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November Kaleidoscope 2019

November Kaleidoscope 2019

November Kaleidoscope

Symbolic Events

It’s only the beginning of November, yet we have already completed several cycles and symbolic events at Rainbow this school year. We have welcomed new families and new students, who by now are hopefully feeling a sense of community. We completed our student testing cycle for students in third through eighth grade. At this point, most classes have held their first of three parent class meetings. We have welcomed autumn, the harvest, and the coming days of darkness with the Halloween Harvest Hoedown, the Halloween Day celebration, Día de los Muertos, and a fire circle. Some of these events and transitions are marked with ritual and highlighted in this November Kaleidoscope.

November Kaleidoscope

Ritual – Being Present

Why ritual? When I am leading a ritual, I sometimes like to explain the reason for having a ritual by asking, “Your body is here, but where is your mind? Your heart?” Even the simplest of rituals, such as taking three breaths together, helps us to become fully present in mind, body, and spirit.

Interconnectivity

A second purpose of ritual is to help us connect as humans and to recognize our interconnectivity with all of humanity and nature. For example, in addition to centering, almost every meeting at Rainbow begins with a brief opening round where each person in a circle is invited to share a word, a phrase, or a short anecdote about how they are doing or something significant in their life. This simple ritual helps every person to name what is going on in their life so that they can be more present with the group. Often in opening round we learn that someone is in mourning or they are in physical pain, helping others to be more empathetic. Most of all, ritual helps to connect us, reminding us of our common humanity and creating a spirit of togetherness, which is especially important when we are about to engage in making decisions together.

Transitions

A third reason for ritual is to honor and aid in transitions. Ritual helps humans to move through change with dignity – giving up and letting go of the past, and moving bravely into the future. For growing children, rites of passage can help children move into adolescence and then into adulthood. In ancient and indigenous societies, rites of passage were/are central to the culture. In America’s current mass culture, the lack of rites of passage often leaves adolescents feeling empty and confused about growing up. Saying goodbye to childhood isn’t easy for adolescents, yet they also desire the trappings of adulthood. When we don’t provide a rite of passage, teens find other rites, that can be risky or unhealthy, such as drinking or sexual activity. Meaningful ritual can help our children and teens to develop a deep sense of connection and purpose in their lives.

Rites of Passage in Omega Middle School

This is partly why the Omega Middle School program is structured to be a multi-year rite of passage. From the ritual around the beginning-of-the-year Omega honor code to the final rituals of eighth grade, Omega students see themselves as important members of their community. They are honored for what they contribute to their community and for who they are and will become. Embracing one’s purpose is the heart of Omega.

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Open House

I invite you to attend our Omega Middle School Open house coming up on Thursday, November 21. Even if your children are much younger, the Open House will help you understand the whole arc of development at Rainbow and why Omega Middle School students have such a healthy self-image and the confidence and character to succeed in high school and beyond.

The White Pine Tree

The Mourning Ritual

You may have noticed that our large white pine tree in the middle of the playground died over the summer as a result of a native pine beetle infestation. This is a sad loss. When the faculty discussed it, we knew ritual would help our children to say goodbye to the white pine and find meaning in its death. Sue Ford and Susie Fahrer composed a song for the tree, and for one of our Tuesday song circles, we all gathered around it and sang:

Bless this tree for giving us life
Bless this tree morning noon and night
Bless this tree flower fruit and cone
Bless this tree oh see how we’ve grown.

You are a sacred sight
You are nature’s light
Rest you, return to the Earth
Rest you, and bring rebirth.

This beautiful ritual helped us to reverently grieve with one another and to remember the beautiful cycle of death and rebirth. In the coming weeks, Tim Slatton (partner of West Wilmore) will be taking down the white pine with the help of our facilities keepers, Max Mraz and Shawn Fain. We trust they will respectfully put it to rest. Niki Gilbert, Omega Middle School science teacher, is creating a team of staff and students to make a thoughtful plan for the planting several new trees on campus. Rest ye and bring rebirth.

