Level 5- Silent Right

Miranda, Shut Up! Black Ocean (I.notes)

You have the Right to Remain Silent. Anything you say can and probably will be used against you. You have the right to have counsel present before and during questioning. If you do not have counsel (a person representing logic and fairness on your behalf) because of economic uncertainty, one will be provided. . Miranda warning reworded by I.

You don’t need to have been read the Miranda warning to be familiar with it. “You have the right to remain silent,” has been used in movies and TV (post 1966 after Miranda v. Arizona) for decades.

So, I’ve been thinking about that. You public school students. Held in detention. By law. What are you? What word is there for your circumstance besides ‘school’? Incarcerated? Custody? Held in captivity? What is the difference?

The Fifth Amendment to the US Constitution states:

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Mirranda, was essentially supporting the fifth amendment, re-interpreted. Students are not criminal. Yet, some students often feel like they are treated as such. Interrogated.

When students get asked things like- “Why were you late for class?” “Why didn’t you do your homework?” “Where were you?” There is an expected response, because you are in school with people in powerful positions. Authority figures want answers. You are subject.

Questions like “why didn’t you do your homework?” seem simple, when in actuality are simply very complicated.

First, why is there still homework? Kids need a life outside the box. Second, does the questioner care? I once asked a student. “where is your essay on the French Revolution?” It forever changed my teaching perspective. After hearing about her stuff got lost between motel moves, and how casually she described her pretty messed up circumstance. I realized, not only was the homework assignment bogus, I was hearing a story nearly identical to subjects in the French Revolution. She was living it. She didn’t need to write about it, (nor get asked a stupid question by me) what she really needed was a safe place to sleep. Third, and lastly it Is a stupid question. It lacks reason. Does it matter? Would any answer satisfy? Either way, why waste time bartering for bonus points? Is that our job? and where does the pressure come from? and does this simple question not coerce kids into lying just to get out of the conversation? Is that what we do- create little liars? corrupt the youth with pressures and senseless questions?

In I.School you can think about this. Realistically? You are probably going to want to answer. If needed, go ahead and give an answer. Keep it short. Move on.

Shut Up!

Don’t laugh, if you think of this when asked about homework. You may get in trouble, but Shut up. Silence. For your own good. Shut up:

: to cause (a person) to stop talking

: to cease writing or speaking

Another interpretation, an I.interpretatin, if you will, is that shut up means to shut your bad ole self up in a safe place. Shut up also means to shut out the incessant noise. The “dictatorship of noise” as Cardinal Robert Sarah puts it. We are taught in fairy tales that the fair maidens get locked up in a tower, Usually by a wicked jealous queen, and that is a bad thing. But towers, walls, bricks, were mainly used for protection. In Repunzel, for example, Sur La Lune explains, “the witch locks Rapunzel up in the tower in an attempt to stifle her increasing maturity and protect her from sexual predators.” Think of being shut up as a gift. Your own personal hyper-chamber, or whatever other metaphor you prefer. Man-cave. Bubble. A pace to shut up and shut out. Internally. Intentionally. Continuously. A personal time-out just for you, when you need it, when you want it. With some fun reconditioning and daily activities, a safe place is there. Just for you.

So if someone says shut up!, say “YES, Please, and Thank You!” (in your head, ya know, cuz of the whole silent thing). It is your right.

Black Ocean

To Shut up is used negatively. As in Black Ocean. A "black ocean" is a term used to describe when K-pop fans turn off their light sticks to show their disapproval of a band. It is a form of silent protest. Silence is scary. Just as parents or teachers. Peace and quiet time is heavily sought after with parents and teachers as examples. However, ask these same folks what happens when kids go suddenly silent. “Utter terror”, says parent B, when asked. Why kids become suspect when silent, according to one psychology bot quiet, or even silent children may indicate- Self-Awareness: They may recognize that their behavior is inappropriate or that they are about to break a rule. Quietness can be a way for them to avoid detection. Focus on the Task: When engaged in mischievous activities, children may become intensely focused on what they are doing, leading them to be quieter as they concentrate on their "project."Exploration of Boundaries: They might be testing limits and exploring what they can get away with, and being quiet is part of this exploration.

Silence! Psychological benefits of silence can include enhanced creativity, focus, self control, self awareness, perspective and spirituality. Silence can be used both positively and negatively in communication, and thus can influence our relationships.

Imagine using silence for I.School. A group of students sitting in a circle. No phones. No devices. Hushed conversations about what is important to the group. Like- enhanced creativity, focus, self control, self awareness, perspective and spirituality. No authority allowed. In fact, kids go silent if approached. A blocked off set of time each day to help each other. When asked, “what are you doing?” Remember-

You have the Right to Remain Silent. Anything you say can and probably will be used against you. You have the right to have counsel present before and during questioning. If you do not have counsel (a person representing logic and fairness on your behalf) because of economic uncertainty, one will be provided. .

