City Life in a Temperate Rainforest

This blog post is intended for families in the school community to help get students prepared for the rainy season.

img_2040

I understand that in the far north, the Inuit people have many words for snow and ice.  Each word indicates an overt or sometimes subtle difference in the snow and ice.  It could reflect the conditions or qualities within the ice and snow.  As a Vancouverite, we see snow as fluffy which translates into not good for snowballs but very pretty.  There is “perfect snowball” weather which translates into good for building snow people, forts and snowballs.  Then there is wet snow which is horrific for driving in and is generally a wet, soggy mess.  There is slippy ice we can see and black ice that forms a slick surface and is hazardous on foot and in the car.  Our vocabulary around ice and snow is pretty basic.

Vancouver is an amazing place to live and is a popular tourist destination because of the oceans, the rivers, the lakes, the mountains and the green.   Basically it is amazing because of the water.  It provides an astounding range of things to do and a diversity of plants and animals in our own backyards.  It is a place that beckons us to “Get Outside”.  The reality is this amazing city exists because we live in a temperate rainforest.  The temperature remains mild throughout most of the year.  We don’t have snow and ice very often so we don’t really see the nuanced differences.  What we know is rain.  Throughout the year, it sprinkles, floats down water, drizzles, mists, showers, rains, rains cats and dogs, pours, and sleets.  I challenge you to add to the list of words and expressions to describe our plentiful precipitation.

The question that always comes up is what to do when it rains.  One option is to just stay inside.  I must admit, I love a rainy day when I can curl up with a good book and a pot of tea.  However this is just not a feasible everyday option.  Life goes on, even on a rainy day.  We have places to go and a body that requires activity to be healthy.  I believe there are three understandings to be ready for the rain.

Number 1:  Wardrobe Matters  If you are warm and dry, you are ready for anything.

The standards include:

A waterproof coat, preferably with a hood.  This allows maximum flexibility to do stuff.

Boots.  There will be puddles.

An umbrella.  I have purchased many and have left them all over the city.   I worked at Lost Property for Metro Transit when I was in university and there were hundreds of umbrellas of every size and colour left on busses.  Guess what the most common colour was abandoned in the Lost Property Department?

 Number 2:  Attitude Matters  Regardless of how miserably you complain, it will rain.

 If you choose to be miserable because it is raining, you are committing yourself to a lot of bad days.  When you frown at the world, it frowns back.  Smile and make a rainy day plan.

 Number 3:  Observe Rainy Day Life  Life in the rain is different.  Not better or worse, just different.

 Just after my daughter’s 6th birthday, we went traveling in Italy.  A torrential downpour hit one evening in Venice.  People ran for cover.  Our family was the only one strolling down the street and delighted with the break from the perpetual heat.  My daughter looked up at me and said “Oh, Mommy.  It smells like home.”

It did.  And it was glorious!

Perspective is everything.  Expect rain.  When it comes, dress appropriately and venture outdoors.  Adapt your activities to accommodate the changes.  Running on wet concrete can be a problem.  Find another option.  Going for a walk under a big umbrella is a good option.  Open your eyes and look for changes.  One of the first songs I learned in kindergarten at Queen Mary Elementary School from Mrs. Hicks was “Robin in the Rain.”  There is a reason there is a song about it.  Look how the plants and animals respond with joy to the rain.  Close your eyes and take a big breath and try to describe it.  Look up and notice how the clouds change.

Expect that almost every day will be an outdoor day.  And smile about it 🙂

Advertisements

Back to School

img_4630

It is that time of year where I am filled with conflicted emotions.  I desperately want to eke out every possible enjoyment of summer.  The lazy days of summer start to pick up the pace.  I desperately want to maximize reading of fiction, organizing, writing, socializing, exercise and random opportunities into the last days of freedom from responsibility.  The last bit of time before the days spin by and I drop into bed exhausted.  Too tired to read.  Too tired to pick up after myself.  Too tired to want to do anything other than flop down in front of reruns of Modern Family.

And yet, there is also the excitement of a new school year.  The smell of new books.  The seduction of brand-new highlighters and pens, colourful file folders and novel post-it notes.  The promise of a new year with complete organization and balance in life.  People to meet.  Conversations that make a difference.  The excitement of a new year of possibilities.

The good-bye speech from one of my teachers at my previous school, included the story of the teacher calling me to deal with four boys that were wreaking havoc in his class one afternoon.  He came to my office to find them drinking tea and talking about their feelings.  There is always a story and I do love to unearth them!  Facilitating the first steps to calm-down strategies and then moving on to problem solving makes a big difference in student perceptions of conflict and their ability to navigate it.  It’s also the essential piece required for empathy and for relationships to be repaired.  I look forward to facilitating those lessons that have the potential to make long term differences in lives and a kinder and more peaceful world.

I also love the opportunity to collaborate about learning opportunities with colleagues, students, parents, and community partners.  I have been fortunate to work with many strong administrators in my capacity as both a teacher, administrator, and as a parent.  These individuals believed in a flattened hierarchy and they believe in empowering others to assume leadership positions.  I look forward to helping teachers, parents and community partners to achieve ends that benefit them personally while also supporting the school community.

The Vancouver School district has defined a vision of creating a collaborative learning community through a lens of excellence and equity.  As a social justice advocate, equity of opportunity for all students in foundational in my educational philosophy.  As a principal in a new school, I am reflecting on what I need to learn from my new school community.  I will be investing in trying to learn about a new school culture.  I’m looking forward to the opportunity to the activities and conversations that can lead to a common understanding of our culture and define directions to consolidate and celebrate our strengths and the capacity for future growth.

Over the past year, our dynamic superintendent, Suzanne Hoffman, has used the metaphor of the iceberg to facilitate conversations between administrators about the culture in the Vancouver School Board, one of the largest and most complex of the 60 districts in the province.  It has provided a meaningful way to facilitate discussion about culture,  both the visible parts of the culture that are easily observable, but also the larger mass that exists beneath the surface and is more difficult to discern.

I spent most of my career as a teacher in Coquitlam.  When I started to work as an administrator in Vancouver a decade ago, I discovered the challenge of trying to identify and understand the less obvious aspects of culture.   I attended VSB schools from Kindergarten to Grade 12.  I lived in Vancouver until I got married and moved to the suburbs.  I believed I knew Vancouver culture.  And I did know the obvious, exposed areas of the iceberg.  But I had no insight into the less obvious aspects of the culture.

