Surrender to the Flow

I came of age when the band Phish was just starting to emerge.  Through the years, I had the good fortune to see them several times.  While I was never a hardcore “Phish-head,” I have enjoyed both their music and their ethos.  Specifically, I love that they encourage their fans to “surrender to the flow,” freeing oneself to simply be in the moment enjoying the show.

While this certainly reeks of a patchouli laden, hippy-dippy philosophy, I think that it relates well to middle schoolers.  Too often, middle school students are far too aware of themselves, their peers, and their surroundings, keeping them from just letting go.  In the last two weeks, however, I have witnessed the joy students can feel when they truly “surrender to the flow.”

On the final Friday in February, I had the pleasure of joining the 5th Grade on their field trip to The Museum of Fine Arts in Boston.  The class had been learning about Ancient Sumeria, and our tour guide took us to a room at the MFA dedicated to Sumeria.  It was amazing to watch the students fully immerse themselves, asking our guide questions and looking at everything with a critical and inquisitive eye.  Though the Sumerian room at the MFA was rather small, the class spent an hour there!  Our tour guide was nearly in tears when she thanked the class for their interest, their curiosity, and their genuine desire to learn as much as possible.  As Head of School, I was extremely proud to see our students so fully and completely “surrendering to the flow.”

This Friday, Ms. Fries and the MathCounts students hosted our annual Pi Day celebration.  For two hours, students offered math themed programming for the entire school, and for two hours, the entire school was fully focused on the activities.  It was incredible!  The students got no grades - some students received small prizes – but for the most part, our students simply participated in math-based games.  There were no gripes, no students asking to use the bathroom for extended periods or other obfuscation.  They simply lost themselves in the moment and enjoyed the activities. 

I wish that every day at school could be like this, and for the most part, our students are great – however – adolescents are acutely aware of so much. When they are able to simply “surrender to the flow,” however, it is truly something special.

Ski Day II

The day before the second ski day of the year, I asked a 5th Grade student how he liked ski day.  He started off with an enthusiastic endorsement of the idea, remarking that it was so much fun.  Then, with a wistful look, he let me know that it was really different seeing everyone skiing and snowboarding.  I asked him to tell me more, and he said that at school, he knows what to expect, in general, but at the mountain, “different people are forced to do things in different ways, and that could be a little different.”

Last week I wrote about the opportunity that ski day provides to learn a new skill.  As the insightful 5th Grader observed to me, there is another reason that we do ski days at The Beech Hill School.  Ski days shake up the normal social structures of a school day, and our students are put in the uncomfortable position of negotiating this new environment.  While some students may excel in math class, or others in drama, some feel most comfortable on the mountain.  Likewise, others that may regularly feel on top of their game in class may feel discomforted on the mountain.

In the end, many of our students come to love ski days and the opportunity to spend the day with classmates with whom they may not usually socialize.  They learn to wait up for members of the group, to decide what trails to tackle and at times, even have to ride the lift with their Head of School.  While I am quite pleased that we remove the barriers that might inhibit our students from learning to ski or ride, I am also pleased to see that our students must negotiate the social challenges that arise from spending a day in a unique environment.

Ski Day

When I grew up in southern New England, I went to school with friends that were skiers.  They would go to a place called Powder Ridge for night skiing, and I thought that must be the coolest thing in the world – skiing at night - without parents.  Eventually, in 7th Grade, I went to Powder Ridge with my grandfather, rented some skis and took a lesson.  I learned how to snowplow on the bunny slope, and by the time I was done, my jeans were soaked, I was freezing, and I thought there was no way I would ever take the lift all the way to the top and night ski with my friends.  Eventually I figured it out, made my way to “real” mountains liked Stratton and Mount Snow, but most especially, in 8th Grade, my folks let me go to Powder Ridge at night with my friends!

At The Beech Hill School, all our students participate in three different ski days, and we provide lessons and rentals to all students.  While skiing is not a critical skill, like time management or addition, it is useful if one lives in New England.  As such, it is part of our O-PE program, and by the time our students graduate, they all have a chance to become familiar with skiing or snowboarding.