Video credit: Tracy Hildebrand

Authenticity and Wholeness Training

Teachers who love…themselves

Over the past few weeks, the teachers and I have continued our series of training on developing authenticity and wholeness in students through teacher development. For one of our Wednesday afternoon trainings I led a training on Mindfulness. Our theme for the day-long training on November 1, was Openness. In this training we acknowledge that teaching is a challenging profession. Teachers have to make hundreds, if not thousands of decisions a day, knowing that every decision they make could have profound effects on the lives of the children they love and for whom they are responsible. Teachers have to perform with empathy, creativity, and dynamism while under tremendous stress and without being thrown off by their own emotional triggers. Teaching is a messy, complex job that is impossible to do perfectly. Teachers are often very hard on themselves. Yet, if teachers are going to be compassionate toward students they also need to be compassionate with themselves.

Invoking the Sages

The Buddha, said “I have two things to teach. Suffering and the relief of suffering.” Deep within the Puritan roots of American society, there is a tacit belief that self-compassion is the same as selfishness. This couldn’t be further from the truth. Through the new field of positive psychology and with advances in neuroscience research, we now understand that self-compassion, or empathy for ourselves, is the key to empathizing with others. It doesn’t mean we give up or let ourselves off the hook for changes we need to make. It simply means we acknowledge that we are only human. Part of being human is sharing the suffering all of humanity has experienced since the beginning of time.

Self-Compassion

In addition to learning the science behind self-compassion, I engaged teachers in a simple 3-step exercise that I highly recommend for parents and children, too.

Step 1: When experiencing a challenging moment or being critical of yourself, acknowledge your situation and pain. You may simply say to yourself something like, “Ouch. That hurts.” Or, “this is stress.”

Step 2: Have compassion for yourself by recognizing that suffering is part of life. All of humanity shares a similar experience. You may say to yourself, “I am not alone.”

Step 3: Place your hands over your heart. Say to yourself, “May I be kind to myself,” and offer yourself a gift. It may be patience. It may be strength, or forgiveness.

This simple one-minute exercise was developed by Kristen Neff. Click here for advice for parents around fostering healthy self-compassion.

A legacy of love

A few days ago you received an email from Sandra McCassim, P-3 Division Head, that after 20 years at Rainbow, she is leaving at the end of this school year. I cannot possibly convey what this means to me personally. Sandra lifts up others in love as teacher, administrator, and friend. Her gentle wisdom has helped shape the loving culture here at Rainbow. Sandra was here many years before I came to Rainbow, and we have been through so much together. I am going to soak up every minute I have with her for the rest of this year.

Sandra will be instrumental in helping with the hiring of her replacement. Sandra and I have worked together to hire most of the excellent faculty we have on campus, and she reminds me that every time someone leaves the faculty, a new magical person brings new gifts. We are beginning our search for a new Division Head – a process which we are still defining, a process in which faculty will also be involved. Please feel free to contact me if you have any thoughts about the search. If you know a talented educational leader who is interested in joining the Rainbow team in the coming years, you can refer them to the employment page on our website where there will soon be information on how to apply.

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Bringing Light to the Spirit of Education

I write this Kaleidoscope while sitting in the library at Teachers College at Columbia University in New York. West Willmore, Eddy Webb, and I presented at the Spirituality in Education Conference there.

As some of you know, The Collaborative for Spirituality in Education (CSE) at Teachers College has been working with Rainbow for a couple of years. Through generous funding from The Fetzer Foundation and The Rockefeller Brothers Fund, they have paid Rainbow Institute quite well to share our best practices.

No Child Left Behind

Since the No Child Left Behind (NCLB) Act in 2002, our nation has moved in the direction of “teaching to the test,” or only teaching what can be quantifiably measured. Of course what can be measured is only the smallest aspect of education – the most material aspect. Our politicians, most of whom were not educators, did not understand that such an emphasis on the material would gut our schools of the spiritual – that which is immeasurable and unseen in the literal sense of the word. Nor did they realize that when you gut the spiritual aspects of education, nothing can thrive, certainly not academics, because without spirit there is no life and no motivation to learn. Not surprisingly, 19 years after NCLB, academic achievement is lower than ever and the opportunity gap wider. Furthermore, as a nation, both children and adults are in the midst of a mental health crisis.