Visiting David Livingstone Elementary and initial conversations have given me some insight into the culture and vibrancy of opportunity at the school.  I look forward to the conversations with the people in the school community to help me develop a deeper understanding to guide my work.  And this part is the most enticing part of back of school.

Exploring Educational Change with Educators in Vancouver, British Columbia

Educational change is an exciting topic with he promise of many pro-active, positive changes in educational systems around the world.  I am working with secondary teachers at Royal Bridge Education Group in Coquitlam today.  We will be engaging in learning about educational change and responding to the ideas using strategies and tools to engage learners in other contexts.  I will be encouraging participants to set up a Twitter Account and respond to the ideas and the strategies and tools on a Twitterchat @CarrieFroese #edchat #edchange #bcedchat with a corresponding A(nswer)1 if a Q(uestion)1 is asked.   It would be great if interested blog readers also participated.

I will be providing front-end loading about educational change, in both global and British Columbia contexts.

Enter provide your feedback in our TwitterChat @CarrieFroese #edchange #edchat

In our discussions of educational change, I will be focusing on the following thinkers and content from a number of sources.  The following links provide some extension materials to supplement materials presented in class and to provoke deep thinking. 

BC Ministry of Education

Explore Educational Change in British Columbia: 

■BC Ministry of Education Website   https://curriculum.gov.bc.ca/

■Content Area Material K-12   https://curriculum.gov.bc.ca/curriculum/

■Existing and New Curriculum Comparison https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum-comparison-guide.pdf

I love this Search Tool – Big Ideas / Content/ Curricular Competencies / Subjects / Integration  Take some time to explore the possibilities

https://curriculum.gov.bc.ca/curriculum/search

Carol Dweck – Mindset

Michael Fullan

Judy Halbert and Linda Kaser / NOIIE_BC

Spiral of Learning by Judy Halbert and Linda Kaser

Judy and Linda speaking from Barcelona.  A great overview and discussion in 20-30 minutes.

http://www.debats.cat/en/debates/spiral-inquiry-tool-educational-transformation

Laura Tait 

First Nations Principles of Learning

Inquire2Empower  The Indigenous Voice carriefroese.wordpress.com

 

John Hattie and Helen Timperley

Making learning visible with John Hattie – Know Thy Impact

The Research of John Hattie

In 2009 Professor John Hattie published Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. This groundbreaking book synthesized the findings from 800 meta-analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.

Since then, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest dataset synthesizes more than 1,600 meta-analyses of more than 95,000 studies involving more than 300 million students. This is the world’s largest evidence base into what works best in schools to improve learning.

Download the full 250+ Influences Chart here.

https://www.visiblelearningplus.com/content/research-john-hattie

Feedback: The communication of praise, criticism, and advice with an article about ‘Feedback in schools’.

The Power of Feedback – A PowToon explaining the ideas of John Hattie and Helen Timperley with respect to providing feedback to learners.

 

David Istance /The OECD – The 7 Principles of Learning

OECD – Centre for Educational Research and Innovation – The Nature of Learning (2010) – Using Research to Inspire Practice, Edited by Hanna Dumont, David Istance and Francisco Benavides / Practitioner’s Guide (2012)

http://www.oecd.org/education/ceri/50300814.pdf

7+3 Chart

http://www.educationalleaders.govt.nz/content/download/80599/660652/file/Seven%20le

Sherri Stephens-Carter – The Five Whys

A variety of strategies, processes and tools will be used to prompt learner engagement with the materials and support collaborative practices in class.  They may include the following.  We will be discussing the possible teaching applications for these strategies, tools, and processes.   All ideas are welcomed @CarrieFroese #edchat #edchange

#Blogging

#Carousel

Checklist for #VisibleLearning Inside

#GalleryWalk

#InfinityLearningMap  Infinity Learning Maps  are a practical in-road into the science of learning-how-to-learn. The approach provides a tool for teachers to support students to draw a picture of how they see the interactions surrounding their learning.  http://infinitylearn.org/infinity-maps-2/

#Jigsaw

#Kahoot

#KWL – Know Wonder Learn – Donna Ogle – 1986

#PetchaKutcha

#Sli.do

#SpiralsofInquiry

#TenMinuteWrite

#TheFiveWhys – Japanese tool

#ThinkPairShare – a collaborative teaching strategy developed by Frank Lyman of the University of Maryland in 1981

#ThreeStepProcessforChange #Fullan

#Twitter

#TwitterChat

Who’s Invited?

img_6984

My mantra as an Elementary School Principal in British Columbia, Canada is “Everyone’s Invited to the Party”.  We register the students who live in the defined school catchment or there is space in the school to allow for a cross boundary permit.  There is no requisite testing or evaluation of “fit” in the school community.  As a student of history, I ascribe firmly to the notion that the state of democracy in a country can be judged by the state of the public-school system.  In British Columbia, we are in good shape.  Our curriculum is progressive and focused on student learning.  We do well on international testing of student achievement and have been acknowledged for the strength of the system.  That doesn’t mean that there is no room for improvement, particularly when it comes to students who enter the public system with social and/or learning differences.

Both my maternal and paternal grandmothers were matriarchs who held their families together.  They both experienced a considerable amount of adversity in their lives and it made them resilient and appreciative of family bonds.  They actively stayed in touch with each of their four children, their grandchildren and great-grandchildren.  They shared family news and ritual gatherings helped all of us step past petty grievances and hurt feelings with laughter and shared memories.   Newcomers to the family were welcomed with open arms and celebrated.  My grand-mothers thought less of themselves and more of the family members they sought to embrace.  They provided the ultimate example of inclusion.

With the deaths of my grandmothers, the bonds loosened and the context of family changed.  This change seems to be reflected in society generally.  A huge focus on the individual and their losses, happiness, divorces, and boundaries has weakened the concept of family.  Bullying by exclusion takes root in this context. The concept of family and the requirements to maintain inclusion in the life and fabric of family changes to one of judgment, preference or arbitrary measures in all too many cases.

There is no doubt that setting boundaries in cases of abuse are required for the safety of individuals involved.  However, all relationships are hard because people are not perfect, have expectations, and they keep changing.  We can learn about the importance of investing in these relationships from our grandmothers.  Blood connections are not required.  An investment in time, effort and empathy is required.  We are included in the family because we fit into the web or relationships through blood or affiliation.  Our shared experiences are instrumental in defining who we are.  Strong families create spaces for all members to be loved and celebrated.  There is also scaffolding to navigate through difficult situations so that the family is able to remain intact.  The longevity of the relationship brings depth because of the shared experiences.

