Centering practices aim to strengthen ourย learning communityย by inviting spirit and sacredness into each space and each day. At RCS, we see this dailyย practice as aย meaningfulย ritual that isย integral to aย child’s healthy spiritual development.
Weย alsoย hostย school-wide, annualย celebrations and ceremonies that are alsoย rooted in the sacred andย serve to deepen the connections we have to ourselves,ย our community and a higher power.ย These shared celebrations, ceremonies and rites of passageย empower all involvedย to turn both inward and outward so as to realize their part in an integral community and their connection to somethingย greater than themselves.
The annualย winter program is one of those sacred ceremonies. During this time,ย the staff and studentsย celebrate the true meaning of the holidays by sharing original songs that embrace the human valuesย that unite us. Each year the theme of the programย is inspired by one of theย universally held virtuesย and serves as aย guide for the students as they collaborate with Sue Ford,ย our music director, to draft lyrics for each performance.
For example, aย few years agoย the theme was LOVE. The students were asked to ponder the power of love andย the many ways to give and receive love. This reflectionย yielded various interpretations andย heart-felt lyrics rooted inย “Love.” Follow the link below to hear one of the many songs from the love feast.
The following year, the theme “Unity through Music” invited the students to create songs in cultural styles from around the world as a way of honoring our connection to local and global communities. Follow the link below to experience the 2nd grade song, “One Human Family.”
This year, Sue Ford has invited students on a sacred circle journey. The circle is a symbol of wholeness. Sacred Circles, Medicine Wheels, Mandalas, Hoops and Rings are found all over the world in history, art, architecture and ceremony.ย Carl Jung says, โI saw that everything, all paths I had been following, all steps I had taken, were leading back to a single point โ namely, to the mid-point.โจ It became increasingly plain to me that the mandala is the center. โจIt is the exponent of all paths.โจโฆ I knew that in finding the mandala as an expression of the self I had attained what was for me the ultimate.โ
This year the themeย โJourney Through the Sacred Circleโ is an exploration of how we as individuals and as communities relate to the seven directions and elements within the circle. We beginย with our Roots (Below), ascending into Fire and Air, grounding with the Earth, flowing with the Water, floating into the infinity of Space (Above) and finally back home in the center, Spirit.ย The songs in this journey are original collaborations between students, Sue Ford our music teacherย and many of theย RCSย teachers.
I am sure many of youย have experienced the joy and celebration that comes with holiday programs. At each RCS winter program, these feelings are echoed and then bolstered by the invitation of spirit, the emphasis on the sacred and the purposeful connection present at these programs.
As you enter into each holiday season and embark on learning adventures with your students, memory making with your family, and connections with your friends and acquaintances… I ask you to consider the ways that you can invite the true spirit of the holidays along on your journey?
Rainbow’s centering curriculum aims toย support the spiritual identity development of each learner through various contemplative, mindfulnessย and meditative practices. It also serves to cultivate a strong class coherence and foster a collective wisdom through team-building initiativesย andย collaborative learning opportunities.
Omega Middle School students often take on the incredible responsibility of leading a centering for their peers. The student chooses a quote that resonates with them, shares it, asks for reflections, and then facilitates anย extension activity.ย In a recent Omega Middle School centering, class coherence was nurtured throughย a team-building initiative rooted in the wise words of the poet Rumi.ย Rumi,ย a 13th century Persian poet, was a Sufi mystic andย an Islamic dervish, and isย often regarded as aย spiritual masterย and one of the world’s most popular poets.ย Interestingly,ย Rainbow founders, in addition to being innovative educators,ย were also spiritual Sufis with strong beliefsย in universal peace and acceptance of all spiritual traditions. To that end,ย Rainbow’sย 40-year lineageย ofย spiritual curriculum is founded in Sufi mysticism, an arm ofย the Muslim faithย in which the practitionersย believeย that aย personal experience with a higher powerย can beย achieved through mindfulness andย meditation.
The Rumiย quote below served as inspiration for this particular centering:
We can all acknowledge that judgments of right or wrong permeate our society and that societal pressures often yield citizens motivated by competition, achievement, success, winning and losing. Even the mission statement of the U.S. Department of Education emphasizes these. It states, “Our missionย is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.”
All of us, I am sure, acknowledge the importance of setting and achieving goals. But do we always ask ourselves who or what loses if we win, or does my success come at the expense of who or what? As parents, educators and mentors, we absolutely want our children to experience goal setting, success and personal growth; but do we do everything we can to teach them to consider the bigger picture by reflecting in this way? Team building, if scaffolded properly has the power to do just that.
Rainbow recognizes the positive impacts thatย team building experiences haveย on classroom culture and morale and also on the development of the whole child. Team building is about working together to achieve a shared goal– one in which everyone succeeds. Team-building initiatives encourage perspective taking, ย empathy and trust. Team building is about connection.
