From Fear to Greatness

Being a coach 100% makes me a better educator.

I understand the worry that comes along with the responsibility of teaching and training kids.

The wonder about if you’re good enough to be leading them. The confusion when you can’t put well to words what you want from them. The sadness that comes when you see a child that looks as if she is going to burst into tears over a comment you made when all you were doing was trying to give constructive feedback. The actual tears you see sometimes…

Then there is the ever-present challenge of keeping up with new times, new drills, and new standards of excellence. That moment when you learn a level has completely changed their expectations for an event and you get vexed beyond belief because for the past few years you’ve been leading the kids entering this level down an entirely different path. Then you try to throw in some new drills into your class and you’re thinking it’ll be great – just like how you saw it at that conference you attended!- but it never is. Instead, the kids try out your new drill and it just looks all wrong, so you try to make corrects but can’t tell if it’s even worth continuing with this new drill. Did I explain it poorly? Am I not remembering the technique right? Was it too advanced for their skill level? Did I push them too far too fast? Or do they just need to get in more repetitions? Well now we’ve used up all of our time on this event today and I don’t even know if I just wasted the last 45 minutes or am making progress in a great new area that we’ve not trained as effectively before.

Honestly, time is the worst. Do you spend a little time on every event today, or do the kids really need to focus on just one event they’re weak at? Do I even have this option? Is today’s schedule set in stone because there are too many different groups moving around or do I have flexibility with my time? How do we balance learning new skills while also practising their routines necessary for the next competition? When is there next competition anyway; are they really ready for it? Am I wasting time explaining so many directions? Should I be doing our normal warm-up for consistency and time effectiveness or mixing it up so different skills are worked? Does it take more time to set up these stations then they’re worth doing? How much time is left before we have to rotate? What happens when they come to this event with a different leader next time and the kids get confused with new directions and expectations? Are the kids progressing at a reasonable pace? Is anyone falling behind? Is anyone being held back?

So ya, I can empathize with teachers. I know all of those worries and concerns and feel them while maybe not daily, at least bi-weekly, but I’m often thinking about this work much more often than just while I’m in the gym. Half of the time I ride Marta I’m listening to potential gymnastics music or choreographing new routines based on the skills I know kids have/expect them to have come performance time.

While I understand and constantly am faced with these concerns, I also can respect the bigger picture. USA Gymnastics completely changed lower level vaulting progressions this year. It’s a pain in the butt because now we’re having to teach all of these new vaults to children and we feel less confident in how these new changes play into our personal philosophies. But at the same time, the changes are mostly good for the greater whole of trying to improve American gymnastics.

And fears of if you’re good enough to be a leader, while perhaps valid, are also in a way trivial. Whether you feel good enough or not, you’re what these kids got. So either step up or step down, either way, get out of the way because these kids are coming and have expectations of you. So make it up, make mistakes, make saves. Try something new, and give it adequate time in the experimenting phase before judging it’s worth as a drill or skill. When you’re stuck or need a second to catch your breath or even just help with setting up, let the kids lead- they’ll surprise you. Learn from those around you and don’t be afraid of a “double spot” or an extra hand to help out; we tell kids it’s okay if you need a little extra help getting a new skill, so it should be okay for us too.

Fears, nerves, and concerns can drive us to great things if we can accept their validity and then move on to push past them; sometimes it just takes time, creativity, and a little extra help every now and then.

 

Advertisements

Asynchronous Class

I had no classes today which was kind of great. Usually, I have one class, which is my English class, but today we had an “asynchronous class” instead. Basically, this is a fancy way of saying, instead of going to a specific room for an hour and ten minutes of “class” we just had an assignment posted (it wasn’t like a live video lecture or anything, just a normal homework assignment on the shorter side) that we need to have finished by midnight tomorrow.

I find the name “asynchronous class” a bit superfluous, but I very much appreciate the concept. Our professor when looking at her schedule for the semester knew that this was going to be a big week for us with three chapters of Shakespear reading, watching our next Disney movie, and finishing our first paper by Friday; therefore, she scheduled this asynchronous class as a way for us to be able to take ownership of managing our time. We could get our work done where ever and whenever we wanted to today. It was great!

