Search

Being Benedictine

Jodi Blazek Gehr, Oblate of St. Benedict

Open Search
Category

Teaching

The Gift of Curiosity: There is no such thing as wasted learning!


Curiosity is the dawn of potential–a desire to learn something new, grow in awareness, and become more than we could be on our own. Curiosity, the birthplace of our becoming, is embodied in WONDER, my 2023 Word of the Year.

I think, at a child’s birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift would be curiosity.

Eleanor Roosevelt

Surely my dad was blessed by a fairy godmother, endowed with the gift of curiosity, and he passed that down to me. Many Saturday mornings in my childhood, my dad would take my brother and me to local historical attractions and museums, and tell us stories about the “old days.” In retirement, my dad is passionate about learning history, particularly about his hometown of Valparaiso, compiling several books with the research he has done. His hobby and passion started with curiosity.

There are many similarities between my dad and me, even though how we have arrived at our curiosity and love of learning is different. I enjoyed the traditional school setting, spent many hours “playing school,” and was naturally drawn to becoming a teacher. He had an aversion to school and could not wait to get out. But, we both share a passion for gathering information, learning, and, then, sharing what we learn with others. It is an attitude of wonder and the love of storytelling that motivates us.

Wonder, the mental state of openness, questioning, curiosity, and embracing mystery, arises out of experiences of awe.

Dacher Keltner, Awe: The New Science of Everyday Wonder and How It Can Transform Your Life

WONDER opens our eyes to synchronicity.

WONDER leaves room for the unexpected, for learning something new.

Curiosity led to an unexpected experience of “teachable moments” on a recent trip to Breckenridge, Colorado. My husband and a few family members took to the ski slopes, while my brother-in-law, Mark, and I did some sightseeing and enjoyed the mountain vistas. 

A day for wandering, we visited the Breckenridge International Snow Sculpture Championships and enjoyed a scenic gondola ride to the base of Peak 8. We sauntered by dozens of buildings listed on the National Register of Historic Places and stumbled upon a local church where a couple invited us in, sharing the building history and pointing out the original fixtures that shined the first electric lights in Breckenridge. We ambled into souvenir shops with coffee mugs, hats, and shirts–anything that a mountain logo could be printed on–and we walked past the Barney Ford House Museum. I had done plenty of research before this trip (of course), but I hadn’t planned to visit this museum. 

But now I wondered who Barney was and why he had a museum in his honor. With one more day to wander, I sought more information. With an internet search for the Barney Ford House Museum, I learned Barney is a pretty big deal in Breckenridge, that a PBS documentary had been recently filmed about him, and that the following day, February 1, was the first day of Black History Month AND Barney Ford Day in Colorado. Astonished by the synchronicity of learning about Ford just a day before this important date, I spent an hour watching the documentary. I was stunned by what I learned–the story of an enslaved man who, against all odds, becomes a successful entrepreneur. I teach an Entrepreneurship class, so I was already making plans to share Barney’s story with my students.

Continue reading “The Gift of Curiosity: There is no such thing as wasted learning!” →
0

A Flag Day Reflection

Each school day during my 5th-period class, I stand with my students, hand over heart, pledging allegiance to the Flag of the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all. 

This simple moment of national patriotism is a requirement in Nebraska, a rule passed by the Nebraska Board of Education in 2012 stating that all public schools must provide time each day to recite the Pledge of Allegiance in order to receive accreditation or state funding. Already common practice in elementary schools and many districts, it was new for most high school students.

When the rule passed ten years ago, I remember teachers taking inventory of classrooms that needed flags—many were old and torn, more had been discarded over the years, and with tight budgets, new ones hadn’t been purchased. The first several weeks, hand over heart, we stood facing an 8½ x 11 colored photocopy of the flag until generous alumni donated enough American flags for every classroom.

This school year, likely in response to a Tik-Tok challenge to steal things from schools, my American flag went missing. As my students stood to recite the pledge one morning, we shared shocked expressions, realizing there was NO flag where there had been the day before. We continued reciting the pledge and then a creative student quickly drew an image of the flag to post where the flag should have been. The kind gesture soothed my anger at having the flag stolen (along with every electric pencil sharpener in the room.) It still hangs beside a replacement flag.

Continue reading “A Flag Day Reflection” →
2

Our (Piano Teacher) Family Tree Includes Beethoven!

Ludwig van Beethoven was born in Bonn, Germany in December 1770—250 years ago. A long-awaited celebration for music aficionados, over 300 concerts and other projects had been planned in Germany, and many others around the world, to celebrate one of the most performed of all classical music composers. Unfortunately, the pandemic resulted in events being postponed or adapted for a virtual audience.

This significant date, 250th birthday of Beethoven, was the nudge I needed to write the story of the family tree that includes my daughter, Jessica, as a direct descendent of Beethoven—as a piano player.