In his book my grandmother asked me to tell you she’s sorry (2015), Fredrik Backman does a masterful job of illustrating the insecurity of 7- almost 8- year old Elsa in finding her place in her two new families, after the divorce of her parents.  Her father’s wife has two of her own children and her concern is that she upsets the family dynamic, as she has read on the internet, so they don’t want her around.  Her mother and her step-father are going to have a new baby and her concern is that they will love the new baby more because he belongs to both of them.  Fortunately, in this case, both parents and their partners are very focused on the child’s needs and respecting the other parent. They fully invest in including Elsa in both of the families she belongs too.  In this situation, everyone wins.

On Twitter this week, @MrsHankinsClass was sharing how her students said “Welcome to the family” when the new student said “Hi”.  This is a concept of family in the very best of ways.  Day One that new student knew he was welcome and he was in a safe place therefore in a position to start learning.  There is an expectation that differences will exist, problems will be encountered and there will be a will a respectful problem-solving process.  This is what inclusion is supposed to look like.  You walk into a classroom where it is just fine to be yourself.  Perfection is neither expected nor required.  In the midst of challenges and poor choices, the expectation is that you calm down, then problem solve and then repair relationships.  Tomorrow is always another opportunity to be your best self.  Growth is the valued currency. 

I’m excited about the beginning of a new school year and it isn’t restricted to the new post it note colours and shapes and the smell of new notebooks.  I’m in a new school and there is another opportunity to work with a new staff to welcome our students to a school where they want to come each day.  Fredrik Backman defines the most important human right as the right to be different.  Yes, everyone is invited to the party!

 

 

 

 

 

 

 

 

 

 

 

 

Wild About Vancouver and More…

I am on the Steering Committee of a group called Wild About Vancouver, brainchild of our fearless leader, Dr. Hart Banack, UBC.  This is a particularly good opportunity because I get together with people who experience the concept of #GetOutdoors on so many different levels.  Our conversation started with a goal of organizing an outdoor festival to get people of all ages out as participants and stewards of our amazing city, Vancouver, British Columbia.  Yes, Canada for those of you familiar with another Vancouver, south of our border.   Vancouver in itself provides many opportunities for outdoor activity and is widely known for the active lifestyle of it’s residents.  The outdoors provides many possibilities to enhance mental health, physical well-being, environment awareness and action, as well as curricular instruction.

img_8714

I am writing this blog on the deck of my father’s cabin in the Eastern Sierras at the doorstep of Yosemite.  Just like my first visit at 9 years old and ever after, I am awake before anyone else.  This was one of my favorite places to be when I was a little girl on visits with my older sister down south to see my father, step-mother, and later younger siblings.  I could get up and out.  No burglar alarm to be dis-armed.  There were discoveries to be made and other early risers in the world.  And I had energy to expend.  Lots and lots of energy.  Cabin life allowed for that to be a natural part of life.  We hiked beyond the waterfall.  Rowed.  Played “Kick the Can” endlessly with the other cabin kids.  Tried to steer the motor boat clear of the dangers of pipes hidden in reeds, sand bars and trees in the lake and on the “jungle cruise” aka stream.  Fishing was a challenge for me unless we were casting and then reeling those rainbow trout in.  I was a high activity kid.  As an educator and a Mom, I had a personally tested strategy of using the outdoors as a way to increase focus in the classroom and to get kids to sleep at night.

I carried the habit of running, biking, hiking, and physically challenging myself into adulthood.  I learned as an adult that no one actually cared how you did at something.  Sometimes just trying was a victory.  I did my first Terry Fox 10 km Run for Cancer Research at the urging of my husband.  I believed passionately in the cause.  I watched Terry run on the nightly news and my Mom had already suffered her first bout of breast cancer.  I hit the 9 km mark and thought I was going to have to stop when a volunteer on the sideline yelled “good form”.  That carried me to the finish line with renewed energy, through many Sun Runs, My First and only Triathlon at Cultus Lake, and getting back to running after pregnancies and injuries.  Experiences skiing during my high school years, made learning to snowboard achievable.  Familiarity on my bike made the bike trip through the Prince Edward Island a glorious adventure.   A willingness to try some new physical challenge frequently ended with an increased sense of pride.  When that didn’t happen, it resulted in a good story, frequently filled with laughter.

When I graduated from the University of British Columbia, it was the 80’s and very difficult to get a teaching job in Vancouver.  I did another year at UBC to get a diploma in English Education while continuing to worked in a daycare / out of school care centre.  My quest “to teach” was infused with my supervision responsibilities.  I got my Class 4 driver’s license and we took those pre-schoolers all over the lower mainland of Vancouver to explore.  School aged kids were welcomed to Sparetime Fun Centre after school and organized into clubs.  We went outside to collect materials for arts and crafts.  We ran. We danced.  We played.  We learned.  By the time I got a full-time job at 22, learning through play indoors and outdoors was a well-established part of my understanding of how you establish rapport and create bridges between experience and curriculum.

image

I did my mandatory “out of town” practicum in Abbotsford, British Columbia, because I could stay for free with my paternal grand-parents.  When I had my son, I wanted to be closer to home  and started working in Coquitlam, where we had purchased our first home.  When our youngest daughter went off to Queen’s University, my husband and I promptly moved back to Vancouver where I grew up and both of us lived, prior to kids.   The place I was teaching, determined how I went about teaching the curriculum.  In Abbotsford, background experience of students included experiences with gardens, cows, berry picking, farms and the ever-present smell of manure from spring to fall.  In Coquitlam, salmon spawning in streams, raccoons in garbage, bear awareness when hiking or running in the park, and deer wandering on roads was common place.  In Vancouver, walking and biking as a preferred mode of transportation, many local mountains for skiing and snowboarding, beaches, seagulls, crows and ethnic cuisine permeates life.  This awareness of place has increasingly become part of education as we have reflected on how we incorporate understandings that are implicit in the Indigenous cultures that were present long before Canada emerged as a country.

img_9649

The location of the school in British Columbia impacts how many Indigenous students attend.  This sometimes provides a block for staffs trying to authentically incorporate Indigenous teachings into the curriculum.  However, the sense of place provides an entry point for all students to gain insight into Indigenous ways of knowing.  Examining how the place we live impacts our experiences, lends itself to going outdoors and considering our present and historical context.  Many things in life cannot be anticipated or guaranteed with confidence.  If you live in Vancouver, I can guarantee that it will rain and I can even tell you what that smells like.  As a 6-year-old in Venice, my daughter looked up at me and smiled and said “It smells like home, Mummy”, when it started to rain.  These understandings over time are the things we can learn from the stories from our local Indigenous people. Medicine Wheel teachings that have been incorporated into many Indigenous cultures have much to teach about how we make decisions, resolve conflict and achieve mental health.

