Hurricane Sandy blew through the area and not only flooded basements and roads, knocked out power, and downed tress, she canceled school for 2 days. I am so lucky that my family and I were not severely impacted. Therefore, I did not have any urgent, life threatening things to do. Instead, I made bread, read with my kids, wrote some real letters (I still do this because I love stationery and can’t justify buying it if I don’t use what I have), and generally stayed home with my husband and kids. And, I got a chance to think about some of the big things I need to figure out at school.
A bit of background: I am a firm believer in letting ideas roll around in my head, thinking about them in a sneaky way. I believe in and count on being inspired by disparate ideas. This has traditionally worked for me. I’m a collector of ideas, images, thoughts. All that raw material in there lets me generate ideas. They might not all be good ideas, but I count on coming up with a lot of them so that I can pick through and find the good ones. Again, it’s a strategy that has worked well for me in the past.
I say this because I think I have been having a hard time making time to do this “laid back thinking” now that I am not in the classroom. My day used to have a very set structure. I had a schedule that for the most part I could count on. During my non-teaching period(s) I could do work or not. I like to be ready in advance so I have to say I did not always use my “free” periods for preparation in the traditional sense. I used to feel a little guilty about that, but honestly, it just meant that I had to do things at other times, so it’s on me. Anyway, I am thinking differently about it now.
Now, I am thinking that I did exactly what I needed to do with those little bits of “free” time (I say “free” because it’s hardly free, but that’s a different post). What I did was change-up what I was doing to give myself that change or break or relief that I needed. That pause is what allows me to do my sneaky thinking. Just like the students, I need times of interaction and then times of reflection. Too much of either one does not work for me.
However, now I find that my schedule is not something that I can count on for structure. I may have long stretches of meetings or long stretches of me, myself, and I in my office. I have those horrible weird amounts of time between things that teachers hate. I have meetings I get “invited to” for later in the same day; so, I may come in with one plan of how the day will go only to have to shift entirely. Fine, I’m flexible. I like working with people and collaborating. The chance to work with adults was a one of the many appealing things about this job. But, when do I think? What if I am invited to a meeting at a time that I had not blocked off, but had put aside to use for some quality ruminating? Can I say no to something? I am still trying to work this out. But after the weekend with my hurricane-imposed think time, I realize that I have to work harder to create a plan to the day that works for both the thinking and doing of my job.
At the moment, I am contemplating putting blocks on my calendar that are “walk and think” times. Now that I also do not have recess duty, I think I could probably use a little more outside time.
Any other ideas would be welcome.