Isn't it just? I feel like shifting the focus onto this misalignment could do wonders for the wellbeing issues children, and their educators, are facing. Much more longevity than a tokenistic day or week of focused activities. Food for thought!
Oh my goodness Laura you are so right about the pressure on everyone during the Autumn term. Why do we put on such a show at Christmas when everyone is shattered? Everyone would enjoy the holiday more if there was a wind down not a wind up!!
I agree with you Jen. Sometimes, I think it lands with the leaders to make decisions which may "shake up" a traditional model but ultimately will be better for the wellbeing of the staff and children. I do know that a Christmas show is often appreciated by families and in terms of the religious significance, an important celebration in the year.
I just wonder if there could be more creative thought around the time and effort expectations around these events, when they land during such busy periods! The end of year show for Year 6, in my experience, works perfectly post-SATs and when more time is available, rather than being at odds with other expectations (and also, quite nicely, in the flow of the more energised summer months!) Not an easy one to answer, but I feel important to consider.
This is beautiful. I've never thought this deeply about the interlinking of the seasons and the school calendar. I love the summer terms because, like you say, they're for 'doing' - I love getting outside and doing things out there. But the stuff we have to do at the end of Christmas term... please just let us fade into the holidays!
Thanks Jack. It took me a long time to make the connection - honestly from doing some deliberate slowing down myself. Now I can't 'unsee' the links and feel quite passionately about making changes where they are possible. One of my personal goals for this year is to feel more in a 'flow' with life and this is where I think professional changes could also be made. They just may need to go 'against the flow' of the idea of 'this is how it has always been done'.
Thank you, Laura, for drawing attention to this most-important issue. People often speak of having a 'relationship with nature' but don't really consider what this means, leaving us to think of mindful considerations of sunsets, hugging trees, and grounding (all of which I love, but are not really about relationship). As we are also nature, the pulse of the seasons are innate within our psychological and physiological drives, and yet most tend to ignore these inner ancient rhythms.
As you've mentioned, our school systems work opposite to those of nature. We force students to be at their most productive which nature tells us to slow down, diminishing our energy. Autumn is a time to prepare, to store fat, to take account, and to tend to our nests. Winter (I love winter!) is a time to rest and go inwards; discipline, restraint, and contemplation become important. Spring slingshots us into productivity, our most active season.
I've spent a lot of time considering how we might create curricula that aligns with the movements and energy of our seasons. I wonder how differently we might feel if we lived in harmony with nature's pulse rather than fighting against its grain?
Ryan, I absolutely agree with this necessity to go deeper than the surface level, although this is probably the go-to for most when systems are set-up which oppose each other. An attempt to try and find some connection with natural rhythms and reflections when the daily timetables and deadlines are not in sync. I think it would be exceptionally interesting to consider how curriculum and calendar changes could be made.
I'd be interested to know if you land on any further ideas :)
I love living by the seasons also! As much as I love summer, I wouldn't want it to ALWAYS be summer. I've never been to UAE, but when lived in Las Vegas for awhile I also hated that summer = indoors.
I try to be cyclical about my writing and running goals too. In the fall when teaching is the busiest, I don't train for any races or have any big writing goals. In the winter, when school gets easier I always start training for a half marathon and start sending out queries for freelance projects.
Yes! This was it in the UAE. I couldn't quite explain to my friends in the UK that sometimes I was a bit bored of the sunshine (I kind of get it now I am living back here!)
I love the idea of being cyclical about writing - I am going to have a good think about this. The same for the running - once again, I am motivated by the weather. Raining outside? Maybe not today!
Thanks for sharing your thoughts and adding a further interesting perspective :)
The tension between the relentless pace of schools and the natural ebb and flow of the year is so real.
Isn't it just? I feel like shifting the focus onto this misalignment could do wonders for the wellbeing issues children, and their educators, are facing. Much more longevity than a tokenistic day or week of focused activities. Food for thought!