You are already shut up. Silenced. Stifled from asking questions on your behalf like, “why do we have to do this?” I’ll predict, even by asking that simple yet complex question, you become suspect. A trouble maker provoking a well organized machine. So, simply stop. Stop asking. Stop complaining. Figure out what wholesome path you would like to follow. Stick to it. Silently. Rightfully. As is your right.

Level 4 Truths

Next: What is Truth? What do you/I trust? How can I trust the truth? 

Week 4 

Truths. What do you think of these?

  1. You are going to die. Someday.

  2. You are alive right now. Assumably. 

  3. You have time. Some.

    OR. 3. How about, You Own your Own Thoughts. Mostly.

  4. Math.

If the average life of a human is 80 years X 365 days = 

The average person lives 29,200 days. 

Subtract 8 hours of sleep (subconscious over the conscious realm)  from 80 years = 

You have about 19,466 total days of life

 And, how would you like those days? Ideally.

4 Truths of Mental Health 

Basic time for-

  1. Adequate Sleep

  2. Physical activities

  3. Nutrition

  4. Self-Care

Persistently. Insistently. Consistently.

Life in numbers

https://www.dreams.co.uk/sleep-matters-club/your-life-in-numbers-infographic

Week 4 I.Notebook activity-

A few pages after your “ideal daily schedule for life,” write,  

4 ways in which your life would be different IF you had/ or didn’t have that “thing” keeping you from… what? Serenity? Happiness?  How about personal truths? For example, the “if I only had better (grades, mental health, a relationship, physical appearance, abilities, politics, ________ ) , then I… would…“

…would what? 

Pause and think about, what would consume your head, time, and space if that all consuming thought was no longer consuming your time and thoughts? 

Would your conversations change? To what? Would you want to replace that thought with another consuming “thing”? That might be fun. If you got to choose your next connection. Your “thing”? Or, would you rather like to be free to think of many many other things. Like what? Explore. 

Seek truth gaps. 

Then what? Is the problem. The problem is Time. The solution is Time. 

How to get this precious time… Yes indeed. There is the first thing to get creative with. Interrupt your thoughts with the “thing” you want a brain break from. Like- How to sneak sleep. Or fake self-care. Or physically move when no one is watching. Just pouring out some ideas. 

Next. Week 5

Shut Up! (It’s not what you think). You have the rights to? 

What If?

Now that we are getting established in Imaginary School- (No Talking about I.School Rule).

What if, I were to start my I.Philosophy class with this premise:

What if I were to tell you, I know all‽ That I have spent my last few years in solitude and unearthed every question I have been seeking. Now what?

Of course, this course (I.School) is imaginary, so play my little reindeer games. (I do not know all. Did I need to say that?

What If?

If that were assumed true, that I.Newson.org knows all, then what questions would you ask?

Rules: You have 60 minutes. You may ask three questions.

See, now how fun would that be!? I Imagine small group conversations, say up to five students. Limited time. Discussions regarding values? Philosophy? I’m curious myself.

Hint- the questions you ask, demonstrate your maturity level. That is perfectly acceptable, and a great learning moment. Well, a great learning moment if you ask a 14 year old question, and you are actually 14; It’s a steep learning curve if you ask a 14 year old question and you are 42.

Answers are subject to the teacher. I. I reserve the right to answer yes/no. I CAN answer a question with a question. (The Game of Questions). Depending on how much time is left, I may rant- especially with a particular intriguing question. So there.

Questions may lead to more questions. I have time to play. Do you?

What if? What questions do you have for I.School?

To, Karens

I.School “What are you talking about, Karen?”

Influences. “Karens” as conversations.

Vocabulary: /Pejorative/ adjetive; expressing contempt. 

Background: Around 2018, a pejoration of “Karen” evolved. 

“Karen”: Urban Dictionary “Historically known as “a  Nancy”. Middle aged woman, typically blonde, makes solutions to other’s problems an inconvenience to her although she isn’t even remotely affected.”

“A Karen will go out of her way to impose their belief structures on any unwitting or unsuspecting individual... possibly involving an authority figure if the victim is of minority descent.” Finally having a word to call out these women’s problematic behavior, the internet boomed with Karen content. From the various viral “exposing Karen”' videos on Twitter, to the Subreddit r/FuckYouKaren with over 1.5 Million followers, internet users around the world consume content exposing and criticizing women for their controversial and racist behaviors.”