Spirituality in Education

The good news is that the pendulum is beginning to swing in the other direction. When one of the highest ranked educational schools in the country hosts a Spirituality in Education conference, it legitimizes a movement. Even the President of Teachers College spoke at the conference, stating that the conference represented the direction education needs to go. As Timothy Shriver (nephew of John Kennedy and an influential educational leader) said at the conference, “It isn’t a fad, it’s a field.”

In this now blossoming field of spirituality in education, Rainbow is a beacon for the world. Let our line shine. As Martin Luther King Jr. said, “Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” There is no greater light that the pure light of children. Thank you for sharing the bright light of your child with the world.

First Grade Rocks the Rock Cycle

First Grade Rocks the Rock Cycle

Learning about the Rock Cycle

First graders have been studying the rock cycle, and they’re learning it through the seven domains: the mental domain, creative, and natural, among others.

The story of Piedra

Have you heard of Piedra? She’s the main character in the story their teacher, Rachel, told. Students gathered around while they heard the tale of Piedra, whose journey spanned MILLIONS of years.

rock cycle

Rachel told of how Piedra lived in Appalachia, then made her way to a nearby river where she stayed for hundreds of thousands of years. Over the course of that time, she witnessed turtles, ducks and river otters going about their lives. Little by little, Piedra rolled and rolled downriver, eventually finding herself out at sea. Piedra saw sea animals that she’d never seen before swimming all around her.

Millions of years in the making…

Gradually sand and silt from the sea bottom began to cover her up until she was completely buried, taking about 20,000 years to happen. Piedra stayed there for another million years until she felt a warmth coming from the earth. She felt a whoosh and before she knew what happened, she erupted through a volcano as hot lava, and immediately cooled once she hit the air. She emerged once again as a rock upon a mountain. Only this time, she was a rock who had changed.

rock cycle

Through this compelling story, students learned about how a rock might go through the entire rock cycle. They talked about other cycles they might be familiar with: the lava cycle, the water cycle, and the butterfly cycle.

Illustrating the Rock Cycle

After students heard the story, they had an opportunity to create an illustration of the rock cycle. Miss Rachel led them through a guided drawing.

They began with a line.

rock cycle

Followed by a volcano.

rock cycle

Next they erased the left part of the line and replaced it with a wavy ocean line.

rock cycle

They followed that with a “lava ball”…

rock cycle

…that grew into a lava chute.

rock cycle

They erased the top of the volcano to allow the lava to exit the earth, and had some fun drawing globs of lava “splashing out and spilling over the side”.

rock cycle

Next came creative layers that represented millions of years of creation.

rock cycle

The final steps were to go over their pencil lines in marker…

rock cycle

rock cycle

…and fill in their drawings with watercolors.

rock cycle

Our first graders now can tell you all about the rock cycle, starting with a tiny little rock on the side of a mountain.

rock cycle

Words Have Power Summer Camp at Rainbow publishes book!

Words Have Power Summer Camp at Rainbow publishes book!

Words Have Power Summer Camp

In summer 2019, Rainbow Community School had the Words Have Power summer camp. April Fox taught this camp with such incredible results! This camp was for ages 10-13, with a total of 10 students attending for the week. The students who participated published an anthology of their work. April, their teacher, compiled all their writings and it’s now available on Amazon.

summer camp

Anthology cover. We have a copy in the Main Office!

We interviewed April who told us the whole idea of the camp was to allow kids to explore writing “without all the rules.” She showed her students that there’s “school writing” and there’s also “fun writing.” April wanted her students to know that there is a world of writing outside of grammar, spelling and following conventional rules.

This was a camp that gave students a chance to explore writing in a creative way – possibly in ways they had never done before. They used words for nothing but the “pure expression of what was in their heads,” which allowed them to truly connect with the idea of writing on a different level.

summer camp

Each morning, April would put up quotes from different writers or inspirational figures that had something to do with writing or succeeding. Students would pick their favorite quote and write in their journals, reflecting about how they felt, or scribbled other musings related to the quote they chose. These quotes came from different artists and writers, such as Maya Angelou, Tupac, Elvis Costello and many others.

