I loved reading and learning about the concept of Pose/Wobble/Flow this week. My source of admiration for this concept was that last year, I decided to join a yoga studio, and went to some yoga classes. I went with a friend of mine, who was an experienced “yogi,” so she was somewhat my mentor, in that she showed me where to get the “equipment” and explained to me what to expect. However, she could not prepare my body for the physically strenuous poses that encompass a typical yoga class. In reading the articles this week, I found it easy to relate to the “wobble” aspect of yoga, and it caused me to do some major reflecting on my teaching throughout the week.
As a second year teacher, my life is in a constant state of “wobble.” Sure, there are certain “poses” that are easier to flow into now that I’ve gotten into a routine — weekly lesson planning, scheduling conflicts, instructional practices, etc. These poses have become more natural for me, and therefore I can flow into them with a bit more grace than I could last year. However, this week I realized that there are many areas where I continue to wobble. A few that I noted this week are listed below.
- Dealing with student conflicts and drama
- Parent communication
- Behavior management
- Identifying academic goals for struggling students
…just to name a few. And from all of this note taking and reflection, came a discovery: Wobble is OKAY! It’s how I grow, learn new things, and develop as a teacher. Without wobble, I would have no need to ask questions and seek help from my fellow colleagues. Wobble pushes me to try something new, change up the way I’ve been previously doing something, and develop a new routine that will hopefully lead to some sort of flow the next time the situation arises.
In researching the concept of “wobble” I discovered a piece of play equipment called a Wobbel Board (different spelling). While watching this video of kids playing on Wobbel Boards at the beach, I found it to be very symbolic of “wobbling” as a teacher. When the kids have the boards one way, they are wobbling. However, when they flip the board over, they can stand on it sturdily. This makes me think of the times in my teaching practice when I’ve attempted to turn something I’m struggling with completely around and it’s become a lot easier.