Quora: “Karens are some of the most despicable people one can deal with owning or working for a business. Nobody likes them, sometimes even their own families don't like them because they're embarrassing to be associated with, and Karen's refuse to admit they're ever wrong, that they are ever at fault, and that they ever handle something the wrong way(after all, they wouldn't be Karens if they were pleasant, reasonable people), so they're not going to change, so you quite literally can't take them anywhere. That's why it's bad to be a Karen.

In I.School, say what you want, and I’d like to offer a cautionary tale about the use of pejoratives, like “Karen”. 

First, full disclosure, my mother’s name is Karen, (Happy Birthday) so it’s personal.  I watched my mom struggle with being poor. Relative ‘poor’ like not having money for the laundromat. Walking 6.8 miles to downtown Denver to pick up her paycheck at the phone company because she did not have enough money, a quarter, for the bus. Raising two teenagers alone after being left by her husband. Two kids less then 18 months apart because she had no access, nor support, to birth control in the late 1960’s. Of course these are the observations of a child. Her stories are not mine to tell. So, when I hear clear specific descriptions of what a Karen definitively IS, I think, Karen’s stories are not for others to make up and tell either. 

Another problem with using Karen, or ________, (there are a few other pejorative), personal names being used as blanket scapegoats, is that it shifts the conversation. No need to have discussions about deep rooted issues, especially about women, poverty, rights, and minorities , when you can just write off as “the most despicable people.”  Just say the magic K word, that we got from a movie and a tv show, and blame is clearly placed on middle age white women. End of conversation. 

If only Karens were “pleasant, reasonable people” then things might be different. Right!

Rights, lack of them. Poverty, unfair laws, could lend to unpleasant dispositions. Questions of class, circumstance, imbalance of justice are too complicated, so just slap on a name. Problem solved. No need to trouble ourselves with nasty conversations that lead to how Karens chose victims of “minority descent.” It seems to me the perception of Karen privilege and, say a black photographer, might be open to wider lenses of conversation, like what those two have in common. Both women and minorities are more subject to pejorative language. Which begs the question, what are we NOT talking about? What does name calling keep us FROM?

One thing is evident. It works. 

Karen.

Once a pure and innocent name. Became a meme. Became “despised.” 

Sticks. Stones, AND names can kill a conversation. Ok, whatever. Now,

What are you talking about?

What are you NOT talking about?

What are you Building with your talks?

Semi-References:

Where the origin of the name Karen means “pure, which points to the wonderful innocence of childhood and the loving, pure nature baby embodies.” Baby name book.

“A ranking of the popularity of baby names by gender found “Karen” dropped from 660th place in 2019 to 831st in 2020, according to the Social Security Administration.”

https://babynames.com/name/karen

Side note. Okay, so yes, perhaps my mom does fit parts of the Karen description. No, we don’t really talk. With that said, I still chose not to use any human name to blanket a topic. There are reasons why names are used to distract us from the seriousness of life. There are reasons why people behave the way they do. It is the constant interruption of blame and stereotypes that prevent change. Karen’s are also smart, resilient, good cooks, and gardeners. Pure and strength don’t hold the publics attention as much as fear and blame.

I-Check

Are You:

Staying silent about I.School?

Interrupting thoughts 5 times a day? (Once, first thing in the morning; three times a day at the same time every day; Once at night- what did you learn?) With optimistic-realistic I.Goals to maintain motivation?

Watching your words like a hawk, at least once a day. Stop/Pause, self-ask, “is this really what I want to spend my time talking about?”

Building an I.House. A Self Protecting Space of Peace and Respite? In-dependent of outside unknown and unpredictable fears?

Now What?

What is it that you are seeking? What is seeking you?

Level Three: Build

Once Upon A Time… There were Three Little Pigs.

You know the story. (If you need a refresher, here is an elementary school teacher’s adorable lesson. The 3 Little Pigs characters and setting.)

You probably have your own take on characters and settings and moral do’s and don’ts. Just so we are on the same page here in I.School, let us compare.

I.Video

I.Version. Ok, we've got three tiny weenie sweenies with questionable building materials and a curious defiance for chin-hair. Oh, and A- not just big, not just bad, but a scary, yet polite- (I mean, he did knock) Wolf.  A big bad wolf. 

Now, What do those Three Little Pigs teach us?

Let’s see what Autumn from Quora says-

“Three Little Pigs teaches that if you do a job well, you’ll be rewarded. If you build your house out of straw, it’s done quickly, but not safe. Building out of bricks takes longer and takes more work, but you’re safe inside when it’s done.”