How the anthology came about

Students studied different types of writing throughout the week. One activity they did was to use pictures to inspire their writing. If they saw a photo of a butterfly that inspired them, for example, they could write a poem in response, and perhaps “shape it” in the form of butterfly wings.

They did a lot of free writing, haikus and had the freedom to explore whatever type of writing style that interested them, from short stories to graphic novel layouts. They even explored writing a screenplay and all that went with it: writing, directing, rehearsing and performing their written words. Students were allowed to edit their work or not, depending on how they felt about it.

summer camp

At the end of each day students could elect to turn their work in to be part of an anthology that April would put together later in the summer. After the camp ended, she spent time compiling and typing out each of the writings her students submitted. She remarked that some poems were funny, some were more serious, some explored serious issues and other poems touched on lighter subjects, such as smelly socks. In effect, these poems were a snapshot of this particular age group, and allowed their individual selves to come out. They had no filters. Their work reflects what was in their heads at that moment.

Student success

April considers the most successful part of the week to be when she witnessed an increase in student confidence with regard to their writing. They produced some insightful, heartfelt, and well-written work. They learned that even though they might struggle with specific aspects of writing academically, they can still be incredible storytellers, and write pretty remarkable content.

summer camp

All photos courtesy of April Fox. We have a copy of the anthology in the Main Office!

Kaleidoscope – September 2019

Kaleidoscope – September 2019

Kaleidoscope

A publication by Renee Owen for parents to get a better understanding of what’s happening through her perspective

I believe that every child should feel utterly special. That’s what we are aiming for at Rainbow. Therefore, in early September, when I found myself on stage for Rainbow’s opening ceremony, I told our students that we are all in a special place (Rainbow), and the reason Rainbow is a special place is because each of them is here. I also wanted them to know about their place. I explained that before us, a church “lived” on the spot of the auditorium for 60 years, and before that the venerable Dr. Orr had a “gentleman’s farm” that spread out over this part of West Asheville, and he lived in the Historical Building… and sometime before that the Cherokee stewarded this land for a long, long time. We thanked the Cherokee people for taking care of this land so well before us and we honored all native people. In particular, we thanked First Nations people for sharing some of their most important stories with us — stories to help us learn to live in harmony.

I told the story of the Warriors of the Rainbow who were prophesied by many native legends to be the keepers of the ancient wisdom who would help to heal the earth and unite humankind. I explained that these aren’t warriors of war, but warriors of the heart. The Warriors of the Rainbow would have incredible courage – the courage to tell the truth even when people wouldn’t believe them and the courage to love even when people were hateful.

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Warriors of the Heart

I hope we are worthy of sharing that vision with the native people who told the legend. I want all of our children to think of themselves as Warriors of the Heart, or Rainbow Warriors – confident, accomplished, and creative learners who are prepared to be compassionate leaders in building a socially just, spiritually connected, and environmentally sustainable world – as our mission reads. That may sound lofty, but that’s what we show up to do every day at Rainbow. It takes compassionate courage from all of us to be here.

The work before the work

At Rainbow, teaching is considered a spiritual path. Not only do our teachers have to be master teachers by traditional standards, they also have to be highly developed in all seven domains. That’s partly why we spend so much time in professional development, learning from one another and learning from experts. Even before students arrive in the fall, Rainbow teachers have spent many days together learning, prepping lesson plans and materials, and also preparing themselves for the deeply emotional and spiritual work of teaching. Parker Palmer calls this “The work before the work.”

kaleidoscope march

Wholeness

This year, to honor our school-wide theme of “wholeness,” I am leading the faculty in six training modules from my dissertation research. The training is called “The Path of Authentic Learning”, and the six modules are Connection, Aliveness, Mindfulness, Openness, Authenticity, and Meaning and Purpose. We completed the Connection and Aliveness modules before school started. This helped the teachers develop connections with one another and the natural world, and it helped them to build a sense of deep connection and aliveness within their classrooms. The goal is to develop a sense of authenticity, or wholeness, where each teacher feels their inner self is in harmony with their outer self. How do we develop authentic kids? With authentic teachers.