My mother was in the hospital awaiting a procedure when I was called into the room to calm her down.

My response, “Breathe, Mum…No.  Not like that.  Into your abdomen…  You know…Yoga, breathing.  No.  Not like that.”

My mother’s exasperated response:  “You mean I’ve been breathing wrong my whole life?”

The poor nurses came running when we both burst out in uncontrollable laughter with tears running down our faces.  They thought they had lost us both.  However, there is a reason that the Japanese have taken the world by storm with “Shrin-yoko” or “forest bathing” since the 1980’s, yoga practices have become common place for people of all religions, and Indigenous teachings to improve physical and mental health are being considered.  They teach contemplative practices and breathing that is very much centred on experience in nature.  As a special education teacher and school principal, much of my work has been teaching students how to self-calm BEFORE problem solving.  The first step is always to slow down breathing and learn what strategies work for you.  My first go to strategy is physical activity but all of my students can tell you that a pot of Earl Grey tea works wonders for me.  The trick is to have more than one strategy that works for you.

img_9942

We have many amazing educators on the Wild About Vancouver Steering Committee.  Although I have many years of experience in education from kindergarten to the university level, as a classroom teacher, administrator and university instructor, I am constantly learning from our committee members who come with varied experiences and approaches to how they get children to pay attention to the nature around them.  Although I can’t prioritize what is most important about experiences outdoors, I strongly believe it is our success in getting children to pay attention that has the most significant impact on teaching curriculum.  When we closely consider something, we come up with the best questions.  The best questions result in the deepest learning and meaningful discovery.  Engaging with nature is a catalyst for curiosity and the learning that comes with it.

96701b6a-ef30-47b0-886c-a0057d445376-1

 

Wild About Vancouver Committee members have all come together because we love Vancouver and want to fully engage people of all ages outdoors in all our city that has so much to offer.  What we believe is most important varies with who you are talking to on the Steering Committee or what participant.  Our ideas and suggestions are very contextual in that we are sharing what we know as Vancouverites.  We have a one week long Wild About Vancouver Festival every year with a grand WAV event in the city.  However, the learning and the application of this learning is relevant in any context.  I have learned so much from participating in twitter chats and blogs originating in England and Germany.  I have also taken from Reggio Emilia early education teachings with roots in Italy by doing lots of reading and visiting the Opal School in Portland, Oregon.  And I’m pondering Wild About Vancouver at my Silver Lake playground in the East Sierras on the California – Nevada border.  This model of celebration of outdoor activity takes place in many cities.  The Wild About Vancouver model takes it one step further by incorporating a celebration of the outdoors with a striving to deepen the learning we take from nature in all aspects of our lives.

Please include us in your you tweets about Outdoor learning @WildAboutVan and tag us with #getoutdoors and #outdoorlearning in all social media posts.  For you Vancouverites, we are always looking for participants and Steering Committee members if you are so inclined.  Check us out at https://www.wildaboutvancouver.com/

Enjoy the day and #getoutdoors

Another School Playground – DONE!

 

I arrived at one Vancouver school as administrator and was surprised that there was only one large climbing web for all of the students.  The old wooden playground had already deteriorated and been removed long ago.   The provincial government allowed applications from casino funds to be directed towards building school playgrounds.  The Parent Advisory Committee was on the hook to do fundraising to raise most of the funds.  It was a difficult neighbourhood to fundraise.  Caring was plentiful.  Cash was not.  The PAC president, Sirtaj Ali, led the charge.  Wednesday pizza day, casino funds and donations over the course of 7 years went towards two phases of the playground installation.  Save-On Foods took on the community build of the second phase as a team building activity for staff.  They arrived with huge numbers, a wealth of enthusiasm, bagged lunches for all of us and for the most part were finished in one day.

The kids, staff, VSB Grounds department and particularly the PAC were heavily involved in this project.  We met.  We strategized.  We involved the staff and students in making recommendations, voting on the mock up from the Playground company they preferred and even the colours.  And we celebrated when it was finally done.  The fitness circuit built into it was a favourite with students, teachers and community members.

I was transferred to a new school site.  As the daughter of a neurosurgeon, I grew up to be wary of safety infractions.  As a very conscientious principal at a new school, I was on high alert for things that needed to be taken care of.  My background knowledge with playgrounds helped me quickly identify, the playground needed some care.  Some pieces just didn’t work.  Regularly there was something else that was broken or falling apart.  The process in the Vancouver School Board is to submit a SCHOOL DUDE for required work.  This would send create the work order that would be submitted to the appropriate department without remaining on hold on the telephone.  Great system.  The people in the VSB Grounds Department are great.  My Operating Engineer, Lin Low, and I would discuss the problems, tape off the NO PLAY zone and I would the submit the School Dude.  Geoff Pearmain and the VSB Grounds crew did everything they could to try to repair the existing structure.

The playground was only ten years old but the PAC of the day had decided to go with a friend that built playgrounds.  Shortly after the company was out of business, parts were unavailable and issues began to emerge.  For this reason, the VSB now requires that four suppliers are approved with strong track records for quality and enduring reputation.  The final straw  for the playground came in May of my first year at the school when a chunk of rotting wood fell out of swing bridge, compromising the integrity of the entire bridge and access to the other structures.  It also triggered a full safety inspection that concluded that the entire structure would need to be condemned.

This was not a surprise to me but an anticipated eventuality.  My sister lives in Texas.  One of their good friends sued her and her husband when their son hurt his leg on the slide in their backyard at a birthday party.  I well understand the safety risk for students and the litigiousness of our North American context.  If it wasn’t safe, I wanted it down.  Students were quite pragmatic about the need to get a new playground and readily shifted their attention to what they would like to see in a new playground.  One of the PAC parents went into high gear looking for funding options.