Thank you Autumn. Well put. In I.School, Intrinsic metaphors are used often. And how can they serve us? Let’s break it down:

Pigs: (Were not the original cast of characters, but that is another story. I.School II). Ok, so anyway, “pigs” represent our desires. Consume quickly. The perception of more play time- that actually turns into a nightmare over time, due to badly laid plans. With the exception of pig #3 and the brick house. (I perceive the third pig as a bit grumpy, Is that just me?) I digress…..

Now, where were we? Oh, yea, Week 3. (Skipped week #2) Friday the 13th. 2024. Let’s review.

First, this is I.School, an imaginary school of thought, created by me I.Newson. 

My audience is directed to HS students. Because that is what I taught for 30 years, and because  I think they are the smartest people I know. 

You. Right now, sitting in Algebra, Chemistry, History, approximate grades 9th to 12th. You- the ones in the front lines. I’m not there with you, but I have some ideas. And I’d like to help if you’ll let me. 

Next, this is a silent school  of….thought.. (hence the name) not school of talk… lol The silence is absolutely necessary- and it will be self-evident as we go along. 

Here is the deal. I see two simple problems. 1. People don’t have time to talk. 2. When there is time to talk, we don’t know what to say. (Long pause). 

So, I.School, that is going to be our first goal. Time Then- Talk- conversation. 

Take a look at your goals. Long term- What Do You Want? Goals. 

Question- is there anything on your wish list that can be achieved to your satisfaction, without More time? Committed time. (Am I making sense? You can’t do anything without taking time to do it- and I do mean Taking your TIME. It will be a quiet fight- but I can warn you it WILL be a fight. Now,

If you do not have any goals, or goals that you perceive are out of your control- blocked by other peoples values? well that is no problem. Time becomes insignificant. Right? Time is no value, when you don’t know what you really value.  Now for you students with some very low bar goals, lets get started- 

0- Shut Up.  I’ll explain later.

  1. You are ultimately alone, in you own thoughts all the time. You sitting in algebra, Chemistry, History, whatever- (ummmm) It’s not that there aren’t people out there trying? Trying to ‘save our schools’..It’s just that,  its not working. No one is going to save you. Good! Now we can get something done. You. With your own thoughts wondering in and out of consciousness in class- Goal #1. Is to be more comfortable, more of the time in your own head. That’s it. 

  2. Watch your language. What are you talking about, anyway? #2. Stop yourself twice a day, same time and ask yourself 2 questions 1. What am I talking about? (Pause) And 2. Is this conversation helping me with my goals and values? 

  3. Today, is story time. The story of the three little Pigs.

Once, Upon a Time… in

I.School 

What are you building? What is being built for you? 

What are your personal Straws Sticks and Bricks? 

What do you fear? How do you know?  

Let’s break it down. Literally, and Metaphorically. 

Pig- a young domesticated animal, (lets just keep it simple. (disputed-ly, the origin-  not pigs- it was pixie-small woodland fairies- but that’s another story) Webster (slang- pig-‘an immoral woman’)

Straw- hallow, shallow, easily manipulated, 

Webster says of straw:(noun), “something of small worth or significance; something too insubstantial to provide support or help in a desperate situation.”

Sticks- woody material, weapon. De-fence. 

Webster says- “something used to force compliance; a dull, inert, stiff, spiritless person.”

Bricks- rectangular, made of moist clay hardened by heat. 

Webster “a good-hearted person”; or “semisoft cheese”

Wolf- Threatening. Fear. Predatory- dissonance, unequal temperament; 

Webster: rapacious or destructive person; “one who cloaks a hostile intention with a friendly manner-“ and words.

I.School   Where- you use the system, more than the system uses you! 

A,B,C’s.

A. Read it. B. Interpret it. C. Re- perspecti-fy it to fit your I.Goals.

  1. You are alone. How can you re-arange, hide secret messages to yourself in your metaphoric material straw-house? Deep thoughts reside in caves. (Laugh, that was just bs) 

  2. Now you are two. Defend yourself. Study. Learn how to argue a point by using your time to build your own defense of yourself. What do you want to argue? Learn anything and everything you can about that topic. Quietly. But when you are ready- know what you are talking about. 

  3. Now the Bricks.

One at a time. Starting at Zero. I can’t, and won’t tell you what to do. I can tell you how I would teach my own class, and tell you what I did- for my own school.  My 10 in 10 Plan.

0. 1. Start with a Philosophical Foundation. (I.School 2021 1-10 example); Next, understand the Why? Who is behind the fear- who is the Wolf? (1-5-1= 10)  20222

Then, phase three- Put it to the test. Build a life I want. Brick by brick. (Health. Mind. A life I wanted to get excited about.) Travel School- Monthly Field Trips. Year 4? Now? 2023

Now I’m ready. Your Probationary-Substitute- Teacher.  2024

Ok, so between you and me- the past years of my web page inewson.org might look disheveled, disorganized. Good. I want you to do the same thing with your I.School. Be cryptic. Be mysterious. Make up your own coded language- you probably already do it. This is just for you- as long as you follow I.School rule Zero and One. Say Nothing, to a Yes. (See? Cryptic.) 

