Thankful for Gymnastics

The world of gymnastics has had a lot going on in the press recently, and unfortunately, the majority is negative. The thing is though, you only ever hear about the bad stuff in the news when the truth is that I think everyone could benefit from gymnastics in their life.

I have literally grown up in the world of gymnastics. My mom was coaching while she was pregnant with me. I was taking classes by the time I was a few months old. I first crawled on a gym floor. I started competing at age 5. I had to quit competitive team due to moving but was still in a gym taking classes until we started a new team program. I started helping with coaching occasionally with birthday parties and camps by age 10. My mom then opened up her own gym and I started training in acrobatic gymnastics (versus artistic gymnastics as most people think of due to the Olympics). By age 13 I was choreographing competitive routines for other team girls and occasionally competing since I was around and kept up my skills. Since then I’ve stopped competing in artistic gymnastics, but am currently training level 8 in acrobatics and have an official coaching schedule as a team coach for our lower levels and choreographer for almost every girl on our team.

Despite several moves at a young age, changing interests, and normal growing up stuff like going to college, gymnastics has always been a part of my life. And I imagine it always will be there in some way because as an athlete, coach, and general lover of gymnastics, there’s so much I’m thankful for about gymnastics.

I’m thankful for how gymnastics has taught me to always keep brainstorming and learning from others because there are always new ways to use your resources.

I’m thankful for how gymnastics has allowed me to express my artistic side through choreographing routines and occasionally performing myself.

I’m thankful for how gymnastics has allowed me to play a role in helping kids grow up by working with them to develop their confidence and resilience as well as physical ability.

And I’m thankful for so much more because I know this sport is about more than the scandals and policy changes you might hear about in the news. It’s not even all about the metals or getting to the Olympics either.

Gymnastics at its core is about growth through movement. It’s about the process of setting goals, mastering skills, and performing at your highest caliber. It’s about balance in all senses of the word.

This past weekend I attended a camp for upper-level gymnasts and coaches which is what prompted this post on gymnastics. I appreciated the chance to listen and learn more about drills, techniques, and mindsets currently being developed in our sport. Coaching is about more than just how to teach skills, and what I find most people don’t realize is just how much time coaches spend learning and discussing sports psychology, mental health, and safety on top of the practicality of how to best teach skills. We have a duty to train kids beyond just physically but also mentally and emotionally which is a responsibility we don’t take lightly.

And on the note of mindsets, one of the biggest things I was reminded of this weekend is that in the midst of change we have to stay positive and continue to share the reasons we love what we do.

The simple truth is that a few bad apples can never describe the whole batch. Despite what the media may currently say about the world of gymnastics, there are a lot of great coaches out there doing great things for kids nationwide. And I’m thankful for those coaches and the world of gymnastics for all it has, is, and will teach me.

 

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Giving a S***: Design for a Better World (Final Report!)

Fall of my freshman year of college, I joined the Wish for WASH team at Georgia Tech. I showed up to the Engineers Without Boarders info session because I had remembered listening to one of the founders of Wish for WASH, Jasmine Burton, speak at my high school about the original design project she embarked on to create a low-cost toilet for a community in Zambia. When I heard that the team was going to be partnering with a local private school to lead a design thinking and sustainability class for high school students, I knew I needed to apply to be a part of this journey.

Joining this team was one of the best decisions I made all year!

I posted a lot about the process of creating and conducting this month-long “short-term” class at Paideia High School, and now I am excited to share our final report of the project!!! (As the lead for the education sub-team, I created a lot of the content for this write-up, so I’m overjoyed about how this turned out as well as the class itself! Also, I’m so grateful for all of the work the rest of the team put in– The class wouldn’t have been the same without everyone who helped along the way and I’ve never had a final report look so pretty!)

Overall I’m so proud of everything we accomplished and can’t wait for what adventures are in store for me next on this team.

(Click here to learn more about the Paideia class partnership, and other projects from Wish for WASH!)

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My Opinion on Online Classes

Online classes aren’t really a new thing, yet they seem to still get perceived as new which is odd to me. I officially got registered for the online version of a required CS class today and as I was walking with an upperclassman she asked me, “As a student with a passion for learner-centered education, I’m curious about your opinion on online classes.”

I guess this title is a bit of a misnomer because in actuality I don’t have a strong opinion one way or the other about online courses.

I use to very strongly be against them, but seeing as today I signed up for my 3rd ever online class, I realized that opinion clearly changed and now is more neutral.

