Wonder Reflection #6
This photo represents 39 years of friendship. Our friendships began at 18 years old. We were a bunch of strangers thrown together by circumstance in a college dorm! We try to get together regularly.
Looking at these faces I see such strength and determination! Breast cancer, brain tumor, divorce, widowhood, re- marriage, never married, long lasting marriage, parenthood, single parenting, even a new cheesecake stealing puppy (who needed those calories anyway!).
When we get together is seems as we’ve never been apart. I have been living in Alaska and North Dakota for 5 years now and missed seeing my friends in person for 4 years until the visit pictured above in 2019!
We are spread out among 4 states, (5 if you count my AK/ND stint) different careers, healthcare, independent consultant, lawyer, lab techs, retired (all our goals!) and me, teacher. Never forget the women that lift you up! This is my tribe. I am in awe!
Who lifts you up? What do you do to honor the relationship?
Wonder Reflection #5
I spent a lot of time in 2018 and 2019 travelling from the East Coast to Alaska and back.
I cannot help but to “wonder” at all the “wonder” I’ve missed because I had “a job to do”. I was so busy being busy I missed things.
My wonder turned to “I wonder what happened here?”, “I wonder where my sunglasses are?”, “I wonder what we could do differently?” I missed the wonder and awe right before me. Not to say that I didn’t catch some but I surely did miss the point.
Change and growth and pinch points have always set me spinning. I am thankful I can now recognize this and perhaps be more intentional.
What are you doing today? Are you being intentional?
Wonder Reflection #4
2019. I turned Friendship Garden over to a new Director, the 3rd since I have been in Alaska. With the promise of spring she pulled out planting materials and our rain barrel that have been in storage for 4 years now!
I can smell the damp earth just by looking at this photo! I am full of admiration for her and the experiences she wants to bring to young children.
She’s lined up donations and helpers to get the garden ready as well as fill all the containers shown here and more.
I wonder how many children will recall these earthy experiences as they grow and leave our center. How many will connect with nature and never let that go?
With spring comes new beginnings, this year holds great promise!
Update to 2020! I feel the same!
Wonder Reflection #3
The snow is melting and what a wonderful ice sculpture the snow and sun have created. Take a minute to look around you, what do you see that inspires you?
As I continue to catch wonder in the big and small moments of my life, I did realize how much I was missing in my “rush, rush” world. This week I am setting the pace for slowing down.
Setting the pace and helping others to recognize wonder in the moments that we share. Working on helping teachers to recognize encouragement vs praise has opened another world of wonder for me.
There has been a shift in teacher behavior as they are being recognized with specific encouragement and not generalized praise. As we know from our early educator training, this works with children as well.
How will a natural photograph or something in nature inspire you today?
Wonder Reflection #2
This wonder journal is a result of my Wonder Based Education Certification course.
Just when “I wonder”, can I get back on track after life throws a curve ball, I see signs everywhere. Yes, of course I can. I see positive affirmations on Face Book, Pinterest, Instagram and within the Wonder Based training.
I watch a movie and the lines “speak to me”. It is in these moments that I stop and realize that the answer I was seeking was here all along. Nothing is “off track” at all.
Moving out of my comfort zone, making unfavorable decisions, missing my family and “home” has made me stretch and grow. I wonder how much more will change for me and how I will embrace this change?
Learning never ends!
Hovering, Proximity and Risk
This week I had to physically step back and reset rather than interfere with the children at play. This is what happened.
I said to the teacher that was outside with me that I was “hovering” near a couple of children monitoring the situation. She said to me, “hovering or in proximity, I am curious what you are thinking”. This caused me to pause and reflect on my own meaning.
For me, hovering meant I was ready to “pounce” in to fix or stop something that was happening. Proximity meant I was close enough for the children to rely on me if needed. In proximity I could observe without the intention of intervening. As is turns out I did nothing as the children solved their issue on their own. I do not even know what the issue was. I do know it was not my issue to solve. It was theirs and they were empowered to solve it.
My experience is the same when allowing children to test their physical abilities, even with practice it is hard to observe and not rush in to “protect”. Children need to assess the “risk” for themselves before proceeding. This makes for good decision makers, a lifelong skill we want to instill at a young age.
I am grateful for people who want a respectful discourse and allow for our respective learning and growth. I appreciate how language is powerful and sets up a way of being.
Will you empower children solve their own “problems”?
This week I had to physically step back and reset rather than interfere with the children at play. This is what happened.