So far, I have built 3 years of 10’s. Foundation. Research- BMs. Build (Travel van) 

Oh, I’ve created my own world. How would you like to-

  • Be able to shut the world out if only for a few minutes? 

  • Be ok with your own thoughts?  Under any circumstance? 

  • Create and express yourself (more) appropriately?

  • Mature in a kiddish fashion?

    Me too! I am ready for I.School. are you?

Remember- LOW Expectations. WIDE imagination.

Repeat.

10:56-11:11 am

I’m thinking about you students. Those sitting in Algebra, Chemistry, any class really. You, and only you. Wondering, what you are thinking about. Talking about? How you are doing. Really ‘doing’. In the trenches of the unknown students.

If you feel lost, don’t know what do do. Maybe I.School is for you. It’s free, it’s strange and it will take oodles of time but what else do you have to do? How is your time being spent? Right now?

Level Two: What are you talking about?

Review: It is a matter of time. Taking your time back. Week One- Using mental and physical cues to ‘trick’ your brain into a perception of greater self-control. Am/pm self-talk; “stop and reflect” one to three times a day, every day for as long as you wish. We will inflate those time bubbles later. So that you have time to live the life of your I.School wishes. 

In the Mean Time.  What do you do with your time? What are you talking about? 

Space- What to talk about. (Except I.School)

Time is time, but space can be tricky to define. Head space, physical environment? thoughts, feelings become multi-dimensional. So, for the purpose of I.School, how about we focus on conversations? 

Those three times a day? What is being said?

Are these conversations that you want? 

Do they match your I.School wants? 

Activity: 

In your notebook, write down possible future conversation starters that would be interesting to you to talk about. Is it possible for you to change the topic? Or be Interested? What do you Want? turns into What do you want to talk about?

Why?

Thoughts (Alone Time), become words, words become actions, actions become habit.

What Habits are being formed now? What DO you talk about?

If thoughts change then habits change too.

So Change the Conversation.

Example: I. Conversations (Camping, On a Plane, Solicitors)

Review-

0: silence (I.School rule)

1: Time alone with your thoughts. What are they?

2: Space Time- What are you Talking about?

“You are what you are seeking.” Francis of Assisi

“What you seek is seeking you.” Rumi

What do you want? Start with what you are talking about.

*Watch the power of Words, Authority and Influencers. (Previous lesson)

Stop. Listen. Decide whether or not this is what you want to talk about?

Two seemingly simple, yet problematic issues I have encountered with education are- 1. people do not have time. and 2. People do not know what to say if, or when they do have time.

Solution: Change your perception of Time (tricks to autonomy); and Change the subject.

Seem easy? Try it.

What do you WANT to talk about? Is it aligned with your personal goals and values?

What are you slowly building day by day?

Influences lesson

Magic for Humans

Is a show on Netflix that I watched and could see myself teaching this quick lesson in class.

Teacher inspiration never fades. (I have a feeling many teachers are using this clip. Unsure of school and copyright legislation.)

Magic for Humans. Season 3 “Power Trip” Three clips would be fun to discuss in I.School. Power of Words, Authority, and Influencers. 

Power of Words 7:15 to 11:00 minutes. Netflix.

Middle School Lesson on the magic of words.Cute.

Power of Authority

Similar to old Psychological experiments, demonstrating the power of a lab coat and lies.

7 minutes. *The Power of Influencers starting at 16:40 minutes.

My personal favorite. I wonder what a class of students would say about this.

Question and follow up conversations:

How do Words, Authority, and Influencers affect your education? (Examples)

Honestly, I think the lesson speaks for itself. One hour of classroom discussion would be enlightening. For me. :)

Application: The Power of Words, Authority and Influencers.

Word. Evil. "extreme moral wickedness; something that brings sorrow, distress, or calamity.”

Authority figure on another school shooting: “What happened today is pure evil.”

I Question? Which is evil, a 14 year old, or school?

Influencers: Media focus on gun control, parents, blame.

Students? Need to report back to school immediately.

Repeat.

Level One: Alone

0: Silence 

Video. Check. Don’t speak. About I.School. It’s personal.

One: Alone. Yes.

Ultimately, you are alone.

You. I School is Your class. You ARE the class- student, teacher and subject. You are #1. 

You are always alone with yourself (your thoghts), right? 24-7. With or without others around you.