Team building anchored in spirituality or inspired by contemplation asks each person to turn inward first so that they can show up outwardly in a positive way. ย What if,ย before we launched aย team-building initiative or worked towards any common goal, we were reminded of the things that bind us? What if we were reminded of the greater good?
The Omegans spent some time reflecting on the quote. Then the group was tasked to cross a field, arms joined and with their feet touching their neighbors (a symbolic bond). The collective goal was to stay connected throughout the entire journey.
Ultimately, they were asked to enter Rumi’s field of consciousness and to move beyond right and wrong, success and failure, and to focus on what is truly important– the things that bind each of them.
Theย centering rituals, although all rooted inย mindfulnessย and in sacred spirit,ย vary from Rainbow classroom to Rainbow classroom. For example, the middle school, known asย Omega, opens each centering with a reflection onย a quote, a lyric, or a blessing.ย As centering opens, the studentsย turnย inward by recording the quote, which is displayed on a whiteboard,ย in their centering journals and connectย with itย through silentย reflection.
This dailyย “food for thought,” sets a reverent tone, encourages contemplative thinking, nourishes class coherence while reminding us thatย learning is scared.ย A volunteer is asked to recite the quote and then the facilitatorย fishes for any reflections, questions, insight or comments. Students are encouraged to offer their own wisdom, tweeze out meaning, make connections, share personal stories, and/or give an emotional reaction to the quote.
On one particular morning, Freddie, an eighth grade student lead a centering inspired by the words of spiritual teacher, Eckhardt Tolle,
“Realize deeply that the present moment is all you ever have.”
Freddie paused after the quote and waited for responses. One student offered, ย “that we are often caught up in our past memories and mistakes or are thinking about what will happen next, that we dont realize the important things that are happening right in front of us.” Another student responded withย “the past is full of memories, the future of hopes or dreams and the present- the present is where the two collide. It is important to savor that.”
Interacting with students in this way, keeps me in constant awe of the wisdom that is alive within them. What if every child had the opportunity to be contemplative, like this, each day? How would their inner potential and their inner wisdom reveal itself?
After a round of sharing, Freddieย attempted to put the quote’s wisdomย into practice. He asked that we eachย find a comfortable position somewhere in the classroom, close our eyes, and begin to focus on ourย breath. He began to ring a bell and noted that the bell would serve toย anchor theย breath. He said thatย if our thoughts wandered or drifted, each time he rang it, it would remind us to come back to ourย breath and toย the present moment.The students seemed to relax into the meditationย with ease andย Freddieย heldย space for thisย practiceย for about fiveย minutes. Each individualย studentย emerged from the practice relaxed,ย calm andย focused and theย group’s energyย seemed moreย bonded orย in a higher state of flow.
Overall, Iย feel that the mediationย succeeded in supporting the transition from home to school, supporting class coherence and inย openingย up additionalย pathways to learning.
Meditation is one crucialย tool that our children access…itย allows themย toย focusย on theirย breath, theirย bodily sensations, or on a word or phrase. Inย today’sย fast paced society, it has become increasingly challengingย to directย attention or efforts toย a single point of reference or action. Alarms,ย meetings, deadlines, chores, commitments andย to do lists can make it hard to embrace a mindfulness practice, a mediation or any deep relfection. A mediative practice, like the one described above has the power to turn attention away fromย distracting thoughts, past memories, mistakes or regrets, or future obligations andย into the present moment. It is not only empowering but powerful.
What if alarms were used to remind us to be present, to pause, to notice- instead of to wake us up or get us somewhere on time? What if our to do lists became to be lists? What if every child was equipped with these tools and resources? What if…
Daily centering practice is a part of every Rainbow classroom.ย Theseย practices, although all anchored in the Rainbow Spiritual Domain Learning Outcomes,ย take on many shapes and forms and evolve based on the learning needs of the children and theย passions of the teacher. From journaling, meditation, dance, yoga, creating art, team building, time in nature to mindfulness practices… regardless of their format, this is aย special time whereย children are encouraged to find their center andย their source of personal power and wisdomย before undertaking the lessons and explorations of the day.
Oralย myth or story often setย the stage for a centeringย or in many cases a children’s book can serveย as inspiration for a particularย theme. In each RCSย classroom you will certainly find a bookshelf designated for those special “centering books.” One that touches the heart of many is Jon. J. Muth’s The Three Questions.ย This book is an illustrated adaptation of a story by Leo Tolstoy in which a young boyย Nikolai, goes on a quest to find the answers to these three questions.
What is the best time to do things?
Who is the most important?
What is the right thing to do?
Nikolai’s interactionย with various characters inadvertently lead him into the answers to those three questions.
