by West | Mar 10, 2017 | Blogs, Rainbow Institute
I am sure you have actions or behaviors in your day that you could categorize or label as habitual. Consider one or more of those for a moment. For example, brushing your teeth, or filling the tea kettle, putting food in the dog bowl before you are off to work, etc… Do you consider these as sacred HABITS. I am going to assume that you don’t likely bring intentioned awareness or a mindful presence to these on a daily basis. Or that you don’t pause to give reverence to those actions. I wonder what would transpire if you did?
When something becomes habit it has the tendency to lose its power, its meaning, and its impact. As you may know from previous centering reflections- ritual, rites and ceremony are embedded into RCS’s curriculum and culture in various forms. These show up in class meetings, centering practices, celebrations, and everyday when the kids unite in a food blessing.
Recently I joined grade 4 for a two-part centering in which the teacher introduced the word “invocation.” Invocation is a sentence, poem or prayer that calls our attention from the ordinary into the sacred.
Many RCS classrooms invite the sacred into the classroom through morning verses, songs, and regular recitations. However, blessings are one invocation that serve as a sacred ritual in every classroom. They happen each day before snack and before lunch. The blessing leader chooses from the blessing wall or list and then leads his/her classmates. Often they are followed by a minute of food honoring silence.
The introduction of the word invocation opened the floor for a discussion guided by these questions … “What makes something sacred or special and why do we pause for a blessing?”
The discussion led into an extension activity in which the kids shared their own family blessings and brainstormed general elements or characteristics that make up a blessing. This brainstorm then led to some personal journaling in which the students were asked to draft an original blessing to be added to the list of blessings. This was the teacher’s way of bringing the power back to something that had lost its spark while also empowering the students to take ownership over daily rituals.
Something done everyday can become habit if we make an effort to revisit what meaning it has. It we don’t pause or bring some intentionality back into it. This is like adding water to thirsty and drooping plant- it brings the life, the enthusiasm, the perk back into it.
How can what we do at RCS inspire your own personal or professional work? Consider these questions.
What in your life needs to be watered?
What rituals have become habit?
How can you breathe life back into them?
by Admin | Mar 2, 2017 | Blogs
In the depths of winter, as the school year wound its way back through January, our Kindergarteners learned of the bear’s hibernation, the geese’s migration, and the rabbit’s adaptation. How do we, as animals, respond to winter’s harsh demands? Do humans hibernate, migrate, or adapt? Depending on your community and career, you might do all three!
During winter some beekeepers migrate south with their hives. Although as humans we can’t achieve the hibernation status of a depressed metabolism, a lower body temperature, and a falling heart rate, we do experience similar tendencies to cozy up, stay inside, and feed off stored foods; in our case we store pickled vegetables and smoked meats, instead of fat in our bodies, but the principle remains the same. Finally, we adapt. We adapt by growing layers of fur in the form of coats and scarves and mittens are . We adapt by turning up the heat and eating steaming bowls of stew and soup. By understanding themselves as part of the animal world, our students grow up with a systems-thinking approach to environmental sustainability.
The other species of animals who live alongside us, are not just obstacles standing in the way of human civilization, nor are they just cute oxytocin-boosters meant to entertain and love us. Animals serve as reflections of our human experience here on planet Earth. Grounded in their bodies and in their purpose of survival, animals can teach of us of the simplicity of the present moment. What are the basics of our lives? How wholesome do we feel in the simple routines of eating, sleeping, moving our bodies, and gathering in families?
In the pictures above, Kindergarten Assistant Teacher, Doreen, dramatically hides the Mama bear in her cave, where she’ll stay hibernating until spring flowers open in late March.
by West | Feb 20, 2017 | Blogs, Rainbow Institute
For many of the 8th grade Omega students, centering has been part of their educational experience for 9 years. This means that they have experienced approximately 1,500 centering practices during their time at RCS.
When Omegans begin their 7th grade year, a new ritual is invited into the centering practice. Words of wisdom, a quote, a lyric, or an invocation serve as the seed out of which the Centering lesson is born. These wise words are displayed on a white board and the Omega students are asked to connect to them in a deeper way by recording and reflecting on them in centering journals. A volunteer is asked to recite the quote and then at this time the teacher fishes for any student reflections, questions, insight or comments. Students are encouraged to offer their own wisdom, tweeze out meaning, making connections, share a personal story, give an emotional reaction and/or new perspective to the quote- ultimately this is how they breath even more life into the words.
On a Tuesday morning in January, the quote of the day came from none other than Winnie the Pooh. His wise words offered the students a chance to reflect on their fortunate friendships as true gifts- not to be overlooked or undervalued. Winne the Pooh says, “How lucky am I to have something that makes saying goodbye so hard.” One student reflected that “there are so many people that don’t realize how lucky they are…” “another mentioned that you don’t know you love something until it is gone” even still another noted that she recognized there have been many times in her life where she only saw the true gifts of something once it was gone. The teacher leading the centering shared a personal story which helped to create a safe and vulnerable place for the rest of the kids. At this time they were guided by several prompting questions and asked to think, pair, and share among their peers. Some of the prompts included: What qualities do you look for in friend? What are a few of your own qualities that make you a good friend? The room came alive with exchanges. The kids listened to one another with a mutual respect and spoke from the heart.
