We live in a time of uncertainty, in a world that is unpredictable and in a society that is, in some cases, changing rapidly and in others stuck. Nevertheless, our work as educators is more important now than ever.
As an organization, we aim to live our mission everyday. Some days we do so effortlessly and seamlessly. Other days we detour, stumble and struggle. Many days yield cheer and celebration, yet many yield mistakes and misunderstanding. Regardless of the outcomes, we see them ALL as an opportunity to deeply reflect, adapt and grow.
We are an organization on a transformational journey informed by these opportunities, guided by our hearts and our spirits and fueled by our mission.
We develop accomplished, confident, and creative learners who are prepared to be compassionate leaders in building a socially just, spiritually connected, and environmentally sustainable world.
As a teacher, to live this mission means that you are intentional about circling back to it and that you are willing to hold a mirror up to your classroom culture and programming. These opportunities often show up in unexpected ways but, if you are waiting with that mirror, some amazing learning can happen.
Spirit Week at RCS
Next week is Spirit Week at RCS. This week fills our school classrooms, campus and culture with fellowship and fun. It invites costumes, and creativity while building community. As Student Council began to flesh out the daily Spirit Week themes, they stumbled on an opportunity- a real teachable moment. In an effort to give this teachable moment greater context, our Equity Director wrote a letter to our families.
“In the interest of our ongoing efforts to be more mindful of equity, we are eliminating ‘Crazy Hair Day’ from our Spirit Week schedule. There are a couple of concerns about this practice. To begin with, the regular and loose use of the term ‘crazy’ is disrespectful to those who live and struggle with mental illness. Even if we are innocently using the term to refer to something that is different and/or weird, we need to ask ourselves if that’s really the message we want to send about hair. While there are some really cute and elaborate ideas out there for ‘Crazy Hair Day’, all too often, the expressions that come out of this Spirit Week practice are styles that closely resemble (intentionally or not) actual cultural and ethnic hairstyles. The suggestion that those styles are crazy or weird is offensive. Would it be ‘crazy hair’ if a child with curly hair came to school with their hair straightened for the day?
Here at Rainbow, equity is a practice. So we’re using this as a teachable moment for our students. Some of your teachers are taking this time to talk about culture and cultural practices, and concepts of ‘different’ vs. ‘weird’. If you want to continue these discussions at home and feel like you could use some supportive material, please reach out to our Equity Director. In addition, HERE is a link to a very thoughtful post from a parent about ‘Crazy Hair Day’.
Teachable Moments
This topic became inspiration for a 4th grade centering practice. Centering began when the class found stillness and silence. The candle was then lit for “safety” and the teacher began, “Yesterday we talked about physical safety and today we will talk about emotional safety.”
Susie, the teacher, followed by asking for a volunteer to read Rainbow’s mission statement. She then asked, “Where does this come from?” The kids responded, “The School!” She explained that this was our mission statement and ultimately our hope for each action, every day.
Around the altar were the words Ethnic and Culture. The teacher asked the students what these words meant to them. As a group, the kids built collaborative definitions and came to some common understandings of each word. Susie then revealed a final sheet of paper with the phrase ‘Crazy Hair Day’ written on it and began touching on some of the concepts that were explained in the above letter. Finally, she began showing the group images of hairstyles that were based on the cultural or ethnic backgrounds of the people pictured.
These images were passed around the circle in silence. The students were asked to simply use their powers of observation, acknowledge any reactions, consider the terms ‘ethnic’ and ‘culture’ while making mental notes as they cycled through each image.
In closing, Susie asked to kids to try to weave all the centering elements together and identify the message that she was trying to share with them. One child responded,”By saying something or someone is crazy, you are judging them.” Another student said, “The things that may be fun for me, like crazy hair day, could really hurt someone else. This might be the way they do things and if you make fun of them, it could hurt their feelings.” Another child said, “What you might consider crazy hair for you may be they way that others wear their hair everyday.” One noted that, “Yesterday we talked about how some cultures greet people in different ways we should think about how some people wear their hair in different ways.” Susie ended with a simple statement about how we, for the last several years have been hosting Crazy Hair Day and upon reflection and insight we have realized that this choice does not fit within our mission statement. As a community, we decided to let go of it because we strive for emotional safety for all.
Now what?
Consider your personal mission statement or that of your school or organization. Reflect…
What are you doing to successfully achieve this mission? Celebrate that!