The provincial landscape had also shifted around funding school playgrounds.   The Provincial Government allocated three years of funding to alleviate Parent Advisory Committees from the responsibility of replacing playgrounds and making them more accessible.  This year, the BC government provided funding for 50 new or accessibility upgrades to playgrounds in 34 BC school districts.  The Vancouver School Board was allowed to submit three applications to build playgrounds or make school playgrounds more accessible.  Our school was a natural choice being the only school without a playground.  We were allocated $105,000 and two other sites received funding to make them more accessible.

One of our PAC members, Leah Chapman, worked with me to provide the information required to complete, submit and successfully access a Federal accessibility grant of $14,383.00.  Mona Hassaneen and Ossama Abdel-Hamid were able to access a Benevity Community Impact grant of $1,307.33.   Their employer, Apple Inc., was willing to match their employee donations to an approved recipients as part of this program.  I learned that the VSB has been approved as an acceptable charity and several employers have participated in these grants.  The Hamber Foundation provided a donation for $1000.00 towards the cost of the accessible swing.  Several of the members in our school community also made donations to ensure the playground build included all of the desired elements.  Jen McCutcheon (PAC) and Andrea McEwen (teacher) worked with SwingTime and engaged with the school community to design a playground that would be fun, accessible and designed with our location in the Pacific Spirit Park in mind.

The year without a playground was not as painful as some people feared.  This was partially due to the responsiveness of my Director of Instruction, Aaron Davis, to my request for funding for Community School Team staff at the school twice a week during lunch time.  The CST staff came into the school and worked with my student leaders.  They provided support to these students to develop their capacity to direct younger students to play possibilities and problem solve when conflicts arose.  The CST staff also taught large group games and provided scaffolding for student leaders twice a week on the playground.  They supported children in using the Buddy Bench and provided materials to engage students, including bubbles, chalk and skipping ropes.

The first year I arrived, I had prohibited parking on the Primary soccer field, and had the field reseeded during the summer.  When this field was finally re-opened in fall 2018, the Kindergarten to Grade 3 students were delighted.  Initially they would roll in the grass as well as play soccer on it.  They loved having their own luscious, green, designated space.  I worked out a deal with University Endowment Lands manager, Jonn Braman, to deal with our parking issues during school events and parents eventually got used to the parking prohibition on the field.  Intermediate students had the two upper fields to spread out on.  Soccer was a regular activity.  Baseball, kickball, and other large group games were also very popular.

fullsizeoutput_66c

It was necessary to create a variety of spaces and activities for students to engage in over the course of the year.  Three things were particularly successful.  One area outside of the lunchroom and library was named The Reading-Writing Garden.  A group of kids met with me to make mobiles to hang from the tree, hang bird feeders, reorganize flower pots, do some replanting and bring books to sit on the rocks or benches and read or write in journals.  This same area was the meeting space for The Bird Buddies.  I posted a poster in the library facing outside, with local birds that we could identify.  When my Nanny Keenan’s opera glasses and my binoculars were in sufficiently high demand, I purchased a set of good quality binoculars.  I taught binocular use and care.  Once trained the students were allowed to take the binoculars beyond The Reading-Writing Garden and see if they could sight birds flying around us in the Pacific Spirit Park.  Eventually I also got rain-proof books from Mountain Equipment Co-op so they could tally the birds they saw.

image

Special thanks to my Wild About Vancouver buddy, Megan Zeni @Roomtoplay, I set up a Mud Kitchen.  I am a big fan of twitter for ideas @CarrieFroese.  I had lots of ideas from both Megan, and twitterchats starting in England and Germany.  I happened to share my wild and wonderful plans with Megan at one of our Wild About Vancouver @WildAboutVan planning meetings. Megan’s response:

“Or you could clean out your cupboards and throw the stuff in an old laundry basket and put it out for kids to play with.”

When the portable had been removed from our site during my first year at the school, the staff had made the decision to install an outdoor learning area.  We had more garden boxes built installed and a big circle of twelve stones.  It provided seating for a class of 30 during outdoor learning, lent itself to circle games, teaching Indigenous ways of knowing, and the teaching of directions and time.  Incidently it was also a perfect place for The University Hill Elementary School Mud Kitchen.  The rocks are perfect counter tops and appliances for concoctions of all sorts.  The very favorite items in the Mud Kitchen were the measuring cups, sifters for the sand, spoons and to go coffee cups that have long ago lost their lids.  I could be guaranteed a non-fat low foam latte if I ventured to the Mud Kitchen at recess.  As items went walking, new donations came in.  Wendy Yip, UBC president, Santa Ono’s wife, came for a visit in Spring.  Afterwards we received not only a thank-you card, but also some donations for the Mud Kitchen.  Thanks, Wendy!

In the Vancouver School Board, teachers do not do supervision duty at recess and lunch.  I was fortunate to work with three very experienced playground supervisors.  We met regularly to come up with pre-emptive solutions to emerging issues.  When I was re-assigned to another school this Spring, the prevalent feeling was that we had developed a definite sense of team.  I will certainly miss these ladies and the Education Assistants who were also regularly out on the playground supporting students at recess and lunch.  I’m glad we were part of this journey together.  Although we are delighted to have a playground, I’m sure that many of the other elements introduced will endure and add depth to the outdoor learning of the students.  Hopefully this post will help for those of you asking for some direction when a new playground needs to be built.

 

Eating Marigolds

When I was eight years old, I got my first dog.  My sister had gone down to California to live with my father and I was very lost and all alone.  A family friend convinced my mother that the answer was a puppy.  Scamper was a little, black, curly haired cock-a-poo.  She was an amazing playmate and helped me rediscover joy in my life. 

Joy came to Scamper particularly easily.  One of her greatest joys was in late spring when my mother planted rows of yellow marigold flowers and bright red salvias.  Scamper would promptly get to work biting off the marigold flowers.  She was not a particularly well trained little dog.  She would throw the flowers in the air.  Catch them.  Run in circles with them in her mouth. Roll in them.  And finally she would eat them.  We were left with long rows of green marigold plants with no flowers.  My mother did not find any joy in this.  My dog could not contain her joy.  We all find our moments of joy in different ways.

