Skip to main content

Changing Habits

I haven't written anything in three days and for a good reason: I was with my students on the grade 5 Outward Bound trip in Mindo, Ecuador.

Although Mindo is only 2 1/2 hours from Quito, it has a completely different climate than the capital city. Mindo is in the cloud forest and has a subtropical climate. In other words, it gets really hot during the day, cooling down a bit at night and in the early hours of the morning. Normally it rains quite a bit in Mindo, but we were fortunate that it only rained once, during the night, while we were all tugged away inside our tents.

So, after having written something almost every day for the last month - at most I skipped a day here and there - I realized how easy it is to go back to a habit of no writing. And, the thing is that there were the odd moments during the day when I could have sat down to write. I just didn't do it. I'm trying to think why that was. Maybe it's because I was in a different environment with students. But, this doesn't make sense since there were four guides in charge of students throughout this experience. Teachers were there mostly as chaperones.

Was it because I was with my two teaching partners? I didn't want to be on my phone a lot or appear nerdy even though no one would know what I was doing. No, that wasn't it. I could have also written inside my tent right before going to sleep or in the morning before breakfast. Either of those times would have been opportunities to reflect on the day's activities. But, it didn't occur to me to do that either. Really, there's no particular reason for why I didn't write.

Nevertheless, I am being so insistent on trying to figure this out because I am realizing how easy it is to break down good habits and slip back into less desirable ones. In fact, the first time I realized I hadn't written anything since the day we left - three days ago - was when I got home yesterday. Not once did I think about carving out a few minutes to write. And, when it did cross my mind, it was a fleeting, rather than an urgent, thought.

This is very profound to me though it may seem silly to others that I'm dwelling on this so much. It's profound because I am always trying to develop and maintain healthier habits and have never really examined how or why I haven't been very successful in the past.

Sometimes I try to do too much and am disappointed when I don't follow through. I guilt myself about failing and then in order to avoid unpleasant feelings, I push the failure out of my mind, instead of using it as an opportunity for reflection and growth. That way I don't have to try again. In fact, I can reinforce my feelings of inadequacy and not being good enough. I now know this is a copout. I need to be courageous and admit I made a mistake or slipped a bit, be kind to myself, and try again.

Now, that I'm cutting myself some slack when I don't always follow through on the changes I've made since the start of 2016, I'm able to continue with an exercise regime that I enjoy; watch my food portions and stay off sweets more; write every day; stay off social media more than before; take moments throughout the school day to touch bases with my students one-on-one; and be more patient with my youngest child.

And, of course, I stick to these new habits because they work. I feel better. I'm less anxious. I'm more productive. I'm being ambitious - my one little word (OLW) for 2016. I'm more content. I'm more present.

Not bad for a Saturday morning.

Comments

Popular posts from this blog

Partner Reading and Content, Too Routine (PRC2)

I'm a hoarder. There, I've said it. I try to deny that I'm a hoarder but it comes back to haunt me every time I move houses, or pack up my classroom at the end of the school year. I have old articles, lesson plans, handouts, folders brimming with teaching ideas, past issues of profesional journals. I hardly throw anything out though I've learned to be more selective over the years. My one rule of thumb, and I really try to stick to this, is that if I haven't used or referred to something in a year, then it's time to toss it into the recycle bin. One exception to this rule (you knew this was coming, didn't you?) is past issues of journals from professional organizations. However, with the ability to locate articles online through my professional memberships, even this exception is becoming less and less useful, which brings me to the topic of this blog post. I am currently reading a copy of The Reading Teacher from 2010. I've clipped a cou

The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension

The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to  have  focused conversations about books?  The answer is easy: teach kids  strategies to help them develop effective conversational skills .  As in

Are we listening?

A child sits alone with a ripped worksheet packet on his desk. He appears to be singing or subvocalizing something though no one hears him. Or, perhaps they're ignoring him. The teacher stands at the front of the room teaching on the SmartBoard. The children follow along in their worksheets. Except the child sitting alone. He is in his own world. No one engages him and he engages no one. My heart aches for this child. He is physically and emotionally removed from the class. I ask him why his paper is ripped. (It's not an accidental rip.) He says he did that on a different day. When he had been frustrated about the work. He tells me that he sometimes sits by himself because the work is too hard for him. He later tells me that he sits by himself because the teacher thinks he talks too much during the lesson.  He says he does that because he wants to find out about the "lives of the other children". My first impulse is to rescue him from the wrongheade