Now consider, how can those mission statement words be better represented with action?
What changes to your direct practice can open up pathways of learning for you, your family and/or your students?
Integrated thematic units are considered best practice at Rainbow. Thematic lessons are layered in both discipline and in learning domain. Layering in this way encourages theme engagement from many angles and through many lenses. This allows a student to connect with the material through their preferred learning domain while nurturing a lasting relationship with the material. For example, what is taught in science may be incorporated into the social studies topic, written about in language arts, or read through literature. This method nurtures learning that is both circular and interconnected.
First grade is currently studying Africa. A recent centering lesson was layered in mindfulness and contemplative ritual, kinesthetic learning, teamwork and critical thinking. It was also rooted in the geography, natural history and culture of Africa.
The centering begins, like all RCS centerings, with a prompt to, “still your minds, bodies and voices and at the sound of each chime, take three audible deep breaths.” Josie, the teacher, then asked the class Mindful Mediation Leader to offer a word or intention that we can hold in our hearts. “African animals” was offered and Josie struck a match and said, “may we honor African animals as our teachers.”
These rituals served to shift the class energy inward resulting in a moment of silence and stillness. Josie then showed a picture of the Efé children of the Zaire, Ituri Forest and asked contemplative questions.
“What do you see, think and wonder about this picture?”
The Osani Circle Game
Josie explained that these children were playing a game called The Osani Circle Game. This prompted a conversation about circles. She stated that circles and cycles are seen everywhere. They are symbols of connection and wholeness. They are considered incredibly strong. Josie asked, “Can we name some circles or cycles?”
She went on to describe that the players of the game harness the strength of the circle by physically creating a circle with their feet and bodies. Each person then takes a turn naming a circular object, concepts or cycles such as apples, belly buttons, pies, time, the water cycle, butterfly cycle, the seasons. The goal being to hold the circle throughout the game while, without hesitation, naming circular objects.
In an effort to anchor the kids in teamwork, set the tone for the game and harness the power of the circle, Josie started by sending a “squeeze around the circle.” She then led them to create a human mandala. Finally, she guided them through a closed-eyed medication that allowed them to picture the circles all around us.
The kids named things like the butterfly cycle, the Sun, the belly of a bear, our noses, etc… More importantly they had fun while learning in a rich and integrated way- from learning about Efé children, to physically and collaboratively recreating the circle, to thinking fast and maintaining concentration throughout the game.
However, it was the unwritten curriculum that spoke volumes- the wisdom of the circle. The circle as a powerful symbol has been referred to since the beginning of time. It is celebrated in many religions and cultures as divine. It holds archetypal influence in story and myth and is represented by so many natural phenomena. Consider the Tibetan mandala, the Native American medicine wheel, the wedding ring, the Hero’s Journey, the Sun or Moon cycle. This centering ended with a closing verse that integrated some important circular objects found in our lives.
Informing your practice
If children are deeply and comprehensively connecting to the Circle, then they are more likely to return to it later in life as a teacher or guide, a tool, a strategy, an anchor or a healing source. I ask you to consider how circles show up in your life, to pay attention to their influence, and to invite them in as teachers.
Centering practices aim to strengthen our learning community by inviting spirit and sacredness into each space and each day. At RCS, we see this daily practice as a meaningful ritual that is integral to a child’s healthy spiritual development.
We also host school-wide, annual celebrations and ceremonies that are also rooted in the sacred and serve to deepen the connections we have to ourselves, our community and a higher power. These shared celebrations, ceremonies and rites of passage empower all involved to turn both inward and outward so as to realize their part in an integral community and their connection to something greater than themselves.
The annual winter program is one of those sacred ceremonies. During this time, the staff and students celebrate the true meaning of the holidays by sharing original songs that embrace the human values that unite us. Each year the theme of the program is inspired by one of the universally held virtues and serves as a guide for the students as they collaborate with Sue Ford, our music director, to draft lyrics for each performance.
For example, a few years ago the theme was LOVE. The students were asked to ponder the power of love and the many ways to give and receive love. This reflection yielded various interpretations and heart-felt lyrics rooted in “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. Carl Jung says, “I saw that everything, all paths I had been following, all steps I had taken, were leading back to a single point — namely, to the mid-point. It became increasingly plain to me that the mandala is the center. It is the exponent of all paths. … I knew that in finding the mandala as an expression of the self I had attained what was for me the ultimate.”