The big joys come from the relationships that develop with the people who are there for us over the long haul.  The people that let us know that we matter and that we are special.  We don’t even need to see these people frequently.  These are the kindred spirits that help to sustain us through the hard times and celebrate the good times.  Then there are the people who we cross paths with and we develop relationships that are situational.  They are fun and filled with laughter and open us to other ways of being and doing.  Often as the context shifts , the relationships fade into the background.  They are fun while then last.

As the complexity of life and the demands of work and home increase, joy can get lost.  People are not always kind and do not always give you the benefit of the doubt or struggle to find joy themselves.  Demands can feel insurmountable in a 24 hour period. 

For me, the answer is to go on a deliberate quest to find joy on a daily basis.  The beautiful thing  about working in a school is that it is filled with kids.  Joy is always close at hand.  Stories.  Smiles.  Questions. Explanations. Pondering. Witnessing joy in accomplishments.

I ran into a colleague not too long ago.  She said “Yeah, I was thinking about your joy thing.  I tried it.  I like it.  It actually works.”  I love being known for my “joy thing”.  I am looking forward to summer joy.  In summer, I don’t have to go looking for joy.  It finds me.  Beaches. Books.  Lakes.  Laughter. Friends.  Family.  Biking.  Golf.  I’ve even discovered that marigolds are actually edible and will definitely order a salad with marigold flowers in it.  Who knew, Scamper was on to something! The things you can learn from your dog!  Joy in eating marigolds.

The Indigenous Voice

I grew up living, learning and playing in Vancouver, British Columbia, on the ancestral and unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations.  I saw Indigenous people but I did not hear their voices.  In school we learned about a culture that was part of our past.  Not our present. Definitely not our future.  Yesterday on National Indigenous Peoples Day, the first day of summer on June 21, 2019, that had changed.  And to quote an expert on joy, Chief Dan George, ”And my heart soars”.

Raising of Indigenous poles at the VSB – proud moment in our quest for human rights in Canada

In the Summer 2019 edition of the Montecristo magazine, Robert Davidson talks about when he erected a totem in Masset in 1969.  It was the first one that had been raised since the 1880’s.  “…it opened the door for the elders to pass the incredible knowledge that was muted…Before the totem pole was raised we had no idea of their knowledge.  I had no idea that art was so important.”  I think Vancouver educators are hopeful that the poles raised at the VSB this week to advance reconciliation with Indigenous people and celebrated on National Indigenous Peoples Day with 1000 plus people to bear witness to the event, will be part of many positive and productive learning conversations.  I am deeply grateful that Akemi Eddy took her Grade 1 students to see the carvers in process and brought back wood shavings. Angie Goetz was able to support students in transforming the shavings into their own beautiful art.  Akemi also took three of our students with Indigenous heritage down to the VSB ceremony with our ever-supportive PAC parent, Kathleen Leung- Delorme.  These students were able to bear witness to the smudge at the beginning of the day in the presence of Judy Wilson-Raybould and Joyce Perrault.

I was fortunate to meet Joyce Perrault when I was the vice-principal at Norma Rose Point K-8 school in Vancouver.  It was one of the many schools that she was working as an Indigenous Education Enhancement Worker.  Not only was she able to establish a strong rapport with students in the relatively short weekly assignment at the school, but she was a sweet and gentle soul with a plethora of ideas to empower Indigenous students in finding their own voices, and to support non-Indigenous students in applying Indigenous teachings to explore their own pathways.  The hallway displays were inspired, interactive and collaborative ventures created with the Indigenous students she was working with.  She had put together a flipbook of the Medicine Wheel Teachings from her Anishinaabe/ Ojibwe heritage that she had implemented with students over the years.  She was looking for a publisher.  I had no doubt it would be published.  She thought the publisher would use her text and drawings.  I thought that the publisher would use the text and assign an artist to market it as a hardcopy version that could be used in libraries and on coffee tables, as well as a soft cover for use by individual kids.

The publisher smart enough to pick up the book was Peppermint Toast Publishing.  It is a small publisher in New Westminster that publishes one book per year.  They made a wise choice.  Joyce Perrault’s first book, All Creation Represented:  A Child’s Guide to the Medicine Wheel, was published in 2017 with Terra Mar’s amazing illustrations.  The Vancouver School Board alone has purchased 250 copies.  Her second publication is in process to support educators in teaching Indigenous ways of knowing through Medicine Wheel teachings.

This year, as principal of University Hill Elementary School, I did not have the number of Indigenous students, to warrant the assignment of an Indigenous Education Enhancement worker. However in Vancouver, it is mandatory for all public schools to have an Indigenous goal to support the quest to decolonize education. At University Hill Elementary, our Indigenous goal is: To increase knowledge, acceptance, empathy, awareness and appreciation of Indigenous histories, traditions, cultures and contributions among all students in an authentic way.

img_9814
Learning to Powwow dance with Shyama Priya

Our teachers took on this goal with enthusiasm.  When I arrived at the school, Melody Ludski, had already taken the lead in having a spindal whorl commissioned by Musqueam carver, Richard Campbell.  He came to unveil his amazing carving with his daughter shortly after the Truth and Reconciliation walk in 2017.  I was talking about how impressed I had been with the fluency of the young woman speaking Musqueam on the stage at the end of the Truth and Reconciliation Walk, only to discover that she was Richard Campbell’s daughter.  And she was standing in front of me.  Bonus! We had amazing teaching that day and our students were able to hear the welcome in the Musqueam language from Richard’s daughter, Vanessa Campbell .  Richard Campbell also shared the process of his carving, from the inspiration in the selection of wood to the finished product.  He also shared that he was a survivor of the residential school system.  Students, educators and parents in the audience witnessed first-hand the pain of the experience and the incredible support in the father-daughter relationship.

Many of our teachers have been engaged in personal, professional development around Indigenous teachings via VSB supported inquiry studies, school based professional development, book clubs and university coursework.  Our students have been the winners.  Delta authored materials published by Strong Nation Publishing have been implemented by primary teachers to teach core competencies. Ideas have been implemented from Jennifer Katz book, Ensouling Our Schools – A Universally designed framework for mental health, well-being, and reconciliation.

Staff got together to plan an outdoor learning space once the portables were removed from our site.  A large circle of twelve large rocks that were big enough to seat 30 students were installed to facilitate outdoor learning.  Some teachers wanted twelve rocks to teach time.  Many agreed one needed to be placed to indicate true north and all of the compass directions.  Some of us were excited with the possibilities for use as a talking / listening circle, as practiced in many of our classrooms, as well as integration of other Indigenous teachings.  The Musqueam have gifted the VSB with the word, Nə́ caʔmat ct, which means “We Are One”, as part of our move towards reconciliation.  I personally love thinking about it that way and calling it that as a way of honouring that our school is on Musqueam ancestral lands and demonstrating our openness to learning.