Because of this schedule, it allowed me much more flexibility today and I didn’t have to waste time moving to and from a classroom, which was especially nice since I have a psych test I’ve also been studying for today. I’m glad that we have at least one other asynchronous class baked into the semester schedule because I’m sure it will also be at a much needed time. I applaud my professor for her forward thinking and teaching philosophy behind this.

I think more teachers should adopt the concept of an asynchronous class every now and then. It’s a good way to build student ownership into the class work when there is a busy week happening.

Long Term Policy

These past few days have been a lot to handle. Gymnastics training in Tennessee, moving into my dorm, having a first assignment before classes started, and then today was our official first day of sophomore year at college.

I couldn’t blog with the horrible wifi at the camp this weekend, but I have lot’s to say on a later date about how much I learned at this training and how I was yet again hooked on gymnastics. However, today I thought I would post my first assignment which I was emailed about last night to be due at noon today. It’s for a public policy course that I’m probably dropping for a number of reasons. I signed up for the course because I thought having a policy course in my toolbox could be useful in the education world; however, the course was not as expected when I attended today and my lack of interest and already full workload lead me to think I should drop it since it’s just a free elective random class.

I realized that there is a reason I’m not a public policy major- I’m not very interested in it and could tell when I started getting distracted and overwhelmed in class. This also made me think about how while it may be nice to have a class like this, all about long-term policy decision making, it’s okay for me to not have everything in my toolkit and to let others bring those skills to the table.

Ironically my favorite part of the course was actually this first assignment which had stressed me out so much the last 24 hours. We were asked to write a creative narrative thinking about what the average day for a future student of Georgia Tech would look like in 2048. Besides being stressed about trying to finish, I enjoyed the process of future thinking about education and what changes might occur or will at least be protested. My vision I think is rather hopeful and positive compared to the more negative approach some of my peers seemed to believe in terms of how technology would affect our lives in the future. In fact, I think the hardest part of this assignment was trying to balance between dreaming about what I want the future to look like ideally and yet being realistic about the potential downfalls that could occur.

Without further ado, my first assignment of the year:

 

In the next thirty years, by 2048, the education system will have to go through an enormous change in order to keep up with the reality of life that kids in the 21st century are experiencing. Unfortunately, higher ed as a whole tends to struggle with change due to bureaucracy issues and traditionalist norms, but the world of k-12 education will have changed so immensely in the next thirty years that universities like Georgia Tech will have no choice but to change the ways they think about technology, culture, and core academics.

For a technical school, the growth of technology in the classroom seems to be a reasonable assumption to predict. From the use of self-driving cars to virtual reality entertainment, students will be accustomed to using technology is all aspects of life – for better or worse. Even in the classroom we will likely see changes in how students interact with technology. An average day will involve tablets synchronized with presentations for interactive lectures. First years already being apt at controlling power tools and CNC machines in makerspaces. Physical textbooks rare as e-books and online quiz and homework tools become more and more prevalent. We have already begun to see all of these changes with how students interact with current technology and there will only be more change as new technology is invented. There may even be virtual reality classes so students can be studying abroad while still taking a lab, and then who knows what’s next, but the role of technology will certainly become more prevalent in education.

As elements like the use of technology in the classroom begin to change, the culture of Georgia Tech is bound to shift. This shift will come in two-fold: the designer mindset and the value of the whole student. Already at Georgia Tech, we are seeing cultural shifts as more programs are established to give students opportunities to take on “wicked problems,” learn design thinking methodology and develop their own startups and businesses. This cultural belief that students can do great things today no matter their “expert level” and therefore, need real-world opportunities in order to grow as learners and leaders will continue to advance in the next thirty years with the growth of learner-centered education in the k-12 system. Already today, high school students are creating design thinking workshops for professionals, designing new prototypes for companies like Chick-fil-a, conducting empathy interviews and feedback for AT&T Foundry, running full businesses, and more. As high schoolers begin to expect more from their education, high ed will have to allow more spaces for this culture to grow beyond primary schooling. An average day at Tech will have college students learning skills like design thinking, no matter their major, which will encourage more mixed-major classes, capstone projects, and work studies for younger years.