I was against online classes because the depth of learning isn’t as powerful in an online class. I mean if you ask most students they’ll flat out say online courses are easier- that was at least a factor to my reasoning to register. Online classes may be interactive some, but the material is set and rigid and pretty surface level since there are no conversations where deeper questions can be posed and explored. The material is all given to you up front and you can finish as quickly as you would like/are able to; there is no “well the class seemed really interested on this topic so we pivoted the schedule to do a whole project unit where we came up with plans and prototypes and pitched to board members…”

You don’t sign up for an online course because of the content. I signed up for CS online course because the in-person course happened at a time I didn’t particularly like with the rest of my schedule. It meant I would have to rush from CS class across campus to Marta twice a week all semester and then uber to the gym to still be a bit late to coaching the practices I help with.

That’s really the big plus I see about online courses: time and location flexibility. That’s the reason I’ve now signed up for three different online classes since high school. It was always an issue of scheduling where I needed to take a class but didn’t have room in my busy schedule and the online option ended up being the perfect compromise.

So from the perspective of a student trying to get a credit out of the way and get a decent grade while doing other things, online classes are great. However, when I think about the quality of learning happening in most online classes, I find it to be sub-par.

It’s pretty easy to cut corners in online classes, and when you’re already not interested in the topic and just taking the course for credit sake, there’s little motivation to not want to just “get through it” as fast as possible.

Furthermore, I believe that a huge part of learning revolves around the social interactions and relationships built during the learning process. It’s really hard to successfully achieve those relationships in an online environment. Again, partially because there’s no real incentive to strive for that deeper level of learning. I consider myself to be an intrinsically motivated learner and a pretty good student, (yes, I believe those are different thing, but that is a different conversation), and even I don’t find myself caring to make the extra effort in an online course to really make it a remarkable learning experience; I just want the credit on my own time.

Obviously, this is all my own personal opinion, and some kids may, in fact, make that extra effort, though in my experience few do.

As I told the friend who asked me about my opinion, thus inspiring this post tonight, I believe that online courses are still a work in progress. I don’t have a strong opinion yet because I see the potential in them to be a great learning tool, though at this point I think they are just a great tool for the traditional system where learning has a more cut and dry vibe. The flexible time and space component to online courses is learner-centered in nature, though the context, course material, and assessment structure is still very much not.

A Story Retold

I’ve been wanting to see Come From Away for months, and in a last minute decision my aunt and I decided to go see it tonight- it was incredible!!!

 Come From Away is great in the way that it’s based on true stories that I never would’ve thought about: What happened to all the passengers on flights that weren’t allowed to enter the US after the terrorist attack on 9/11?

The city of Gander in Newfoundland was turned upside down when 38 international planes carrying 7,000 people from around the globe were all forced to land on the tiny island while the United States closed its airspace for five days. These strangers spoke different languages, practised different religions, and ate different foods, and yet this small town took in everyone providing them with food, shelter, and a change of clothes. Together they created a community all their own that transcended the differences.

Schools became shelters. A mascot costume and some balloon animals became Disney World. Grills were collected for a giant barbeque. A chimpanzee had a miscarriage. It’s hard to imagine what it must have been like to have your town’s population double in size in a mear few hours, but somehow the people of Gander provided everyone with everything they needed free of charge. Their response was just, “You would do the same for us.”

It’s amazing the kindness that can come out of people when it’s really needed most.

I love how theatre can introduce you to stories and perspectives you may normally miss upon first glance thinking about a situation. There are so many amazing stories out in the world that sadly go unshared, so it’s nice to see a true story re-told every now and then.

Invite Curious Community

Today has been long and tiring. Starting at 4:50am after about three hours of sleep, my day consisted of first travelling to Vermont and then have the whole second half of the day engrossed in day 1 of the Amplifying Student Voice and Partnership International Seminar hosted by Up for Learning at the University of Vermont.

IMG_0910Like most first days, we started our conference getting to know our community which is always fun! I love networking with new people and reconnecting with those whose paths have crossed with mine before. We started the day with a poem activity where we were given a powerful piece by Margaret Wheatley (featured image) and then asked to pick out a sentence, phrase, and single word that stood out to us in regards to our conference. We then shared with our table and then did a “wave shareout” with our one word to the entire room. I found that if you took the most commonly chosen single words we got an interesting sentence to describe what this gathering is all about:

“We invite a curious community to trust in brave conversations.”