The intermediate curriculum benfited with the success of The Human Rights Internet Grant (www.hri.ca) for $1900.00 to implement new curriculum with Grade 4/5 students with a human rights lens on our Indigenous people.  Students learned about the United Nations Declaration of Rights and Freedoms which was adopted by Canada in 1959 and the implications of these rights for our Indigenous people.   It allowed us to show honour and respect by inviting Indigenous speakers to share Indigenous teachings with our students.  Intermediate students had inspirational drumming and storytelling sessions with Alec Dan and teachings about indigenous plants by Martin Sparrow in the Pacific Spirit Park.  This Human Rights Internet Grant also enabled UHill Elementary students to share their outdoor learning with students from Norma Rose Point during the Wild About Vancouver Celebration in April.  It also allowed us to invite Indigenous speakers to share their teachings with the entire school including: Debra Sparrow to talk about the replica of one of the MOA (Museum of Anthropology) weavings by her and her sister Robyn Sparrow that we recently purchased and display in our foyer; Shyama Priya to share her Powwow dancing, including participatory opportunities for our students; Martin Sparrow doing the Indigenous Acknowledgement and sharing his teachings at the 2nd Annual University Hill Elementary Multi-cultural Fair; Martin Sparrow sharing bannock and salmon pate at our Earth Day BBQ.  Joyce Perrault was also willing and able to request some of her teaching time allotment to come and share her book with our Grade 3 students and her process of writing it with our aspiring UHill Elementary authors.

Joyce Perrault in conversation with Vincente Regis about Indigenous teachings.

Vincente Regis, a new PAC member, came forward with an idea for a school community Arts Festival at a PAC Meeting this Spring.  He spoke passionately about the Arts Festivals he had implemented in Brazil as an educator.  With enthusiastic support from PAC, we  started meeting shortly after the PAC meeting to begin the planning for the first UHill Elementary Arts Festival.  He very much wanted it to unfold before the end of the school year while momentum was high.  When we decided on the date when we weren’t building the playground, and when I could access staging and tables for the event, Vincente immediately understood the significance of the Arts Festival taking place on Indigenous Peoples Day and the opportunity to honour the Indigenous voice and the contribution to Indigenous people in all aspects of the arts.  He promptly began planning to incorporate an Indigenous song from Brazil with our students.  I went to work to find an Indigenous artist willing and available to open with the Indigenous acknowledgement and put a spotlight on the Indigenous contribution in the arts.

The British Columbia Literacy Council of the International Literacy Association (BCLCILA) is currently going through a period of revitalization and relocation to Vancouver, British Columbia.  Due to the BCLCILA  / International Literacy Association membership of two UHill Elementary staff members and the support of BCLCILA, we were able to invite Joyce Perrault to not only facilitate an after-school session with educators in May, but also participate in the school community event on Indigenous Peoples Day, June 21, 2019 from 3:30 – 6:30 pm.  She graciously accepted even though her morning started with her participation in the VSB ceremony to honour the raising of the 13-metre pole carved by James Harry of the Squamish Nation, and his father Xwalack-tun, a master carver with 50 years’ experience, as well as the male and female welcome poles by Musqueam carvers, William Dan and his family and his siblings Chrystal and Chris Sparrow.  Big day!

Laura Tait, respected Indigenous educator, and current Assistant Superintendent at Nanaimo Ladysmith Public Schools (SD 68) has been cited to have said “If you want to know about Indigenous culture, make an Indigenous friend.”  That has been the basis of trying to provide opportunities for developing community with our Indigenous neighbours.  I have now participated with Joyce as she has engaged in learning conversations with students, educators, and parents.  Her pride in her Ojibwe / Metis heritage has remained constant.  Her voice has grown along with the number of people wanting to hear her story …”And my heart soars.” And more importantly, so does hers.  Our path to reconciliation needs to include more of these spaces for the development of Indigenous voice and friendships.

Tolerable Risk in Learning Revisited

IMG_7579 2

A good chunk of my adventures these days seems to have taken the form of following my daughter around on her adventures.  Work away in Barcelona.  Teaching in Viet Nam.  Most recently Taipei at Spring break.  By the time I arrive to visit her, our daughter, Larkyn, has scoped out the place and is able to plan a trip that encompasses the “must visit” spots. This of course included Taitung, on the south end of the island and Toroko Gorge.

I was amazed at how different Taiwan was from Mainland China.  Excessively polite people stop in the street to see if you need help with directions, line up to get on and off rapid transit and would not consider pushing.  Wilderness continues to abound.  Wild monkeys chattered as we walked to the beach.  The beaches were pristine and inviting, although swimming was often prohibited unless you were surfing.  Apparently too many people have died stepping into the shallows to take a selfie.  Coming from BC we promptly ignored this rule.  We sought out coral to check out the little fish, only to discover that the most venomous snake on the island, the water krait, also hangs out there.

Swimming back to the shore, what felt like a long reed, brushed against my leg.  No reeds in the shallows of the ocean.  Something that looked like a stick poked out of the water.  This particular beach had a lifeguard who insisted it was a stick.  This was vigorously agreed upon by my daughter’s boyfriend who had tired of all of the snake warning photos I had been sending every time they mentioned hiking.  At one point, my husband and I watched “the stick” bend it’s head to have a good 180 degree look.

By the time we reached the Toroko Gorge, I was not just worried about snakes but paralysed with fear at the thought of them.  My husband was determined that they would not prevent our hike into the gorge.  By this time, I was happy to enjoy the amenities of the luxurious Silks Place Hotel with the three different hot spring pools of varying temperatures and drinks on the rooftop pool deck.  The gorge surrounded us and I had no desire to leave.  But I was worried about letting my insistent husband go hiking alone, so off we went on our happy hike with me already ticked off.

The hike begins with a trek through a long, dark, damp tunnel.  A perfect place for a snake to be lying in wait.  On the other side of the tunnel, the sign.  Apparently wasps, and falling rock were added to the list of hazards.  And more dark, damp tunnels.  For the first time in my life, the fear overtook the wonder and the joy.  I spent the entire hike not awed by the beauty of nature, but consumed with the fear.  And angry to be in that situation.

