, but I brought them back gently as we had a book to finish. Everyone seemed more refreshed as we opened our books, and just about everyone participated reading a little bit aloud. We finished the book just as break began. It was a nice start to the day and a good ending to the reading.

My switch class came for period 4 and it was a different story. They arrived after gym and I had been in the office photocopying, and since each clock in our building is its own time zone, I didn't realize how late it had gotten. When I got back to my room the clock read 5 minutes later, and everyone was waiting for me. With a short class together I was annoyed to lose the time, but there was nothing to be done, but get straight to things.

I gave an abridged version of the spiel I had given this morning, emphasizing the projects ahead, the new study in French, and the need to focus and work in class. Though this class was not as tired, I am pretty sure my words fell on mostly deaf ears, but it was on that note that we moved into the meditation.

With one period, it was a shorter, five and a half minute track, and as usual it was quiet but not silent. Once again, I didn't feel the need to talk a lot, this time to maximize the time spent in silence. At one point during the silence, Student 1 started tapping his fingers underneath the table. From where I was sitting I couldn't his hands, but it was still obvious it was coming from him. I let it go for a few seconds hoping he would stop on his own, but when he didn't, I gave him a stern look and the noise stopped. Though he tried to put an innocent look on his face, it was clear he knew he had been caught, and as I kept looking a him, he settled and didn't make any more noise. I was grateful and took a few more breaths with everyone else before the track ended and I closed the meditation.

We got to work and the class was over shortly after that. The focus carried into the work and learning in the afternoon, and just like that  another Monday was done.

Hopefully the rest of the week will go as smoothly. Hope your does too