Learning through listening: A Response to the End of Year Survey

Were you one of the people who filled out the 2018-19 End of Year (EOY) survey in May? If so, thank you. The EOY survey is an incredibly valuable tool that helps the Administration and the Board gain a better understanding of family experience at Rainbow and how we can improve. We really analyze the results.

To view the quantitative results of the survey, you can view the preschool results, and the K-8 results. As you can see, the overall results are very positive. Not surprisingly the “Quality of teachers” is the highest ranking response. Right behind that are communication, opportunities for involvement, the Rainbow philosophy, and the quality of the educational program. Some of the lower scoring items were diversity and equity, facilities, and safety.

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The RCS Board

While Board leadership didn’t have any scores below “fair,” that item had the fewest “very good” scores. I would like to put in a good word for our Board. There is an old saying that “board leadership is a thankless role.” Our current Board has been through days of training and retreats. They are diligent, wise, and very dedicated. Look for some upcoming messages from the Board in Rainbow Reminders this year.

Appreciations & Comments

Besides the quantitative items, your comments were rich and informative. I spend a lot of time with the survey results and even informally “code” the responses to look for trends. The vast number of written comments are about teachers and an appreciation for the holistic curriculum, the academic program, the community, the emotional safety, character building, and general appreciation. For example, “Nurturing, genuine teachers with a passion for teaching advanced, fascinating curriculum!”

Other than those appreciations, the biggest category of responses was about diversity and equity – both multiple positive appreciations and multiple requests to please do more. Yes, yes, yes! Equity and inclusion will be an ongoing focus for years to come. It’s work that is never “done,” and this is work that all of us – every parent, board member, faculty, and student – is a part of.

Some of the facilities comments expressed longing for a gym. (Wouldn’t that be awesome?!) Also, there were comments about the need for more after school space and a proper space for art and music. There were several appreciations for the aesthetic beauty of our campus. There were a few requests for a high school and a request for improved security. (We agree, and our new security cameras will be installed soon, in addition to all the other safety measures we invested in over the last year).

Beyond that, most of the other comments were singular — many that seemed particular to the family, or particular to a teacher. The most helpful comments are the ones that provide some context.

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About the Calendar

There was one comment about the number of days off. While our total number of calendar days is right in range with the other private schools in Asheville, I know the student days off are incredibly inconvenient, especially for preschool parents. We heard you! I hope the new program for child care during some of those days is helpful for K-8 working parents (and we wish we had the space and personnel to offer it to preschool).

Also, I ask readers to please note the high quality of the teachers that is so appreciated is directly correlated with the amount of time teachers have for training, collaborative meetings, planning, and the time they have to meet with parents on all of our conference days, plus the work days they have to write narratives and prepare for conferences. We are trying to find a balance that works for everyone, while ensuring your teachers have everything they need to be at their very best every minute, of every day.

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Who is the Administration?

There was also one comment on the end of year survey about the number of people in Administration. The overall quantitative score for administration was mediocre in the survey. So, I thought it might be helpful to provide some more context:

The administrative team is here to serve families, students, and faculty. At Rainbow, we truly see our administrative role as one of service. Some administrative roles are very public, such as hosting events or providing direct one-on-one services–such as a Division Head helping a family navigate a child’s academic or behavioral challenges. These are the aspects of administration that are most visible.

However, most of our administrative work is quite invisible. This may seem counter-intuitive, but invisible is good. The Administration is most invisible when the school is running smoothly and everyone—teachers, family, and students—has what they need. We recognize that it can be puzzling to understand what all those “invisible” people on administration do, but I promise you, if they weren’t doing it, we would all notice it!

Of course, the teachers have the most visible and the most important role on the school staff. And behind every teacher is a host of administrative support—making sure campus is safe and clean, the bills are paid, equipment is working, marketing ensures enrollment is full, communication is flowing, technology is high-functioning, funds are raised, staff is well-trained and cohesive, events are effective, records are kept, laws abided by, staff are hired and evaluated, students and families are supported, materials are purchased, plans are made and disseminated, protocols followed, and on and on.