I have been a risk taker for as long as I can remember.  You do something hard and then revel in the success.  Or you learn that flipping forward from the swing set is a bad idea and end up with a broken foot.  Or you dislocate an arm from rolling too fast down too big a hill.  Or need ten stitches because there just wasn’t enough land between the fence and broken bottle in the ditch.  These were absorbed as learning not a reasons to stop taking risks.  There was no anger than soured the experience.

For my older sister, it was different.  When she was 7 or 8 years old, she was doing the circuit with the other kids in the neighbourhood.  At one point, she fell off her bike, squished her finger and concussed herself.  She was done with the neighbourhood circuit.  She was mad at her stupid bike.  It wasn’t learning but a lesson.  She would not grow up to embrace risk but to be leery of it.  This was very much reinforced by our mother, father and step-mother who had adopted the stance that only calculated risks with a guarantee of success were acceptable.  Risk that might end in failure were for stupid people.

Risk taking has become a big part of the conversation about learning in education.  There is now general acceptance that if students do not take risks in their learning, then maximum learning does not occur.  There is now an expectation for students to risk failure in the pursuit of the learning process.  However in this equation, I’m not certain that we factor in student orientation to risk.  If the risk presented is too big, it threatens to overwhelm our more cautious and risk-adverse students.  These are the students who can’t get started.  The concept of risking failure is far from their understanding or comfort zone.  For other students, it is the grand leap that provides the challenge for them to sink their teeth into and explore the full extent of their imaginations.  These students need little front end loading to define and engage in project based learning.  Our quest as educators is to provide the scaffolding for cautious students to feel secure in their learning journey and for our adventurous students to feel the freedom to explore multiple pathways to finding their answers.  That is not an easy task.  It require is a trusting relationship with our students and an understanding of their family context.

Understanding fear in the workplace is no less complex.  Amy C. Edmundson has written a great book called the fearless organization – Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth (2019).  The author is the Novartis Professor of Leadership and Management at the Harvard School of Business School.  Edmundson’s life work inadvertently came out of doctoral research in a hospital considering errors in the practice of medicine.  The reach of the research became much broader with the discovery that when people work in a climate of fear, their ability to grow and innovate is threatened.  Brain research has given us considerable proof that the brain shuts down if a person is afraid.  This book provides a number of stories and examples from hospitals, the movie industry, NASA, Google, banks and classrooms to illustrate possibilities for framing workplaces that incorporate high standards with inquiry, candid communication, and a willingness to share mistakes, in order to encourage creativity, learning, and innovation.  There is a reason that this is a basic premise for software development since the first discovery of a “bug” in the programming.

Suzanne Hoffman, superintendent of the Vancouver School Board regularly uses sli.do in our monthly Admin admin meetings as a tool to solicit the thoughts of the group and to facilitate purposeful discussion.  I found the use of sli.do as well as paper/ pencil surveys and conversations including these questions very helpful in setting the tone of meetings. It allowed me differentiate between the areas I was able to address and take steps to provide opportunities for collaborative practices and funding issues:

What are you up against? What are your concerns?

What do you need?

What can I do to help?

I found the three inter-related practices suggested to create psychological safety very helpful for framing staff meetings:  setting the stage, inviting participation, and responding productively.  With repeated use they helped to develop a learning tone and step away the assumption that my role was to function as the top of a hierarchy and provide the answers or direction.

Staff presentations of their professional inquiries and background knowledge were very purposeful in encouraging collaborative practice and setting the tone of our monthly staff meetings.  The Indigenous inquiries by Janet Logie, Pam Schofield and Melody Ludski, provided the leadership in moving forward on our Indigenous goal in a meaningful way.  Michelle Jung came to the school to do a maternity leave at the Kindergarten level.  She was experienced and enthusiastic about the new reporting procedures.  She was instrumental in providing background knowledge and direction as we moved forward to adopt reporting procedures that are more in line with the newly implemented curriculum in British Columbia.

Inviting participation was most successful when the questions were framed carefully and there was a structure to facilitate collaborative practice and report back to the group.  The following suggestions from Edmondson’s book for attributes of powerful questions were very helpful in developing more thought provoking questions:

  • Generate curiosity in the listener
  • Stimulate reflective conversation
  • thought provoking
  • Surface underlying assumptions
  • Invite creativity and new possibilities
  • Generate energy and forward movement
  • Channel attention and focus inquiry
  • Stay with participants
  • Touch deep meaning
  • Evoke more questions

Learning to respond productively was a big growth area for me.  The hierarchy of the educational system puts the onus on the principal of the school to provide the answers.  It is a Catch 22.  You provide an answer.  It is attacked.  You become defensive.  You have lost.  Adopting a stance of appreciation, destigmatizing failure, and defining clear boundaries allows the group to get on with the learning.   I do believe “A fearless organization realizes the benefits of diversity fostering greater inclusion and belonging.” (p. 201).  It makes for difficult questions, but a focus on instructional leadership allows us as principals and vice-principals to benefit from the thinking of the whole group.  it’s just that old habits and expectations of ourselves die hard!

Long Weekend Power Relax

Yes, I realize it sounds like the ultimate oxymoron BUT in the quest to cope with job stress, time is limited so strategizing is required.  This plan played out quite well for me on this Victoria Day long weekend. The weather cooperated and I am feeling grateful.

This may be the recipe… at least for me!

  1. Starting the weekend in a noisy, hip hop and happening hot spot like Local Bar and Grill.
  2. Finishing an entire book that I WANTED to read, as opposed to one I SHOULD read.  This requires reading in bed.  Curled up in a favourite chair.  In a great coffee shop (like 49th Parallel) with a sunny deck.
  3. Biking around the Stanley Park Seawall before the tourists have set out for the day.
  4. Breakfast at the perfect hole in the wall spot, yes called The Spot.
  5. Halsa Spa float in an ocean room.  Thanks for the introduction to this, Celia!
  6. Golfing.  Working out the angst on little white or fluorescent balls.  Soaking up the beautiful sounds and sights.
  7. Self designed Semperviva One day Yoga Retreat – Hatha in the am at the Sea Studio.  Restorative in the afternoon at the Kits Beach Studio.  Yin before bed at the Sun Studio.
  8. The promise of a good sleep 🙂
  9. Reaffirmation that there is life beyond work!