Hi,

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Dulce

I’m not sure that I want to deal with it. But the simple fact that his name is “Dulce” is pretty convincing …

Chatting about schedules, what’s going on, current news, menus, and house rules don’t count … he was talking about dialogue that’s meaningful to the child. Here’s something that Janet, another teacher, wrote in response:

He also spoke about home rituals, activities which give to the child a message of your values. What is so valued in your home that it happens first, always, without exception? This part was meaningful to me. What I make important now is not about today, but is an investment in what I hope for them tomorrow. This family dinner—helping with a chore—small things that are always done together.

He talked about having a reading time with his child before bed—but that he allowed it to be interrupted by a phone call, sudden visitors, and so forth—but that he always went back to the reading. He thought that he was okay because he returned to the activity, showing that it was worth finishing. However, what he was showing his child was that reading is important except if these other things happen. He decided to fully commit—and the message of value that gave to reading in his home and TO HIS CHILD was significant. When the phone rang and his wife called for him, he asked to return the call later. When guests came, he said I’ll be down in a little while.

This was a big deal to me as a parent, for I’ve been shuffling the same way—but also as a teacher. What do I let get bumped? What messages of value am I sending my students? What is important, but not important enough to be immoveable. This is not about flexibility—we all need to be flexible—but about ordering my day at work and at home so that my children really do see me living out my values for myself and my family.

I’m so involved in today—and this is like UbD for the home—what is the big picture? Am I more interested in getting them through today or investing in who they will become as adults? In my language arts class, am I more interested in getting them done with a part so we can have the quiz or in helping to make them engaged learners in reading and writing—successful high school and college students (and beyond).

That makes me think … I want to have a home where we constantly talk about meaningful things … confronting difficult issues, digging through relationships, learning about each other’s sphere’s of influence, and being intentional about caring about each other’s stuff.

Cincinnati Hills Christian Academy hired me to produce a video that leverages its unique winter term offerings to attract new high school students to an upcoming Open House.

All of the photos were taken by CHCA students and teachers on previous winter term trips, and the music (”One Big Holiday”, by My Morning Jacket) was produced under the Creative Commons license and distributed on The Wired CD.

Oh, and his name is actually Sam.

[original photo]

1. A student decides not to sleep during his class trip, depleting his energy and exhausting his body.
2. His parent sees that he’s tired and lets him skip an important commitment the next day, choosing not to communicate with me (the organizer) about the absence.
3. I email the parent afterward to see what happened and to communicate my concern about the child’s commitment level for future engagements.
4. The parent responds with this lovely passive-aggressive introduction:
   

   “I have been quite bothered by the tone of your email …”

5. I briefly wonder how I managed to write an email with “tone”, then subsequently connect the dots between the student’s behavior and the parent’s behavior. Coincidence?
6. I laugh.