While we experience the push for designers in all departments, simultaneously there will be a growing cultural movement to better acknowledge the “whole student.” This movement is even more likely to evolve than the push for designers because of growing rates of student mental health disorders and pushback from families, schools, and individuals alike to consider more than academics when admitting students to colleges/universities. Students will outright demand changes in how Georgia Tech handles mental health if the school doesn’t naturally place a greater emphasis on the well being of health at school. While it’s certain something will change, it is not as clear as to how. The likely scenario is that people will request more therapist on campus and easier access to health help, though seeing as this solution has been tried in some capacity with not a great impact, perhaps more creative solutions will come about. For example, perhaps upon discerning what the primary causes of mental health problems are, the causes could be altered to lessen the problems rather than just trying to pacify the end resulting student with medicine and therapy. Either way, by 2048, student mental health will either be improved or there will be campus-wide protests.

In tandem with cultural shifts, the core academics at Georgia Tech will, in theory, become more flexible if the university truly wants to implement more time for the designer and whole student. Disappointingly though, changes in the academics are arguably the least likely thing to change for a student in 2048 at Georgia Tech. The school has been set in its rather traditional ways for decades and the core of any school is its academics which is why it is often the last thing to change. In a hopeful world, there will become more flexible learning plans for each individual student depending on the specific areas they want to go into. Furthermore, credits will be able to be gained in ways other than sitting in a classroom; perhaps your internship or a private project like writing a book could give a student credit even for core courses. The underlying concept here is that the notion of “core classes” will have a lesser role in the academic experience because there will either be less specifically required classes or more creative ways to gain credit for these classes in place of taking them. This will allow students more time to focus on their specific interests and goals for their future work. If the ways in which credits, and furthermore, degrees are earned changes, likely the assessment process will change as well. There are ample reasons that 0-100 grading systems should change from practical notions of how “real world” assessment looks to the underlying principles of how grades are increasingly destroying the mental health of students. There are multiple prototypes of how the assessment process may change which are already being tested in k-12 schools and programs, thus it is likely high ed will adopt these methods once further testing and research on the outcomes have been conducted. If these changes do occur in places such as Georgia Tech, which the push from k-12 environments makes seem reasonable, they will likely be some of the newest changes of 2048 or perhaps still yet to be adopted; this advancement in education will be the most highly disputed and considered far-fetched to traditionalist which will slow change.

This outlook on the 2048 version of Georgia Tech is rather hopeful. Based primarily on the changes already occurring in k-12 schools and the way families are already speaking up against traditional norms in higher education, changes in the role of technology, culture, and core academics are inevitable. The speed in which these changes occur is what is most debatable due to the nature of how slowly changes come about at the university level, especially in regards to core academics; though in terms of the 21st Century, change happens relatively rapidly nowadays let alone by 2048. In this optimistic view, the average day will have technology being used to enhance classes in more interactive ways, culture inspiring collaboration on solving wicked problems while paying strong attention to the value and mental wellbeing of every student, and more flexible core requirements and learning plans for all learners. However, on the flip side, the lack of congruency in these changes could inspire discontent and outrage amongst the community at large from students, to parents, to faculty and staff which would make an average day much more social protest heavy. The next generation of learners coming out of innovative k-12 environments will have new needs and new expectations of schooling which are on path to the changes listed above in technology, culture, and core academics. If Georgia Tech wishes to continue to be considered an innovative, world-renowned school in 2048, it will need to keep up with the rapid education changes happening already nationwide.

Gift of Design

My sister and I watched a movie today that compared surfing to high-end fashion. How? Through the art of designing.

Overall the movie was super cheesy, but I loved the message of the importance of designers and how designing isn’t a term-limited to any one area.  I’ve always said, “Anyone can be a designer.” You don’t have to be good at drawing or crafting per say, it’s about visualizing an idea and bringing a concept to life; that’s really not even the best way to describe it maybe, but it’s how I’m thinking about it right now.

In the movie, they talked about how as a designer you kind of just feel the idea and see it in your head then it just happens. I seriously related to this way of thinking about how a designer works, because I’ve been designing a ton of gymnastics routines recently and that’s exactly how I feel about it. I listen to the music and then I just see the routine in my head with all of the different moving parts, then I just go to the gym floor and start experimenting around until something sticks. The girls I work with even know that half the time I make stuff up even while I’m working with them because of all of a sudden I visualize the dance as something slightly different.

My mom will always tell people to not try to understand the way my brain works. I’ve even had times where I’ll play a non-edited song to other coaches to get their opinion for routine music and they’ll respond, “I don’t know, but I’m sure I’m not hearing this the same way you are.”