Thanks for signposting my SubStack and championing these important topics Laura. Great to catch up last week. https://substack.com/@thatpovertyguy
A double thanks! I just signed up for Sean's Substack - fascinating and important stuff.
Absolutely, Sean. I always look forward to reading your posts. I agree - a really insightful catch up. :)
Oh my goodness Laura you are so right about the pressure on everyone during the Autumn term. Why do we put on such a show at Christmas when everyone is shattered? Everyone would enjoy the holiday more if there was a wind down not a wind up!!
I agree with you Jen. Sometimes, I think it lands with the leaders to make decisions which may "shake up" a traditional model but ultimately will be better for the wellbeing of the staff and children. I do know that a Christmas show is often appreciated by families and in terms of the religious significance, an important celebration in the year.
I just wonder if there could be more creative thought around the time and effort expectations around these events, when they land during such busy periods! The end of year show for Year 6, in my experience, works perfectly post-SATs and when more time is available, rather than being at odds with other expectations (and also, quite nicely, in the flow of the more energised summer months!) Not an easy one to answer, but I feel important to consider.
This is beautiful. I've never thought this deeply about the interlinking of the seasons and the school calendar. I love the summer terms because, like you say, they're for 'doing' - I love getting outside and doing things out there. But the stuff we have to do at the end of Christmas term... please just let us fade into the holidays!
Thanks Jack. It took me a long time to make the connection - honestly from doing some deliberate slowing down myself. Now I can't 'unsee' the links and feel quite passionately about making changes where they are possible. One of my personal goals for this year is to feel more in a 'flow' with life and this is where I think professional changes could also be made. They just may need to go 'against the flow' of the idea of 'this is how it has always been done'.
Great read and some super suggestions Laura
Thanks Mary :) So glad that you found some helpful thoughts.
Thank you, Laura, for drawing attention to this most-important issue. People often speak of having a 'relationship with nature' but don't really consider what this means, leaving us to think of mindful considerations of sunsets, hugging trees, and grounding (all of which I love, but are not really about relationship). As we are also nature, the pulse of the seasons are innate within our psychological and physiological drives, and yet most tend to ignore these inner ancient rhythms.
As you've mentioned, our school systems work opposite to those of nature. We force students to be at their most productive which nature tells us to slow down, diminishing our energy. Autumn is a time to prepare, to store fat, to take account, and to tend to our nests. Winter (I love winter!) is a time to rest and go inwards; discipline, restraint, and contemplation become important. Spring slingshots us into productivity, our most active season.
I've spent a lot of time considering how we might create curricula that aligns with the movements and energy of our seasons. I wonder how differently we might feel if we lived in harmony with nature's pulse rather than fighting against its grain?
Ryan, I absolutely agree with this necessity to go deeper than the surface level, although this is probably the go-to for most when systems are set-up which oppose each other. An attempt to try and find some connection with natural rhythms and reflections when the daily timetables and deadlines are not in sync. I think it would be exceptionally interesting to consider how curriculum and calendar changes could be made.
I'd be interested to know if you land on any further ideas :)
I love living by the seasons also! As much as I love summer, I wouldn't want it to ALWAYS be summer. I've never been to UAE, but when lived in Las Vegas for awhile I also hated that summer = indoors.
I try to be cyclical about my writing and running goals too. In the fall when teaching is the busiest, I don't train for any races or have any big writing goals. In the winter, when school gets easier I always start training for a half marathon and start sending out queries for freelance projects.
Yes! This was it in the UAE. I couldn't quite explain to my friends in the UK that sometimes I was a bit bored of the sunshine (I kind of get it now I am living back here!)
I love the idea of being cyclical about writing - I am going to have a good think about this. The same for the running - once again, I am motivated by the weather. Raining outside? Maybe not today!
Thanks for sharing your thoughts and adding a further interesting perspective :)
I can run in the rain. Wind though? Nope, nope, nope.