Now, what do you want? Have you written anything down yet? Just a question, but can you get what you want? Without spending time getting it? Know what I mean? These things take time. First experiment is to try to get a sense of time. Oh, this will take time. What else are doing?

The goal: What you may want, is this: To be alone and Ok with aloneness. Being Ok, with yourself. More of the time. In more situations; for more of your life.

Activity: AM/PM self-talk.

Eyes closed, First thing in the morning. Before, or after an alarm. 

Ask: How do I feel? This is very important. The more you can simply identify how you feel- you can help yourself already by avoiding traps. Say you wake up sad or angry. Pause. before you talk to someone, you might start a fight unknowingly because you don’t quite know how grumpy you are, say.

BONUS- say “good morning” how did you sleep? did you dream? (if so, write it down- for later I.School),  what is one thing you can do for yourself today? (Glass of cold water- put hand lotion on, wear special shoes… something super simple and easy). 

PM, I’ve been thinking about that one. How about, “What is one thing you learned today?” But my head starts spinning by night. I would need to ask myself that an hour or so before bed. I like to go to bed with stories. And hopefully dream tonight. 

Tip: Reading Mythology helps dreams.

Activity option Part B: Make your bed.

Every. Single. Day. AND, Think about how you want to feel about yourself when you get back into that same bed tonight. Pause.  

Part C- Self-Check

I’m also curious as to whether this one would work but here is my idea: at least once a day. Or Three? The same times every day, stop and make an observation of yourself. Say 10:30 am. Every day. Like a self-check. 

And do something physical every day at the same time. Like- sit up straight- first observe your posture and then adjust. 

If you are in class, talking to someone, looking at your phone/ screen.  10:30 am- take a mental note of what the topic is at that particular time. Note how you feel perhaps. Sit or stand up straight- real slow and cool like. No one will even notice. But do it consistently throughout the school year. Same time every day 5-7 days a week. 

No daily alarms, ideally; no technology to remind you, and become more dependent on. Pick a time, and then trust yourself. Repeat.

Other ideas, 3 times daily- do something physical. Sit up, pull shoulders back, make a fist with your toes, face the palms of your hands up on your lap (like in class)? Go get that drink of water, put on that hand lotion, if these are an option. *be warned, what you condition yourself to do you will start to do automatically. So, make it realistically simple. And not to worry, if you can condition yourself, you can re-condition the condition, again. (Grin)

Why?

Here is my rational: What I hear from students- is a loss of control. A feeling of having no control over their environment. So, I’m thinking this might be a way to re-condition your brain/body connection by giving it a sense of internal or intrinsic control. With you, the I, in command. Like tricking your brain into doing what it probably wants to do in the first place. Have some time and autonomy. Not control, but Self-control,  in what our body and brain is doing and thinking. A philosophy of “Command yourself, or be Commanded” sort of notion.

Also, It may reduce some anxiety, because you will be more predictable to yourself. Something you can always count on. You pick the times. You decide what to do or not do physically and mentally for less than 30 seconds a day. 10 seconds each time. 

Conclusion: 

Thoughts and or activities Week One.

  1. AM/PM self- talk.

  2. I.Notebook Ideas. Write down wants.

  3. Pause Three times a day. Same time. 10 seconds (?) for self-check in. Sit up.

Notebook Questions:

What do you want? (From intro, week one) 

Are your actions matching that? When you are alone?

What is stopping you from getting what you want? 

Who are your influences? (Are you sure?) 

*My past years of videos and blogs are not easily followed, sort of messy. And that is exactly what I recommend for you. Your I school does not have to make sense! It only needs to make sense to YOU. Be cryptic, mysterious, say YES. 

Prep for week 2: What are you Talking About?

Seriously. What consumes most of your conversations? Is that what you want?

Levels of Development

Maslow’s Hierarchy of Learning: Recap.

Observation: One can not really feel safe unless the red, physiological needs are met; and one can not really establish intimate friends and relationships until basic needs are met and so on. The top is assumably the goal Ah, “Self Actualization.” Achieving one’s full potential including creative activities.

I.School critique: Maslow’s simple 5 tier design makes sense. Almost like common sense. It’s logical, colorful and easily digested. Basic needs lead to psychological needs and then and only then can you pursue higher, self-fulfillment. Here is my issue- the shape. Yes, the shape. I have seen this triangle for over 30 years in education. It has been upside down.

Basic, physiological needs like air, food and water, are at the least, most minimum of needs. If you do not have access to water and shelter, that is a problem. I’d say there is no advancement if one does not have water. Game over. The triangle leads my brain to believe water is the biggest achievement. The most work. In the red.

While smug purple sits at the top taunting me. If only you felt safe, have love and friendship, then you will have access to creativity. Wrong! Backwards. At the most minimum water and food and shelter- sure. But I thing it takes creativity to work these things out.

