Tag Archives: practice

Moments

Moments.

Small ones.

Life changing ones.

In one way life is simply the collection of moments. Everyday has the possibility of pain or happiness, even in a routine day there is beauty and love.  As I thought about the 18,252 days I’ve lived, there have been some life changing moments that are easily recognizable. But also, there have been small everyday moments that have proven to be foundations for me. This post has been a challenge, but here are my top five moments from the last 50 years.

Number Five

Calling my wife back, who was then just a classmate, after I hung up on her the first time. I barely got up the nerve to call her the first time to ask her out. We were in the same college class, “Discipline in the Classroom.” We debated against each other, she was smart and presented herself well everyday. I was the kid in the back with a coffee and my hat backwards, always willing to give my opinion. 

People still wonder how we make it work after 23 years, but it would have never happened if I didn’t squelch my fear and call her back after hanging up the first time. 

Number Four

Chasing my dream of being a head football coach and accepting a position that I had some reservations about. Those reservations turned out to be true. I was fired after one year. 

So many changes happened because of that choice. Some of them were tough on me and the family. There were positive outcomes, too.  That’s the complexity of moments.

I learned some hard lessons. I’ve let go of my dream of being a head football coach. I trust my gut instincts more. I learned that a strong family sticks together when things get rough.

Number Three

Holding each of my children the day they were born, except my second son who experienced a medical issue. We didn’t get to hold him for a few days.

That moment when I held a son or daughter in my arms, the world disappeared. Their little hands clenched, eyes closed, chest moving up and down, the moment they start this journey of life. The weight of knowing that I was responsible for their foundation wasn’t heavy, though. That responsibility was the meaning of fatherhood, and I still enjoy fulfilling that role in their life.

Number Two

One of the most pivotal moments in my life happened when I was 16 years old. I decided to take control of my life and essentially walk away from my family history. The moment was a decision that has been messy, filled with pain, anger, and a mix of other consequences. But I don’t regret it.

Number One

The moment happened during football practice my eighth grade year. At the time it was intense for practice, but looking in from the outside, nothing life changing. Until each day passed and moments presented themselves that reinforced the lesson coach gave me that day.

I wish I could give you my backstory up to that day in practice, but this is a blog not a book. Let’s just say I had gone through a lot of craziness already in life by the time I was in eighth grade. I was the tailback for the team, already a filling out as an athlete. On this day, I wasn’t running with much power. I was going down pretty easily at the first level (at the line of scrimmage).

Coach had had enough. He held my face mask as he ripped into me about my effort. I don’t remember everything he said, but the message was that I was too strong, too good to run like I was. I was in tears. He called a basic dive play. I was mad. We ran the play. I couldn’t see anything because I was crying so hard. Coach blew the whistle and screamed for everyone to freeze. 

Then he said,“Jamey, turn around!”

I froze on his first command. I was staring at the tennis courts and the street that ran in front of our school, trying to catch my breath. I turned around when he told me to. There was a line of players on the ground where I had run through the line.

“That’s how strong you are,” he said. And we returned to practice.

At that moment I understood his message, but didn’t know how important it was for me until I found myself needing that reminder when life was tackling me too easily. I remember that day. I remember that lesson. Even now, at the age of 50 life tries to take me down. But I know I am strong because of an everyday moment. Thanks, Coach.

Tomorrow’s post will not be so heavy. Tomorrow I’m going to share my top five songs, which is difficult in it’s own way!

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Where does the Learning go?

Photo courtesy of Centura student Angelica

What do your students do with their homework once you have handed it back?

Photo courtesy of Centura student Angelica

I battle with this issue even today, in some ways even more now that I do not have a classroom to even display some of the work my students would do.  What do my students do with their homework?  There are times that a worksheet is a great tool for a lesson, and I expect those worksheets to end up in the recycle box.  I might have used them as a note taking activity. Then using the worksheets, have a class discussion.  As a teacher I try to build assignments that intertwine or build on each other.  In the English Composition class, the students wrote two speed essays that are to be building blocks for their persuasive essay.  But are my students already condition to see their school work as disposable, and worse, unimportant?

Photo courtesy of Centura student Angelica

This morning I checked my kids’ homework, the same worksheets they have been doing all year.  My second son has a 100-math problem worksheet; he gets it right every day.  When can he do something else?  My second son also gets a ring of flash cards to study every couple of weeks.  When the unit is over, he hands that ring of cards back in.  Supposedly, never to interact with those words again (there is an app for that).

My second son has been participating in gymnastics this year.  We started him with the beginners, a 45-minute session.  He is a typical boy, knees and elbows always bruised or healing from a scrape.  He jumps, he tumbles, he would live in a jungle gym if he could.  Halfway through the first six-week session the gymnastics teachers asked us if they could move him to the next level.  He had progressed quickly through the basics.  If you have ever coached a sport, this is how it works.

Start with the basics; build on the basics to improve performance and expectations.  The basics are never forgotten; they are reinforced in different ways throughout a practice. Both the coach and the athletes also develop their expectations of performance as skills improve. Then comes game time, the reason for the basics.  The time to express the skills and expectations.  The really interesting part is that no matter if the game was a victory or loss, there will be a practice.  There will be adjustments, basics will be reinforced, and expectations set for the next game.

This morning I checked my second son’s 100-math problem worksheet.  He got it right again…

Photo courtesy of Centura student Angelica

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Motivation

mo·ti·va·tion [moh-tuh-vey-shuhn] noun

  1. the act or an instance of motivating,  or providing with a reason to act in a certain way (dictionary.com)

During a conversation with a colleague, the idea of motivation in the classroom came about.  This discussion coincides with some ideas I have been thinking about regarding how we reach our students.  So, I am going to try to express a complicated web of ideas with the center being motivation.

As a teacher I have been frustrated.  I have stood in front of my room looking out on my students’ faces talking to myself, “How do they not see how great this book, or poem, or lesson, is?”  Sometimes, as teachers, we take for granted that everyone knows how powerful learning is.  But if we look at popular culture, it will remind you that they don’t.

Idea one: The Mountain

Let’s use a metaphor for a second. If we view education as a mountain, we understand that to see the spectacular view from the top we must climb.  And that climb is hard at times.  Even an expert mountain climber (or a well educated person) needs a hand to get to the top.

Image by Pete Linforth from Pixabay

Sometimes we need to remember that our students haven’t made this climb before.  Sometimes we have to reach out to them and show them the way to the mountaintop.  The view is incredible; they just don’t know it yet.

Idea Two: Practice

What if the classroom was more like practice?  Take a second to think back to what practice was like for you. How many times did the whistle blow?  How many times did coach go off on some kind of motivational rant?  Sometimes coach got on your case, other times a “nice job” was all it took to keep you going.  You were pushed, you were challenged, sometimes you were down right dog-tired yet felt great.

What does a typical classroom look, sound, feel like?  I understand the difference in the environments, but why can’t we match the energy of practice to a classroom?  The techniques and tools are different, but not what motivates a person.  In an interview on Focus on the Family for his book, coach Joe Gibbs stated that a good coach finds what works with his athletes to motivate them, be it a challenge or a simple comment like “good job.”

Everybody needs motivation; I found it as a coach when we successfully performed on the field.  As a teacher I found it in the light-bulb moment.  We all need motivation, a helping hand.  Not because we don’t know of the importance of our jobs, but because sometimes the climb is just hard.  And we forget what the view is.

Courtesy of Flickr user rbbaird

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