This year the theme “Journey Through the Sacred Circle” is an exploration of how we as individuals and as communities relate to the seven directions and elements within the circle. We begin 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. The songs in this journey are original collaborations between students, Sue Ford our music teacher and many of the RCS teachers.
I am sure many of you 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?
We at Rainbow make it a habit to practice gratitude – not just around Thanksgiving – but all during the school year.
It happens in centerings, and teachers work to instill the two words, “thank you” into every student.
As Renee mentioned in her November Kaleidoscope, the practice of gratitude can boost happiness, optimism, overall life satisfaction, and more. So much more.
Around Rainbow, we speak a lot about the 7 Domains and how each teacher carefully plans lessons that integrate each one. Like a puzzle piece, gratitude fits beautifully into each domain, making it easy for students to become mindful of the power of gratitude.
In the days and weeks leading up to Thanksgiving break, students engaged in centerings and activities to help drive home the idea of a solid practice of giving thanks.
All over campus, students participated in centerings, song circles, and wrote things they were thankful for on leaves to create a gratitude tree.
Indeed, students have a powerful sense of appreciation. We went to the After School to ask students what they were thankful for. They all instantly came up with life’s most precious and priceless gifts: family, friends, animals, nature.
Take a look for yourself:
Activities Around Campus
Gratitude is about connection.
In Preschool (Blue Door), they asked “What are you connected to?” This led to a discussion about how we’re all connected to the elements of the earth, how we feel love, and that gratitude is part of that.
The first grade Cheetahs made turkeys with feathers of gratitude. Fourth grade culminated their archaeology unit with a centering that incorporated appreciation for studying archeological discoveries.
Song circle this week incorporated songs about family, spending time in the woods, and the “Best Day of My Life.”
We invite all students to lead their families in a centering with a focus on gratitude over break. They will know what to do.
However, if you would like some ideas, here are some ways to incorporate a centering with your child.
Gratitude Centering
Gather in a circle. Take three deep breaths. You can optionally light a candle.
Have everyone in your circle write down something for which they are thankful and put it into a jar. When everyone’s finished, each person can randomly take out a slip of paper and read it aloud. Younger students who are learning to write will need help with this activity.
A variation of this could be to go outside, or to write down thoughts of gratitude on a ball and have people in the circle catch it and read off a line of gratitude nearest their right or left thumb. This activity can have so many variations!
Have your child say a blessing over your food.
Close with three more deep breaths.
For more ideas, a quick check on a search engine will give you many to choose from.
Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos to order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow. — Melody Beattie
In closing, we hope that all Rainbow families, friends, staff, and students have a wonderful holiday break!
We are grateful for all the love you give, the hope, the inspiration, the peace, mindfulness, and how you give back to the earth.
The centering rituals, although all rooted in mindfulness and in sacred spirit, vary from Rainbow classroom to Rainbow classroom. For example, the middle school, known as Omega, opens each centering with a reflection on a quote, a lyric, or a blessing. As centering opens, the students turn inward by recording the quote, which is displayed on a whiteboard, in their centering journals and connect with it through silent reflection.
This daily “food for thought,” sets a reverent tone, encourages contemplative thinking, nourishes class coherence while reminding us that learning is scared. A volunteer is asked to recite the quote and then the facilitator 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, “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 with “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, Freddie attempted to put the quote’s wisdom into practice. He asked that we each find a comfortable position somewhere in the classroom, close our eyes, and begin to focus on our breath. He began to ring a bell and noted that the bell would serve to anchor the breath. He said that if our thoughts wandered or drifted, each time he rang it, it would remind us to come back to our breath and to the present moment.The students seemed to relax into the meditation with ease and Freddie held space for this practice for about five minutes. Each individual student emerged from the practice relaxed, calm and focused and the group’s energy seemed more bonded or in a higher state of flow.
Overall, I feel that the mediation succeeded in supporting the transition from home to school, supporting class coherence and in opening up additional pathways to learning.
Meditation is one crucial tool that our children access…it allows them to focus on their breath, their bodily sensations, or on a word or phrase. In today’s fast paced society, it has become increasingly challenging to direct attention or efforts to a single point of reference or action. Alarms, meetings, deadlines, chores, commitments and 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 from distracting thoughts, past memories, mistakes or regrets, or future obligations and 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…