Our next ski day is coming up, and with all this fresh snow, it should be a great day for skiers and boarders of all abilities!

James Earl Carter Jr.

I am not beholden to many fashion rules, but I try to never wear the same tie on consecutive days.  This week, however, I consciously broke my own rule.  Several years back I purchased a tie with peaches on it, as I am I fan of the Allman Brothers Band.  This Wednesday and Thursday, I wore that tie – not for the Allman’s, but for another native son of Georgia, President Jimmy Carter.  On Thursday, the National Day of Mourning, I spoke to the students about President Carter during Community.

It is not an easy task to speak about Jimmy Carter, as there is so much that can be said.  In fact, as I pointed out to the students, he was the first President that I remember in my life, and my memories were not necessarily positive.  However, I have since had a chance to learn so much more about President Carter and his life – before, during, and after his Presidency.  As such I focused my comments on two major themes - but encouraged the community to learn more on their own.  I did not even get a chance to mention that he won the Noble Peace Prize!

First, I focused on Jimmy Carter’s early years.  For students that have so much technology at their disposal, I emphasized that Jimmy Carter grew up in a house that did not have electricity or indoor plumbing.  In countless other countries and civilizations that would have precluded Carter from ever elevating himself to a person of import, and certainly not a Governor or President.  Yet, Jimmy Carter epitomized the American Dream, as an individual that eventually attended the Naval Academy and became a Governor of Georgia and President of the United States.

Next, I focused on the fact that Jimmy Carter lived a life that focused on doing good.  While one may argue about his political legacy and his efficacy as a president, it is hard to argue that this man did not serve those that were in need.  Specifically, I spoke about the way that Jimmy and Rosalind Carter would spend a week every year building houses with Habit for Humanity – truly working with thier hands and doing good work.

The students and faculty often hector me for my proclivity to speak at length. I am aware of that fact, so I knew that my time to reflect on Jimmy Carter was limited. With so much left unsaid, I had to get the students off to their classes.  Hopefully, they will take me up on my offer to learn more about Jimmy Carter on their own.  In my estimation, a survey of Jimmy Carter’s 100 years on this planet reveals that there is so much we can learn from this incredible individual.

Resolultions

Like most people of a certain age, my consumption of media has changed over time.  I am on social media to some extent, and consume media broadly – electronically, legacy media, etc.  As much as I have changed with technology, I am still old school in that I have the Concord Monitor delivered to my home daily.  As of late, I have come to find that all media has seen a dramatic increase in the promotion of contrarian content.  Sometimes, the content is so outlandish it has become known as “click bait.”  But even in the op-eds and letters to the editor of The Concord Monitor, it seems like there is significant rise in strong contrarian views to any and all topics.

As we celebrate the new year, it has been a time-honored tradition for folks to make resolutions for the coming year.  Given the well-known and widely accepted nature of this practice, it makes sense that in this current media environment, scores of articles, posts, and podcasts have taken a stance contrary to the act of making resolutions.

Well, I would like to take a stance contrary to the contrarians.  That is, I believe that New Year’s resolutions are great.  When one resolves to do something different or make a change in their life, it is a sign of hope and faith in one’s power of humanity.  Resolutions are the manifestation of the growth mindset, and whether one actually has the resolve to bring their resolution to fruition is of little consequence.  The simple act of making a resolution is indicative of one’s sense of aspiration.

At The Beech Hill School, “aspiration” is one of the four core principles that make our Foundations of Community.  In the Foundations, in defining our sense of aspiration, it states that “We understand that it is always possible to improve our communities and ourselves.  We achieve a sense of purpose through the creation of ambitious and meaningful goals.”  With the change of the calendar and the dawn of a new year, what a perfect time to redefine, realign, and state anew one’s purpose through a New Year’s Resolution.

So, no need for contrarian arguments against this time-honored tradition, embrace the opportunity for growth, and make a resolution!