Jessica played piano from her Kindergarten year until she entered high school under the tutelage of Ceil Brown, 1953- 2010. Ceil learned to play piano from Marie Ducey, who she spoke of so highly. Marie Ducey took piano lessons from James Madison Tracy, 1837-1928.  Tracy and his wife established the Liszt School of Music in Denver in 1910, named in honor of his piano teacher, Franz Liszt.

Franz Liszt, 1811-1886, one of the greatest pianists of all time, a Franciscan lay associate, was known to have never charged his students for piano lessons. Liszt learned from Carl Czerny, 1791-1857, an Austrian composer, teacher, and pianist of Czech origin whose vast musical production amounted to over a thousand works. His study books are still widely used in piano teaching. And….drumroll, please….Czerny was trained by Ludwig van Beethoven.

Our family is proud to be in this distinguished family tree of musicians and lovers of music.

Jessica describes Ceil, her piano teacher, as patient, gracious and calm. Ceil was an extraordinary teacher who appreciated individual student strengths and abilities. I delighted in hearing the conversations between her and Jessica. Ceil treated her as person, not like a kid as so many adults can do. When Jessica did not like a piece of music Ceil had selected for her to learn, Jessica was not afraid to say it. Ceil would go to her bookcase and look for another piece. I remember one occasion when Ceil looked three or four times for music that would suit Jessica’s style and interest (in a 45-minute lesson!)

Continue reading “Our (Piano Teacher) Family Tree Includes Beethoven!” →
1

Work is the Friend of the Soul: #TeacherStrong and Grateful

I have just completed four weeks of teaching students in the middle of a pandemic. Not a boatload of people throughout history can make that claim. It is not normal. While it is much harder than I could have imagined, it also feels safer than I had feared. It feels good to be back to school…and it feels so good that it feels good, especially after so much anxiety about going back. It feels like a perfect fitting glove to be back in my role as teacher. It is where I belong. I feel #TeacherStrong and am filled with gratitude.

“We experience that work is not only a necessity and hard labor…but our work brings us likewise joy and fulfillment, a sense of accomplishment. We grow and develop ourselves in our work. It becomes part of who we are. However, we are more than our work. Any serious effort that enhances and enriches our own and other people’s life can fill us with joy and gratitude.”

Maria-Thomas Beil, OSB, Study Guide for the Rule of St. Benedict

Twenty percent of our students have chosen to participate in remote learning—they Zoom in from home to their classes every day. I have seen their faces (for some of the time) but have not gotten to know them very well yet. Eighty percent of our students, who I have come to recognize from their eyes up only, are doing a hybrid version of in school and remote learning—attending classes 2-3 days a week in person and the other days Zooming with the fully remote students. The fancy word for this is “synchronous learning.” It means I am teaching students at home and online simultaneously while students are adapting to new ways of learning.

It is taking a lot of resilience, creativity, and hard work for all of us to adapt to this new way of teaching and learning. I have gathered so much strength and peace from the Benedictine motto—ora et labora, pray and work. Before school started, I spent time with soulful friends and in solitude creatively praying with SoulCollage®. I felt a seismic shift within that allowed me to detach from my fears, to separate myself from the circumstances of going back to school and to focus on the needs of my students. It truly has been a “Seek Peace and Pursue It” experience. The peace has remained for four weeks—I am grateful.

Continue reading “Work is the Friend of the Soul: #TeacherStrong and Grateful” →
0

Why I Teach

In honor of Laura Ingalls Wilder’s birthday February 7,  1867, a personal essay on why I teach. 

Childhood Dreams

As early as kindergarten, I identified teacher as a potential
occupation in my “School Years” book, a collection of elementary school Kindergarten teachermemories. My kindergarten-self chose nurse, teacher, model, and mother as possible career and life choices, although the options were limited to traditional girl-jobs only. (I’ve wondered why I didn’t dare to select baseball player or astronaut. Was it because those jobs did not interest me or did I not consider the boy-jobs? Or why were airline hostess and secretary NOT of interest to me?) Female stereotypes aside, by fourth grade, I had wisely eliminated model and nurse (yuk and yuk!!), leaving teacher and mother.fourth grade

I was interested in learning and teaching as soon as I was old enough to work my way through phonics, spelling and math workbooks, just for fun. And then creating worksheets and math problems, grading spelling quizzes and making lesson plans became my childhood joys. My brother was my first student and I worked him pretty hard. I remember taking the graded assignments I’d assigned to him to my fourth-grade teacher, proudly showing her what I was helping him accomplish outside of school hours. Rather than receiving the anticipated (and sought-after) praise, she promptly told me I should back off and not force him to be my student anymore or he might hate school—my first humbling opportunity at professional self-reflection.