I said to the teacher that was outside with me that I was “hovering” near a couple of children monitoring the situation. She said to me, “hovering or in proximity, I am curious what you are thinking”. This caused me to pause and reflect on my own meaning.
For me, hovering meant I was ready to “pounce” in to fix or stop something that was happening. Proximity meant I was close enough for the children to rely on me if needed. In proximity I could observe without the intention of intervening. As is turns out I did nothing as the children solved their issue on their own. I do not even know what the issue was. I do know it was not my issue to solve. It was theirs and they were empowered to solve it.
My experience is the same when allowing children to test their physical abilities, even with practice it is hard to observe and not rush in to “protect”. Children need to assess the “risk” for themselves before proceeding. This makes for good decision makers, a lifelong skill we want to instill at a young age.
I am grateful for people who want a respectful discourse and allow for our respective learning and growth. I appreciate how language is powerful and sets up a way of being.
Will you empower children solve their own “problems”?
Hovering, Proximity and Risk
This week I had to physically step back and reset rather than interfere with the children at play. This is what happened.
I said to the teacher that was outside with me that I was “hovering” near a couple of children monitoring the situation. She said to me, “hovering or in proximity, I am curious what you are thinking”. This caused me to pause and reflect on my own meaning.
For me, hovering meant I was ready to “pounce” in to fix or stop something that was happening. Proximity meant I was close enough for the children to rely on me if needed. In proximity I could observe without the intention of intervening. As is turns out I did nothing as the children solved their issue on their own. I do not even know what the issue was. I do know it was not my issue to solve. It was theirs and they were empowered to solve it.
My experience is the same when allowing children to test their physical abilities, even with practice it is hard to observe and not rush in to “protect”. Children need to assess the “risk” for themselves before proceeding. This makes for good decision makers, a lifelong skill we want to instill at a young age.
I am grateful for people who want a respectful discourse and allow for our respective learning and growth. I appreciate how language is powerful and sets up a way of being.
Will you empower children to be good decision makers?
Merry Christmas!
Well hello there! Merry Christmas!
Coaching and Mentoring
I have been posting current course work reflections and have not written any new posts, I stumbled upon this essay from 2011. This is the first half! I am now practicing what I was just coming to realize in 2011. I am surprised by how closely these words ring true today!
Happy reading and reflecting on your own ability to coach.
ECPK 401
Coaching and Mentoring in Early Childhood Programs
Susan Eliason
Bridewater State University
Final reflective essay
June 2, 2011
I have a new and different perspective about facilitating the growth and development of educators. After reading the text book, Mentor Coaching and Leadership in Early Care and Education by Mary Nolan and participating in class and blackboard discussions my perspective has shifted from, “more work to do”, to, “the outcome of this process will far outweigh the work of mentor coaching.”
Coaching others to take on more responsibility and accountability in leadership roles I will engage teachers in ways that make our school a better early education center and take some responsibilities off of myself, the administrator. I can also see that encouraging an educators’ growth and development might improve their motivation and self-esteem, thus providing a structure in which the result outweighs what I thought would be so much work.
I have been engaged in the status quo with my educators for quite some time, allowing the small team that I work with to stay in the same place professionally. I was very intrigued with the five minute mentor coaching activities as a perfect way to start easing into changing this status quo. I now see that mentor coaching is related to leadership in several ways. As one takes on more challenges professionally with the right supportive coach/protégé relationship success will follow. As these successes mount the quality of care for children and families will improve. If we can learn how to manage our professionalism and take care of each other, everyone wins. In a relationship filled with dialogue and respect, the feeling of one’s success as well as successes for the children and families served is deeply satisfying. Everyday feels new and engaging and not stale. Everybody wins.
I had believed that continuing ones professional growth and development by getting a formal education was simply to be expected professional development. I believed that the educators’ was responsible to be motivated and knowledgeable enough to realize that moving to a new level professionally was prudent for job security and staying relevant. Upon reflection I now see that this is why an active role in coaching is important. There is no separation between mentor coaching and professional development. I will try to understand the educator from the place where he/she is instead of being disappointed that they don’t want to advance educationally. I will recognize their value from a point of view of taking on leadership roles and developing professionally even though it may not include higher education at first. I now respect that there is a relationship to be built between mentor coach and protégé where kindness, trust and dialog need to be present. I will be skilled at better evaluating the phase of career the educator is in so as to suggest activities that may move them to a new level. As a mentor coach my role would be to make sure that we had a professional development plan in place that was appropriate for both parties. This plan could include many different leadership roles that might build the educators’ self- esteem and motivate him/her to continue his/her education. I will continue to be a model and a lifelong learner.