If the purpose of a holistic education is to nurture the whole child, weย do this byย aidingย them in uncovering their inner wisdom and truest, most authentic self…
As holistic and spiritual educators we exploreย existentialย questioning,ย meaning making, developing connection,ย leaning into discomfort,ย encouragingย a questingย for purpose andย embracingย awe and wonder.This special book is a gift that has the capacity to do all that for its reader. Happy reading and happy sharing.
Finally, as you gear up for a new school year, new chapter, new job, or just simply a new day. Consider your own three questions. What questions can guide you as you strive to be your best, most authentic self, most divine self?
Maybe these:
What is the best time to do things?
Who is the most important one?
What is the right thing to do?
Or:
What am I doing?ย Why am I doing it?
Does it bring me joy or purpose?
Is it allowing me to be the best me I can be?
The beginning of an RCS school year serves as a rite ofย passage for every student andย theirย classroom community. This time is symbolic of rebirth, renewal, a newย beginning- a fresh start. RCS teachers begin by creating a sacred and safe foundation in which the students canย exploreย theirย role asย integralย communityย members.ย Teachers strive toย foster sharedย ritual andย ceremony and aim to nurture a culture that embraces the spiritual virtues such as mutual respect, deep connection, appreciation and gratitude.
Daily centering practices aid the teacher in establishing this culture through themes that are inspired by the various spiritual virtues. For example, fourth graders begin their year by building Gratitude Jars. The purpose of this centering activity is to meditate on the power of gratitude and serve as a model for giving and receiving appreciations. These jars also serve as grounding resources to return to on days that are particularly hard or challenging and/orย when a child may need to refocus on a positive energy.ย “The struggle ends when gratitude begins” ~ Neale Donald Walsch
Our teachers are well aware of the many benefits of cultivating gratitude in their personal lives and in the lives of their students.
Click here for a great article onย The 31 Benefits of Gratitude You Didnโt Know About: How Gratitude Can Change Your Life.ย
This activity is launched by an email to families requesting a personalized gratitude for their child. This can be as simple or complex as a family would like it to be. Once the gratitudes have been collected by the teacher, the students participate in a centering practice in which they create their jars.
The opening of this centering focuses on the power of gratitude and the sacred practice of slowing down and appreciating the special people and experiences in our lives.- maybe by reflecting on a quote about gratitude.
The teacher then explains that the jars will serve as year long collection vessels for various gratitudes and appreciations.The students are then guided to use tissue paper to personalize their jar (It works best if pieces of tissue paper are no bigger than a square inch and applied to the outside of the glass jar with the glue solution) and this introductory centering concludes as they jars are left to dry overnight.
The next day, during a follow up centering, students are again encouraged to meditate on the power of gratitude and are prompted to share in a partnership the following considerations…
Why might gratitude be considered contagious?
What type of energy does gratitude spread?
If gratitude were a color what color would it be and why?ย
The students regroup and the teacher hands each child their jar (at this point the teacher has secretly placed the family written gratitudes inside each jar). The teacher sets the tone for exploring the jar and encourages the children to use it as a sacred time to personally digest the gift of gratitude from their family. This is not a time when sharing is necessaryโฆinstead encourage the students to place the notes back in the jar when finished reading them.
These jars are reintroduced throughout the year with notes from teachers and others students as deemed necessary and appropriate by the teacher.
How can what we do at RCS inspire your own personal or professional work?ย
Consider these questions… Why might gratitude be considered contagious?
What type of energy does gratitude spread?
If gratitude were a color what color would it be and why?ย
Our Executive Director, Renee, has created a video inviting all students, staff, alumni and families of Rainbow Community School to join us in celebrating 40 years of holistic education.
Below is a summary of the video, with invitations to the 40th Anniversary Celebration and the More Than Mindfulness Conference.
Celebrating 40 Years of Love!
Rainbow is 40 years old. We invite you to celebrate with us!
Some great leaders and healers gathered together in 1977 to found Rainbow Mountain Children’s School. Now known as Rainbow Community School, it was founded on love.
The school’s founders envisioned a curriculum that taught love and mindfulness, so that the world would become more of these things.
40 years later, we’re doing a two year celebration.
This is because school leaders began shaping their vision for the school in 1977 through parent meetings, gathering ideas, and research. The school opened its doors for the first time in 1978.
This year, in 2017, you’ll begin to see a lot more information about the history of the school, interviews with alumni, and more. In the fall of 2018, we would like to put together a celebration involving all members of our community, both past and present.
Rainbow alumni are invited to the first annual alumni gathering on Friday, Oct. 6th, 2017 from 7-10pm at Rainbow Community School.
We believe that getting the word out about love and mindfulness is so incredibly important. Because of that, we also want to invite you to the More Than Mindfulness Conference.
RCS has an adult education component where we train parents, teachers, and other adults in using holistic education practices, and mindfulness practices. It’s a great opportunity for folks to deeply understand what we are about here at Rainbow, and the larger purpose behind what we are doing.