The administration does all of this so that the teachers can focus on brilliant teaching. To me, the teachers are rock-stars. Behind every rock star is a giant operation. The administration is the business, the promoters, the crew, and the entourage!

The most important thing? Rainbow’s number one top priority is for the children to have an extra-ordinary holistic learning experience. As a non-profit organization, my role as the chief executive officer is to write and administer a budget that uses all of our funds as efficiently as possible, while being fair and equitable and meeting our goals.

Our budgetary priority is for teachers’ salaries to be as high as possible and tuition to be as low as possible, while providing the highest quality of education and service possible. One way we do this is by keeping administrative salaries very low compared to other independent schools and public schools. (Also, about half of our administrative and non-teaching staff work part time.)

While every administrator would make budgetary decisions a little differently, and I certainly don’t expect everyone to agree with all our decisions, I appreciate the good faith the community places in the work we do as an administration in all of our behind-the-scenes service.

I wish I got to be in Omega Middle School!

Along with a rigorous curriculum delivered by the classroom teachers, Omega Middle School creates opportunities for our students to engage with diverse learning experiences that reinforce a holistic approach to education. This includes a dynamic offering of electives classes that are taught by our highly qualified teachers at Rainbow. These courses are designed so that students can dive deep into a topic that resonates with their personal interests and skills. It also provides an opportunity rich with inquiry and wonder as it connects to new learning and the Seven Domains.

I recommend reading the choice of electives for middle school, especially if your child is in third, fourth, or fifth grade. Personally, I want to take them all! Computer coding, inventing, gardening, social justice, facility maintenance, electronics, religious studies, plus all the great art, music, drama, Spanish choices, fitness choices, and much, much more.

Did you know there is a desperate shortage of blood?

When first grade teacher, Rachel Hagen, learned about the blood shortage recently, she couldn’t imagine the heartbreak of being denied urgent medical care due to a blood shortage. So she reached out to the Red Cross to organize the drive. Are you able to make the sacrifice and help?

What you need to know:
Blood Drive Info

You are invited: ZOOM at NOON Moved to October 4

Zoom at Noon was scheduled for this Friday, September 20, but that is when the Global Student Climate Strike is happening. So we moved it. Please click on the Zoom link at 12pm on Friday, October 4, or come to my office. We will discuss the value of social emotional learning and how it affects academic learning. Specifically, we will look at vulnerability. Vulnerability sounds scary! Let’s talk it through!

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What is the Student Climate Strike?

From the interweb: Since Greta Thunberg’s first school strike for climate a year ago, young people have revolutionized the way humanity perceives the scope of the climate crisis. On September 20, 2019, young people will kick off a worldwide week of action with an international strike. September 20th will be the largest mass mobilization for climate action in human history. This time, adults will be joining the youth-led call for climate action to demand world leaders take meaningful steps to address this crisis with the urgency it requires. Youth and adults will stand arm-in-arm in the fight together for the future of humanity.

Omega Middle School teachers and parents are supporting middle school students who want to strike. Many of Omega Middle School students will be attending the event downtown, where many local students are speaking. Click here for more information, or to join the event. I’m proud to honor the voices of our youth.

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A Sacred Invitation

Finally, we honor of our year-long theme of wholeness and the coming of autumn, we are holding a sacred fire on September 20. The fire will be in the outdoor classroom (next to the upper parking lot.) Feel free to stop by the fire to contemplate, celebrate, reflect, and simply “be.” The invitation:

as the wheel turns
  we come together
    and mark the time
reminding our selves
  of our connection to the rhythm
    of our presence in the story
      of our place within the whole

in humility in gratitude in love
we will hold fire

Friday September 20
from ~9 until school day ends
the space is open for all

Collaboration and Renewal Before the First Days of School

Collaboration and Renewal Before the First Days of School

Collaboration and Renewal

Collaboration and Renewal: two key words that describe what it is for faculty to come back together for ten days of training before the start of school.