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Personally, I had some good “ah-ha” moments today that are going to frame the next two days for me:

  • Most students don’t just decide one day to researchabout innovative schools, and therefore, they remain unknowing that there is anything besides the traditional system even as a possibility for their education. Yet we know the movement will be strongest if learners are driving the change since, after all, learners are the largest population in a school community. So how might we engage students from traditional school systems who aren’t being supported in thinking about alternative education paths? How do we help these students know what their options are because from my experience when presented with the option of a traditional school versus a learner-centered school, learners almost always choose the later.IMG_0919-1.JPG
  • There is an interesting distinction between student voice, student agency, and student-adult partnership which I haven’t considered before. Students/learners can feel like they have a voice, but that doesn’t mean it’s being heard; students can have agency in their work, but not take ownership of the work. How might we achieve various levels of all of these distinctions of student worth in our everyday learning communities?
  • In education, we often are debating the semantics of what it is that we do in our learning environments. However, perhaps we need to spend more time focusing on why we do it then thinking about how we do it before we start to dive into what exactly it is. With this in mind, I believe I need to spend time with our production team taking a deeper dive into why we do what we do with Trailblazers in order to start exploring what the future may hold in terms of possibilities for growth.

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A Chance at Greatness

Earlier today I read this article about the application process to get into middle schools and high schools in New York. It’s crazy!!!

(I’d strongly encourage reading this article before reading the rest of my post because it provides helpful context.)

I remember applying to colleges all too vividly and it was stressful and tiresome and promoted all sorts of self-doubt amongst teens. For students applying to some schools, your shot all boils down to a bunch of numbers – that’s terrifying. From what I can tell, it seems like some kids go through this same process as early as when they’re 10-11 and only just about to enter 6th grade- that seems outright wrong.

Even looking past the equality debates and economic pull for a second (though very real issues as well), what 10-year-old should have to be thinking about how their grades will affect the rest of their life: the odds of getting into a good middle school leading to odds of going to a good high school leading to odds of being well prepared for college. Sure you may think, “Well the child probably isn’t worrying about all of the grades and applications and portfolios; the parents are the ones to really send stuff in,” but what is the likelihood parents don’t start pressuring their kids more and more with each year the academic game gets more competitive? Parents just want their kid to go to a good school, but what has to happen for them to get there?

And let’s keep in mind elementary school “grades” are basically assessing things like multiplication to the power of 12 and a few basic sentences written in a row.

I couldn’t read well until 2nd grade, does that mean I shouldn’t have gotten a chance at a good education?

This article honestly made me consider even beyond this apparent problem with New York City schools. I realized that there are often complaints about the ways that higher education admits students, but how often do we consider all of the k-12 schools who also have application processes? How do they work? How heavily are grades and standardized tests considered? Are children truly looked at holistically?

I’m just throwing out questions because I really don’t know how it works. I had never considered how lucky I am to have gone to the same school for middle and high school. A lot of kids go to a different school every four-ish years of their life because that’s just how neighbourhood schools tend to work. I, on the other hand, switched to a private school when I was going into 6th grade and then got to just stay at that school. I didn’t have to deal with applying to a new high school, or meeting new friends, or getting used to a new school system.

I vaguely remember the application process going into 6th grade. I’m sure my records were sent in and then I remember having an interview where they asked me to solve some basic math problems and take a few “creativity tests.” I only applied to one school. If I didn’t get in and didn’t get financial aid, I would’ve gone to our local middle school despite it being known as, “not a good school.” I was fortunate to make it in and to be on scholarship, but many don’t get that same chance.

My life would be completely different had I not switched schools in 6th grade. Completely and utterly so, I’m certain of it.

I hate that there even exists rumours of “not good schools.” Shouldn’t every child get to go to a great school? School is honestly one of the biggest parts of childhood. We spend 35+ hours a week in school for roughly 180 days a year. That amount of time spanning from age 5-18 (and some kids spend longer than that), adds up to an underestimate of about 16,380 hours spent in k-12 school during childhood. That’s a ton of time!

Obviously, this article I read is focused primarily on how the system to apply to schools is corrupt, but in my opinion, if the schools supposedly “not good” we just transformed to be better, then maybe the application system would self-fix to some extent. Every school has a different culture. Two schools can be entirely different and yet both equally great for the right child. The school application process should be about finding what culture of a school is best for each individual child, not about children competing to be admitted into the select few great schools.