This culture of deep reflection, critical thinking and empathy didn’t develop overnight. The culture of uncovering personal truths and speaking them with confidence emerged from years of exposure to centering and contemplative practices, it was born out of the safe space the teachers worked so hard to foster, it evolved out of the deep relationships that guide all the work of a holistic education.
How can what we do at RCS inspire your own personal or professional work? Consider these questions.
How do you invite deep reflection into your life?
How do you access your inner wisdom and how do you create a sacred space for this?
How may you adapt this centering practice or one like it so that it may be used in your life?
by West | Feb 10, 2017 | Blogs, Rainbow Institute
As you may know there are many scientifically proven benefits of cultivating, recognizing and acknowledging gratitude in your life. Many studies suggest practicing gratitude can make you healthier and happier. Some benefits include, improved relationships, enhanced empathy, healthy physical and psychological health, and improved self esteem. Many curricular elements at RCS are designed with these proven benefits in mind. For example, practicing gratitude and appreciation shows up almost daily in many classroom closing appreciation circles as well as weekly class meetings.
Appreciating others is an act of kindness that brings joy to the giver and the receiver. But how often do you have the opportunity to offer anonymous appreciations? Recently, I was able to experience a creative centering practice aimed at doing just this.
After the 5th graders settled into their centering rituals, their attention was directed to the word and definition of ap.pre.ci.a.tion : A feeling or expression of admiration, approval, or gratitude. A favorable critical judgement. A sensitive awareness. To increase in value. This prompted a discussion about recognizing ways we appreciate others, the gifts that others bring to our lives each day and making a concerted effort to appreciate them. The teacher then prompted the students to consider the value of giving an appreciation anonymously. She explained an activity that would award each student the opportunity to recognize the gifts of his/her classmates and to appreciate them anonymously.
The students were placed into 3 groups- A, B, C. Group A started out as the appreciation givers while B and C were the receivers. Group B and C as the receivers were asked to find a comfortable position on the carpet, one in which their eyes were shielded- child’s pose was suggested. Group A then listened for an appreciation prompt from the teacher such as “Tap someone who you appreciate for their listening skills” and then migrate around touching the backs of those classmates that embody that gift.” A rotation was established so that all groups were givers and receivers.
In true RCS style, the prompts emphasized all learning domains. Some of the prompted included, “Tap someone that you appreciate for their charismatic spirit. Tap someone that you appreciate for their athletic ability. Tap someone that you appreciate for their problem-solving skills. Tap someone you appreciate for their energetic presence. Tap someone that you appreciate for their love of nature. Tap someone that you appreciate for their strength in the face of adversity.”
Additionally, each round of appreciation offered a different focus. For example, the second round for each group focused on appreciating someone who taught you a lesson, someone who had something unfair happen to them but you appreciated how they handled it and then someone who may have been in the wrong but you appreciated the way they resolved the situation and how they grew from it.
When this unique appreciation circle began, respect and reverence showed up in a stronger way- spirit as we call it entered the room. For example, the room seemed still… other than the shuffling of migrating feet, the teacher prompts and the soothing accompanying music. I felt a strong sense of love radiating from the students, the kids seemed eager to both give and receive and they seemed to connect deeply with one another. Once the rounds were complete, the music was turned off and the kids were asked to rejoin the circle…the kids emerged from child’s pose with smiles on their faces. The short reaction round also offered only positive reactions. They were asked how they felt receiving appreciations, how it felt not knowing who gave them and how it felt making time to give them…
How can what we do at RCS inspire your own personal or professional work? Consider these questions.
How does gratitude show up in your life? What do you/don’t you do to make time for it?
Take notice- the next time someone appreciates you, how does it make you feel physically and emotionally?
Challenge- appreciate a complete stranger. A minute of your time could change their entire day.
by West | Feb 8, 2017 | Blogs, News
SAVE the DATE! Join Rainbow Institute and Rainbow Community School staff, faculty and students on October 6th and 7th for the 2nd Annual More the Mindfulness Conference, in conjunction with our 40 year Alumni Party. Click here to learn more and to register for the event!
by Admin | Feb 8, 2017 | Blogs
Join us on Friday, February 10th, to delve into the scientific explorations created by our ever-curious students. Every year Rainbow students spend the winter months preparing for the Annual Science Fair in February. They make hypothesis, design surveys, research technologies, analyse data, and draw their scientific conclusions. Topics range from local to global, technical to theoretical. Bring your family and friends along for this incredible day of scientific inquiry!
Please check the schedule below to know when each grade is presenting their projects. Most grades present more than once. Each grade will be hosting their guests in their own classrooms. If you have any questions, Kate at the front desk in the main office can help guide you to the correct classroom. We hope to see you there!
9:30-10:00 Grades: 2, Omega A, Omega B
10:20-10:50 Grades: 5, 6, 4, 3, 2
10:50-11:20 Grades: 3, 4, 5
11:20 -11:50 Grades: 6, Omega A, Omega B
1:00-1:30 Grades: 1, 4, 5
1:30-2:00 Grade: 3
2:00-2:30 Grade: Omega A / B
