To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment.
—Ralph Waldo Emerson
Be Yourself
Before you read more, will you pause and take a deep breath? Breathe in for a count of four. Hold for a count of four. Release… two… three… four. Breathe in… hold… release.
Did you know that as we become older, we quit breathing deeply? As I began learning more about the autonomic nervous system—the system responsible for regulating all of the things we don’t have to think about, such as our breathing, heartbeat, digestion, and even how we respond when life feels overwhelming—I realized that sometime over the years I had quit breathing deeply. I’m not alone in this. Research shows that I’m not alone. One study found that shallow breathing happens in nearly 30 percent of adults.
This simple practice of pausing and taking a deep breath has helped me feel more grounded, think more clearly, and approach my days with more confidence. It’s a small habit that has influenced most aspects of my life.
Because of this, I started experimenting with opening my keynotes, workshops, and professional learning sessions with a guided breathing practice. I refer to it as a collective breath—all of us pause and breathe together.
In full disclosure, I felt a little embarrassed to share this practice. Often we value efficiency and practicality; beginning a professional learning session with a breathing practice is a new and different experience for many American educators. Regardless, I pushed past the discomfort and established an opening ritual of deep breathing. It also provides an opportunity to talk about wellness and offer a practice that can be embedded in the daily grind most educators face.
Too often we believe the myth that wellness is an event, like getting a massage, picking up a sugar-laden latte, or taking a weekend getaway. Although these things may feel good, I’m learning that wellness routines are the anchors of my day.
The research is clear: Educators feel more stressed, anxious, and depressed than ever before. We are exhausted and tattered. It’s a complex issue, and there is not an easy answer.
Yet, deep breathing counters the body’s stress-response system. As I engage in a regular deep breathing practice, I learn how to help my body release stress. When I recognize that my breathing is shallow, I pause for a deep breathing cycle like I began this lead essay with. When my shoulders start to creep up into my ears, I close my eyes, drop my shoulders, and stretch my neck. I’m intentional about finding time to journal most days of the week to relieve anxiety.
This week’s collection of articles inspired me to share about my collective breathing routine to open professional learning sessions. I’ve been struck by the authenticity in these articles; the contributors are showing up in their schools and choosing to experiment. It’s something I’ve been trying, too, and the positive feedback has nudged me to keep going.
Despite the pressure for structure and conformity, our contributors are finding small pockets of freedom—moments where they can show up fully as themselves and find joy in uplifting readers and writers. We’re lucky they share their ideas with us. Here’s to being yourself—and giving others permission to do the same.
Shine on,
Ruth Ayres
Editor in Chief
Tammy Mulligan considers ways to help students feel and know that they belong in the classroom community. The more we broaden our knowledge of others, and discover more about who we are and what we care about, the more our sense of belonging can grow.
Suzy Kaback explores the importance of the way teachers use language and invite kids to use theirs. It is the key to knowing ourselves, tuning in to others, and understanding the larger world.
Can we really become better every day? Listen in on a conversation with Brian Sepe and the Play Ed3 podcast.
Are you looking to connect with other instructional influencers? Join Coach-to-Coach—a free monthly gathering for instructional coaches. You’ll receive an inspirational article from our Leaders Lounge and a Zoom link to learn and collaborate with others. Coach-to-Coach is led by Ruth Ayres. Our next gathering is Wednesday, December 10, at noon (EST).
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Mallory Messenger offers intentional ways to give students time and space to share their learning. This is easier said than done in our fast-paced, standardized-test-driven, mandates-filled world, but with a few intentional strategies, we can slow down the pace just enough to see what our students can really do.
When students feel safe, they are positioned to learn. Julie Cox shares ways to create a learning environment that brings unity to her high school classroom.
Choice Numeracy | Jodie Bailey reflects on the power and problem of using acronyms to define the order of operations for students. She offers several routines to foster an understanding of mathematical concepts beyond memorizing an acronym.
Most teachers have, at some point, taken a picture of their class or a particular student and shared that photo with a family, but what if teachers became more intentional about taking and sending pictures? Tiffany Abbott Fuller gives practical ideas for using photos to increase family engagement.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Recommending books that are relevant, free of stereotypes, and appropriate for a certain group of students is often part of the coaching role. Stephanie Affinito outlines how to make the most of curating booklists that will engage teachers with books for their specific needs and open the doors for authentic coaching opportunities.
Matt Renwick challenges leaders to notice the way some of the routines (or scripts) in our lives hinder our ability to move forward. He encourages confidence in taking risks that allow for personal and professional growth.
Heather Fisher helps her father create a pizza pie in his new outdoor pizza oven. Through trial and perseverance, they finally taste success. Heather connects this experience to the importance of encouragement and presence as instructional coaches.
Quote It:
Leadership and learning are indispensable to each other.
—John F. Kennedy
That’s all for this week!