Faculty and staff began their August workdays with something that is so integral to Rainbow: Centering and an Opening Ceremony. The next few days were filled with division meetings, team collaboration time, and safety training. They delved into the their goals and intentions for the year, working with Dyad partners, themes in equity, and more. Reneé led an incredible training around this year’s theme: Wholeness.

The Path of Authentic Learning

Reneé’s training about wholeness is part of a year-long training series that she is offering the staff entitled, “The Path of Authentic Learning,” which is based on her doctoral research. All RCS staff learned about strands in “an educator’s model for spiritual development” and “teaching as a spiritual practice.” They explored “the field of connection” and the idea of vulnerability – both with the student and the teacher, tied in with authentic learning. They had a chance to do some journal reflections throughout their training days.

collaboration and renewal

Reflection journals

Continuing collaboration and renewal in Hot Springs, NC

It was with that theme, and with this new knowledge, that all RCS staff embarked on an overnight retreat in Hot Springs, NC. They had a chance to engage in additional trainings that would benefit the classroom. They engaged in nature games that involved all the senses, positive discipline, and a module about “aliveness.” Staff investigated topics like awakening the senses, infinite learning, imagination, and even Oneness.

collaboration and renewal

Positive Discipline training, led by Eddy and Josie

To be sure, all community members had a chance to go to the hot tubs, camp in a tent, or stay in a rustic cabin. They enjoyed fellowship and visiting with each other after summer break. In fact, every moment of these training days was intended to create a sense of wholeness and groundedness. That helped prepare everyone for a new school year.

collaboration and renewal

Time in nature and participating in Restorative Circles was another component of the retreat. So many mentioned how sights of the forest, the running river, listening to the cicadas, and taking in the earthy scents of surrounding trees were incredibly uplifting and healing. They paired that with communicative circle activities in which folks shared about their “authentic self.” This was a path to forging vibrant, lifelong friendships built on a solid foundation.

collaboration and renewal

Restorative Circles

Getting ready

The overnight retreat ended with Closing Circle, in full practice of the year’s “wholeness” theme. Everyone stood together, at times holding hands, sharing in song and in moments of vulnerability. This concluded with a final sounding of the singing bowl. Now, they were almost ready. With this session of renewal came the energy to return to campus. Teachers finalized their first-week lesson plans. They put the final touches on decorating their student-centered classrooms. Still, they arranged desks and furniture just so, printed out any necessary materials AND….

collaboration and renewal

The singing bowl at Closing Circle

The first day of school began. It promised to be the best year ever!

Photo credits: Cynthia Calhoun

Imagine 2019 – Who Be The Whoman

Imagine 2019 – Who Be The Whoman

Imagine 2019 – Who Be the Whoman?

Who are we? Where do we come from? Where are we going?

These are the questions humans have been asking themselves for as long as they have dwelt in this world. But how to answer such eternal questions? As we always have… with a story.

This story is set in the pre-human world, and it is told from the point of view of the animals. Several animals discover the “soul seed” of a mysterious creature. They learn it is the soul seed of the “whoman,” and it will be very different type of animal — powerful beyond imagination. Knowing that their world will be forever changed when this “whoman” seed awakens, what should they do with it? Should they protect it…or are they better off without it? Can they love and support this new creature, despite, or because of, its awesome potential?

Heavy questions for a grade school play, but here we are in 2019!

Learning through the arts

As always, this year’s Imagine is an original play, with almost all original music written and composed by teachers and the children. Imagine uses the arts as a medium to explore complex questions and to revel in what creative and vibrant creatures we are. Through the arts, children can learn concepts far beyond their years, and they can express wisdom beyond what any facts could ever convey.

In an age when facts are often labeled as “fake,” the arts speak the Truth. Thank you for supporting the arts at Rainbow, and thank you for providing your child with an education that matters. May you leave Imagine with renewed hope for the world, because that is what your child brings to us every day.

~Renee Owen, Executive Director & Justin Pilla, Rainbow Creative Coordinator

Download the Program PDF here: imagine 2019 – Who Be The Whoman

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