I believe everyone has that one area where they’re an especially gifted designer. Where they see something differently than how most people see it. Like how some people can visualize a surfboard out of a piece of wood or see an entire outfit out of just a scrap of cloth. Some just need a little help discovering what that gifted area is.

Answering for Actions

I finished another book trilogy last night (well I guess this morning since I was up till 1:30am by the time I finished).

What I particularly liked about this series was that it wasn’t exactly a happy ending. It felt more realistic. It was happy in the sense that the main villain was killed and the city was left in better condition with there new ruler and the darkness vanquished (and all that cheesy jazz). However, the “hero” of the story didn’t just get the fairy tale “everything is perfect now” kind of ending. She too was greedy, selfish, and power hungry at times throughout the story, and even if her mindset was typically for the good of society, she too had to deal with the consequences of her actions in the end.

She saved the world but lost her power due to her greed. She got a more ordinary life running an orphanage with her husband. A life that was well off but felt a little empty due to her loss of power. It seemed rather fitting though; I liked that she wasn’t allowed to live above the rules even despite her power and status as the leading hero. In time we all must answer for our actions and often times the ending isn’t what you may expect.

Champions in the Making

I wasn’t able to blog this weekend because I was in Ohio watching the US Classics gymnastics competition then driving back home; kind of a crazy weekend honestly.

We went to the gymnastics meet because a friend of ours, who we’ve known basically all of her life, qualified for the Hopes Championship in the 12-13-year-old division of this meet. That might not mean much to non-gymnastics people, but basically, she qualified as one of the top eighteen 12-13-year-old gymnasts in the country which allowed her to compete in this championship meet.

While I loved getting to watch our friend compete, it was really cool to get to see the senior age division where I got to see some of the best gymnasts in the world compete!

I’m blown away daily by the amazing talents of young people. When I see the dedication and hard work of these gymnasts it just makes me wonder all of the other amazing things young people could do if they’re in an environment that fosters developing passions, setting goals, and finding creative ways to accomplish the improbable.

Most young gymnasts that are really dedicated to trying to go far in the sport end up homeschooling or going to part-time schools, like our friend at this meet does, from a pretty young age; typically around age 8 or 9. They homeschool in order to have more time when they can go into the gym to train more and more with each level they progress to. I know homeschooling or part-time schools are also common with other sports as well as young actors amongst others. I wonder what other kids could benefit from only spending part of their day/week in a school building, and then spending the rest of their time going into the environment they are interested in to actually do training in the area. What if “training in the gym ( or another environment)” was the norm in schools?

Only Improbable

“When people say impossible, they usually mean improbable.” – Leigh Bardugo

I love how no matter the book you’re reading, you can typically find a few great quotes that you just really connect with.

This quote just seems so accurate. So often in our history people have said things would be impossible: airplanes, landing on the moon, telephones – all once thought impossible but really they were just improbable at the time.

I like to think that there are few things in life that are truly impossible.

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.

Library Chats

Every now and then everyone just needs to release a good rant. Surprisingly, this time I wasn’t the one doing the ranting.
It’s important for people of all ages to have safe spaces to talk, and one of the nice things about Capon is that we often end each night with some of the older kids just chilling and talking in the library for an hour. It’s a great time to not only catch up with the details of people’s lives over the past year (past just the typical “Ya life’s been good.”) but also for people to talk about things with people probably not directly involved with anything you may be dealing with.
We all have known each other since birth, and yet most of us know at most 2 of anyone else’s friends outside of Capon. It’s kind of weird in a nice way because it’s a medium between talking to your closest friends and yet practically strangers at the same time; truly the best of both worlds when it comes to chatting.
I’ve always been fortunate enough to have really good friends I believe I could trust with practically anything; however, not all teens are as fortunate. A lot of kids I know don’t truly trust their friends or barely consider themselves to have one best friend they can maybe speak completely honestly with. It’s a sad truth of the world, so I’m glad that places like Capon or even other sleep away camps can have this impact on kids. This is one of the reasons I think sending kids to sleep-away camp is one of the best things a parent can do; it’s amazing how close you can get to people in just a week maybe annually maybe not, but either way camps can often create a needed safe space for people to feel like they can share without judgement.