Smug purple’s “self-actualization” triangle comes to an end. Finite. When in actuality, once water and creative self-expression mix, it would look like an open angle. Infinite possibilities. Once basic and proficiency are met, the sky is the limit. Limitless possibilities.

It is simple geometry. Just a thought. And not just mine-

Professional Development I.School

It’s August. Time for back to school Professional Development.

Funny, when I used to sit in Professional Development days, I would imagine and dream about what I would be doing when I was not sitting in a professional development day. Now, post-teaching, I imagine and dream about what I would have done differently in professional development times. Therefore,

What I would do differently. By I.Newson,

In my school, I.School, here is how today would go:

10:30-11:00 am Staff Meeting. No food nor beverages will be provided, provided you take the morning to eat your favorite foods, exercise, organize, spend time with someone, if desired. At school, I would like to focus on school and learning. You know, kids. Period. Do what ever you need to do to come to the meeting relaxed and refreshed. Then and only then can we proceed.

During that 30 minutes, we would chat, and get all pertinent information addressed and then staff would chose between three Levels of development.

  1. New teachers will find guidance on the basics each school would need to know.

  2. Teacher’s Years 3 to Ancient, will have groups to facilitate conversations that will be helpful to kids and you. Trust that teachers will use the time to their advantage. Proficiency.

  3. Level III group would be the I.School teachers that are past the first three years of planning thus have time to talk philosophy. My group. Advanced. (Specifics later)

11:00-2:30 Time block is all yours. You know what you need to do.

2:30- 3:15 Take a break from school. Leave. Talk about other things. Do something else. Most teachers will be thinking about school outside of school, most days for the remaining school year. Get in the habit of exploring topics outside education. Develop a clean hobby.

Oh, la dee dah. Wouldn’t that be nice.

Never going to happen.

I used to fantasize about driving around the country in a van when I left education. I also created an imaginary “Philosophical Hot Dog Truck.”

The first one came true. I have spent the past two years traveling the country in a van, with a man. (not as creepy as it sounds). I did not pursue my PHdT, (philosophical hot dog truck) which is probably a good thing. On the plus side, it was educational (and a pleasant distraction from NAEP data points) for me thinking about what a certain philosopher might have as toppings, which led me to think deeper about each philosopher. (A Zen dog with everything; A Nietzsche dog with nothing; A Pavlov “I’ll have what she’s having” dog. The Ethics dog… Well, Ironically, learning certain philosophies created an aversion to hot dogs.

My point is that it is helpful to fantasize while in Professional Development. Prepare for your imaginary future. Plan your retirement. What will you be doing? Today ____, from now?

Funny, I also used to play the “I’d Rather…” game. You know, I’d rather be (sleeping, eating, anything else), instead of, sitting here, in another PD meeting. Now, post-teaching, I go through the day thinking, “at least I’m not at a ….PD meeting” and, I would rather be doing what I am doing right now. Hole heartedly and Appreciatively.

Good Morning!!! Enjoy your day! (or not)

I.School PD '24 Intro

Intro: Levels of Professional Development

Question: What is Professional Development?

Answer: “Professional development is the process of gaining new skills and knowledge to improve job performance and career prospects. It can include any activity that helps you get better at your job, outside of your normal day-to-day tasks”. AI

In other words, develop skills for a job. Get better at a job, even outside the job.

Interpretation: An Educators job is to get students to get a job.

“It is a way for people to assess their own skills and abilities, consider their aims in life, and set goals in order to realise and maximise their true potential.” Upskillist (cut and pasted, with spelling).

Okay. Is that what is happening with your Professional Development time today? Recognizing personal growth and goals in order to realize your TRUE potential?

Sounds GREAT!

What do educators have to say about Professional Development? Examples:

Teachers Off Duty Podcast “The Absolute Worst Professional Development….” 44:35 min. (I only watched a few examples. But, 8:02 to 9:02 min:sec; “The old and worn, official ready to retire Old Dude” says to a new teacher,

‘hey can you punch me in the face as hard as you can’?

Requesting a ‘punch in the face’ during a PD (professional development) session, about sums up what many ‘old teachers’ “jokingly” want from PD. To be unconscious for the duration.

Less negatively, most all teachers simply want TIME. Time to plan; time to develop skills to be a better teacher; time to genuinely collaborate with colleagues.

As an old and warn pre-retired teacher, I can honestly say this: More time to develop will Never, Ever, ever happen. NO one is going to say, “hey, looks like you could use some rest. You need time to _______.” Nope. Never. In fact, the more you do (the more time you put in), the more time you will do.

Okay, so what to do?

I’m working on it.

I Thank You.