BooksLaura Ingalls Wilder was my childhood heroine. Pioneer girl turned teacher; wide-open prairie sky and her own classroom, from Little House on the Prairie to These Happy Golden Years —I wanted to BE Laura. I admired her sense of self-confidence and independence, how she encouraged students to overcome learning challenges, many not much younger than her. (I am such a huge fan of Laura Ingalls Wilder that when my daughter could barely read I bought the entire book series,  picture books and television movies for her and also road-tripped to Mansfield, Missouri to see the house where Laura penned all of the Little House books. Quite a thrill!)

All the evidence indicates that, if I wasn’t born with the desire to teach, the passion was stirring when I was very young.  Continue reading “Why I Teach” →

0

Gratitude for Teaching: A Mirror to the Soul

My friend Evi Wusk asked me to write a guest post for her blog, Gratitude Gal, about what I am grateful for as a teacher. The reflection that resulted has been a game-changer for me. It’s been a busy and challenging school year, but digging deeper about why I continue to choose to be an educator has uplifted my attitude and helped me deal with the daily challenges of teaching.

Capture

Here is what I wrote:

“Gratitude at its deepest level embraces all of life with thanksgiving: the good and the bad, the joyful and the painful, the holy and the not so holy… I am gradually learning that the call to gratitude asks us to say, ‘Everything is grace. “–Henri Nouwen

I am grateful to have had two grown-up careers—five years in advertising sales and the past 23 years as a Business educator. It is teaching that has taught me about the importance of practicing gratitude.

I am grateful to see teaching as a vocation, not just a paycheck. When I made my career change, it was certainly not for the money. I have never looked at teaching as just a job; it is a spiritual calling. Parker Palmer in The Courage to Teach writes, “I believe that knowing, teaching, and learning are grounded in sacred soil and that renewing my vocation as a teacher requires cultivating a sense of the sacred.”

I am grateful that I have stayed in education even when it can be soooo hard. Several years ago, I tried to capture the essence of the evolving nature of teaching through SoulCollage®. When I started my first teaching job, I was incredibly naïve and idealistic about what it would be like, represented by the black and white, “country school” image —students with smiles on their faces, eagerly waiting to learn, happy, compliant, respectful, and totally mesmerized by every word I said. The reality is that teaching is a much more “colorful” role than I had expected or could have imagined. Continue reading “Gratitude for Teaching: A Mirror to the Soul” →

0

Where Were You When The World Stopped Turning?

Where were you when the world stopped turnin’
That September day?­
Teachin’ a class full of innocent children
Or drivin’ on some cold interstate?

We remember when the world stopped turning because, for most of us, it felt as if it did. Time stood still. We remember where we were, who we were with, and how we felt. And, since then, we feel compelled to share our experience with others. I don’t think it’s about reliving tragedy, working through stages of grief or some kind of talk therapy, I think it’s more about remembering the connectedness we felt with the people we were with. We felt something together, a soul experience that goes beyond words—perhaps fear and despair, likely sadness and shock, but also a collective yearning for faith, hope, and love.

faith hope and love

Teachin’ a class full of innocent children
As a high school teacher, I sometimes forget that my students are really children, but there was never a day when I felt that more than September 11, 2001. Together, we witnessed the second hijacked airplane fly into the World Trade Center, watching both buildings crumble to the ground. The day the world stopped turning, I was profoundly aware that I was the adult and responsible for the children in my classroom. I felt an obligation to hold it together, to remain calm, to comfort, to help them process difficult feelings and to find a reflective, intelligent way to answer their questions with as much of a knowing “I don’t know” that I could muster. Continue reading “Where Were You When The World Stopped Turning?” →

0

Foolish Fears of The Night Before The First Day of School

It’s the night before the first day of school and it is debatable who might be more nervous—my freshman students beginning their high school experience tomorrow or me, a 21-year veteran teacher.

I love starting a school year for lots of reasons—“Every day is an opportunity to embrace “newness”—new technology, new family and social dynamics, new attitudes, new behaviors, new teaching strategies, new curriculum. I am a teacher with experience, and yet I still have so much to learn. I dance between both realms.” (excerpt from “Why I Teach”)

SoulFul Teaching
SoulCollage® card: My vision of what teaching would be like, in my idealistic naiveté, is represented by the black and white, old-fashioned image—students with smiles on their faces, eagerly waiting to learn; happy, compliant, and respectful, mesmerized by every word I said.
The reality is that teaching is a more “colorful” role than I had expected.

It’s the “so much to learn” part that makes me anxious. Each school year, there is the nervousness that goes with meeting new students. But this school year, I move into a new classroom with brand-spanking new computers to teach a new Digital Design class. I will need to learn Adobe software programs throughout the semester, often just a day or two before I teach my students. I am also cooperating with a new student teacher as she begins a career in education.

“Embracing newness” feels a little scary right now and, truth be told, I’m afraid that I won’t be able to answer student questions, that there will be problems I cannot solve, that I won’t be knowledgeable enough, that I won’t look and feel like a good teacher. Continue reading “Foolish Fears of The Night Before The First Day of School” →

0

Blog at WordPress.com.

Up ↑