School influences life; there is no questioning that anymore in the age we live in. Being okay with some schools just not being great is like saying not all kids deserve a chance at a great life.

We need all schools to be great.

Becoming Involved

This past year, and primarily these last few months, I have become more and more involved with coaching our team girls at the gym. This summer I’m going to be even more involved and it’s just been interesting to see my own progression over time as a coach.

I’ve been coaching somewhat since I was 10. At that point, I was helping mostly just with camps and birthday parties and I was also still competing myself. Then I’m not really sure of the order of what happened next. At some point, I started choreographing my own floor routines and then was asked to help teach floor routines to younger team kids, then started dreaming up some big group routines that I eventually brought to life. Then I guess I started subbing for people from time to time and then started choreographing floor routines for more team girls, and everything just kept escalating basically to the point where now I actually am being asked to work more with the younger team girls.

I got a thank you note/end of the year gift from the girl I coach/do acro with and it was really sweet (also reminded me she’s only just about 10 years old). It’s one of the few thank you notes I’ve received from a gymnast I’ve coached and it just got me thinking about how sometimes you don’t really realize when you’re slowly becoming more involved with some kind of work. The note was also a great reminder of the best part about coaching: impacting the kids.

Harmless as a Doorbell

It’s always interesting to me how little things can so quickly change our mood.

Last night I was trying to study when I saw a picture of my friend now with dyed hair, it then immediately got me distracted by a course of nostalgia for theater. I was distracted for the following 30 minutes probably looking at old pictures and realizing just how many and often times ridiculous photos I’ve taken with my theater fam over the years.

Then my blog last night also changed my mood. I went from thinking about family bonding and how I needed to study for my history test, to being deeply curious about The Series of Unfortunate Events and wanted to learn more about the cast and production process. My blog posts often do this to me because I hardly ever know where they are going to end up once I start them. It’s quite a rabbit hole in that way.

Today though I had a moments change of emotion that was nostalgic or curious, one little sound made me extremely anxious: a doorbell.

For my online summer history course, I have a window of time to take my test online with a virtual proctoring system that videos and records my screen and surroundings. I’m instructed to have no other people in the video and to try and keep away from loud noises. Since I’m home alone tonight (I had to come home early from the lake for work tomorrow, but the rest of family is off and about still), I figured it would be fine for me to take my test in the kitchen. I texted the people I thought necessary telling them when I started the test so they knew not to try and contact me during that time. If they did, it might set stuff off on my computer which I can’t imagine being good (even though I believe I turned off the notification settings).

Needless to say, never would I have imagined some random person coming by the house in those 22 minutes I was taking my test AND RING THE DOORBELL.

The sound made me extremely anxious because I couldn’t get up from my test and am not allowed to talk to anyone or have them in my screen during the test; yet, I knew the person at the door could probably see me and thought I was being obnoxious for not getting the door. My conclusion was anyone important enough to need to come in during my test, wouldn’t have rung the doorbell in the first place, so I remained seated and just got thrown off for a few minutes even after the person walked away. I still don’t know who it was ringing my doorbell earlier, but it really shook me out of worry that it would mess up my test and yet not wanting to be rude.

To my knowledge, everything went fine with my test, but still, it’s crazy how under the right circumstances something as harmless as a doorbell can seem like the worst possible thing in that instance because of how quickly our emotions can change.

Weirdly Great Traditions

One of my favorite traditions of the year is going to the Renaissance Festival with my family. Turns out this was actually our 13th year of this tradition which was crazy to think.

I love this tradition because it’s always a fun day of hanging with family in a somewhat ridiculous fashion, dressing up, eating deliciously bad for you food, watching hilarious shows, looking at cool crafts, and more!

I love having weird family traditions.

Happy Mothers Day!

Untapped Potential

This year, in particular, I’ve found myself getting more involved with different high schools around Atlanta that are working on making their school culture learner-centered. With each new connection, I make, I find it more and more odd that there aren’t more connections between different school that are close by to one another.

This isn’t just an Atlanta thing, I’ve heard people from other cities around the country also talk about the disconnect between schools in similar areas.

I wonder if there is some sort of competitive component to where different schools feel like they’re competing for the same kinds of students and families, but in theory, don’t we want to provide learner-centered education for everyone? Each learning environment is still different to meet the needs of different learners even if it the culture has similar values.

I wonder about the day when perhaps an exchange program will happen without needing to go over seas. From my perspective, there is so much untapped potential in terms of potential education partners practically in our backyard who we could learn a lot from.