Thank you birthday well wishers and those interested in I.School.

I forget that friends and family outside of “my classroom head” read my blogs or watch my videos. It is so weird to me to have those worlds intertwined. Know what I mean? Like when you have your work family, your actual family and close friends merge. It’s a test of character. Who are you really in those moments? Like a game show: Will the real I please stand up? It has made me realize how I think the best version of myself is and has been in front of my classrooms/students- over the years. That is a beautiful realization. And awkward, because my teacher self is, well, just different. It’s my teacher self making the videos.

and I try not to get influenced through praise or criticism. Therefore, I seldom respond or take time to engage in social media. Must. Stay. Focused. And as I see it, like two birds with one stone (that is such an odd saying..) sort of philosophy. I’m still here. and This I.School IS my life. Incredibly so. But don’t look for me too much outside this project.

I figure it would take some time to get started with a school. Trust is a cornerstone foundation for my I.School. So, four years in the making, thus far. (FOUR years!) Trusting my own process regardless of what anyone said, has only been possible through the trust students have givin me.

Thank you for trusting me!

now, let me get back to “work” :)

III. Solutions

Those brave students willing to join in I.School. Experimental experience. Here is a summer school project:

  1. Get a notebook. Small. Compact. (oh, and a wiring utensil.)

  2. Open tiny notebook to the back pages. On the top of one side write- “Legacy A.” On the top of the other side write “Legacy B.”

  3. Turn to the first few pages of your I.book. One the top of one side write “Ideal Schedule.” On the other side write “Schedule Now” and todays date.

    ~anyone wanting to advance, can turn the page and write “Wants”, on opposite sides. Turn another page and write “Needs.” I’d go with. a Then and Now theme, but hey, this is your life, your book.

    YOU are the subject of I.School! Let’s get started.

    See where we are going here?

    Oh, and I also recommend keeping your notebook to yourself. No need to talk about it. It’s no one else’s bees wax but your own!

    Why? it will take too much of your time and space explaining this concept to others. Time and energy better used for you and your own I.School.

    Proceed. with caution. Bon Voyage I.School travelers!

II.Problems

After four years of self-confinement and I.School, I see only two problems with students-patrons in public education.

One: A problem of Time.

A non-monetary unit of measurement. Most precious commodity in I.School.

Two: A problem of Space.

I define space as simply the conversations in your head/space. What occupies your mind, your words, thus your daily actions?

Any other problems, beyond those two problems of time and space absolutely cannot- be addressed for solving- unless you have some time and the ability to talk about the things you want to talk about . Articulate.

As part of my experiment, I often ask, “is that what you want to talk about?” or “Is that really the question you want to ask me?” or I’ll say, “then ask me a better question…” Yea, it’s a risky business saying those things, but effective. I have only used it on trusted ‘students.’ And yes, it really pisses people off.

You can pause the game anytime (ie- just stop yourself as many times a day as necessary and ask, ‘is this really what I want to talk about?’ Is this how you want to use your precious time? occupy your space?)

*See solutions.

I.School Explanation

Ingrid here,

I believe I owe an explanation now, June 2024. The past four years I have been building my own idea of a school. Blog posts up to today have been a jumble of rants and non-sequiturs. Seemingly.

Think of I.School as a Game. There are many many layers. This is just the beginning. A starting point for students of I.School (a pretend faux school). Step by stem guide to building a self-preserved foundation. This is what I have so far:

2022- Step 1. “Know thyself”

*See Blogs A-F 1-10. Pick one, any one. Just build a philosophy. I have provided some examples.

“Know Thyself,” is inscribed upon the Temple of Apollo in the ancient Greek precinct of Delphi. The best-known of the Delphic maxims, it has been quoted and analyzed by numerous authors throughout history, and has been applied in many ways.”

2023- Step 2. “Know the enemy”

*blogs in this year address the nature of education, the NAEP and business plans for you.

If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle.”

―Sun Tzu,The Art of War

2024- Step 3. “Mind the Gap”

*Current position in the game of I. Finishing my “senior” project with interruptions. ;)

Create a bridge between you/I and controlling entities. From Cognitive dissonance to Consonance. (Self-hypocrisy to more clarity.)

Cognitive dissonance is the discomfort a person feels when their behavior does not align with their values or beliefs. (Sew, What ARE your values and beliefs? How do you know?)

Consonance: orchestration between balance and symmetry to acquire greater sense of harmony.

2025- Coming Soon!

But keep expectations low.

Homework Assignment. *Idea. Video former student’s reactions to a message from an old teacher. Ask “did you ever have Mrs. Newson?” Tell me a very short story; and I wonder what you would think of my I.School so far. Oh, and “Hello!”