Closure – Classroom Ascend and Transcend for the Student

Gratitude will get you everywhere.  Gratitude is an act of transcendence.  Something new is created when we exchange our gifts with one another, both as giver and receiver.  I am grateful for the time, energy, and awareness you have given this program.

Being a student, in any situation, is no easy task, nor should it be. The classroom is an opportunity to engage with the energy of transcendence, which requires from each of us, our most honorable intentions.  But, there is much we may give this transcendent act of classroom engagement.  Within any classroom situation, we may give of the following:

We can give of our CHOICES.

We can give of our PRESENCE.

We can give of our AWARENESS.

We can give of our ASCENDANCE.

We can give of our TRANSCENDENCE.

All of these and more we can give in the classroom and beyond,

for transcendence is part of us.    

May your choices, presence, awareness, ascendance and transcendence reflect that you matter to you – in the most sacred and profound of ways.  In this state, may we forever remain the student as we strive to become the teacher.

Transcendence 3- Classroom Ascend and Transcend for the Student

Much of the activity surrounding transcendence, in the classroom and elsewhere, asks us to confront what we believe, or are told to believe.  Transcendence often requires overcoming limiting beliefs. The energy of transcendence is increased when we are held down by negative thoughts about ourselves – whether these thoughts have arisen within us or are provided by others. 

What has brought you here – to this moment?

Which set of limiting beliefs do you need to most transcend about your classroom experience – your own limiting beliefs or the beliefs of others?

Transcendence 2- Classroom Ascend and Transcend for Student

One aspect of transcendence that is often overlooked is that for something new to be created, something else must come to an end.  If your transcendent action is to become a more successful student, then many other actions will have to end, such as turning in assignments late or not studying for examinations.  

In the classroom setting, exposed as we are to new ideas and opportunities, it is easy to reach for the next best thing.  What we must equally understand, though, is that to create the space for newness to emerge, we must be willing to allow something else to end. 

What has brought you here – to this moment?




If you are to transcend your current state in the classroom, what actions must come to an end?


Transcendence 1- Classroom Ascend and Transcend for Student

The act of transcendence, coming as it does at the end of the Arc of Transcendence, does not happen by magic.  Transcendence is an act that requires the earlier steps to establish its course. 

Too many use “magical” thinking, not the willful and creative act of transcendence, to succeed in the classroom and elsewhere.  They believe that simply wishing or hoping for something new is enough.  Hope is not a strategy, though, for transcendence or for learning.    

What has brought you here – to this moment?


Where do you spend more time in the classroom, putting energy into hoping or putting energy into transcending?

Ascendance 3- Classroom Ascend and Transcend for the Student

With an ascendant perspective, you have the potential to be the right person, in the right time, in the right place, doing the right thing.

Much of our classroom experience is asking us to see beyond our own selves.  We are asked to study material unfamiliar to us, and we are frequently asked to engage in environments that may be new to us.

We are better served, if we understand the classroom environment is a place designed, not necessarily for “right” and “wrong”, but rather ascendance.  The classroom experience should push us past our limited perspective, not only related to the subject matter, but in our own development.  One of the greatest gifts the classroom can provide is the increased vision beyond one’s personal borders.

In the classroom experience, when have you been the right person, in the right time, in the right place doing the right thing?  When has someone else been that for you?

Ascendance 2 – Classroom Ascend and Transcend for the Student

Sometimes in the desire to get our needs met, we do not rise to the ascendant perspective.  We create harmful acts towards ourselves and others, and still, somehow expect positive results. Harmful acts never gain positive outcomes.  Likewise, positive actions, ones that speak to the “greatest good for all”, never result in harmful outcomes. The reason for this is the interconnectedness we all experience.  What we place outwards to others, returns to us.  With the ascendant perspective, we can use this interconnectedness to benefit, rather than harm, one another.         

What has brought you here – to this moment?

In the classroom setting, who have you helped recently?  Who has helped you?

Ascendance 1- Classroom Ascend and Transcend for the Student

For some, the idea of the “greatest good for all” is an idea that they come by quite naturally.  They are always considering others, before themselves.  You may be this type of student in the classroom, always sharing notes and offering to help.  This type of thinking certainly has its time and place. 

However, with the broader perspective of situations provided by ascendance, we must remember to include ourselves when choosing actions for the “greatest good for all”.   When you choose an action for the “greatest good for all”, know that the “all” includes you, too.

What has brought you here – to this moment?

In the classroom setting, are you more likely to be the person who leans on others or are you the person others lean upon?  How does your answer make you feel?

Awareness 3- Classroom Ascend and Transcend for the Student

Within each moment, many possibilities exist. Awareness helps us to be mindful of the many options available.  Often our actions are not based on thoughts and decisions, but rather REACTONS, arising from prior behaviors and patterns.  In this manner, we reduce all possible responses and actions to those few we feel comfortable using. 

Many students repeat actions in the classroom, without paying attention as to whether or not the action is producing the desired outcome. In some way, the desired outcome is lost to the comfort of the reactive response.  

What has brought you here – to this moment?

In the classroom setting, how well do your actions link up with your desired outcome? 

Awareness 2- Classroom Ascend and Transcend for Student

Awareness asks to address how our actions manifest in the world.  Too often, we are stuck looking at “why” we did something. We explain and validate our course of action to ourselves and others, as we offer up explanations and justifications, which may or may not be relevant. 

We can experience this type of thinking in the classroom, as we become more focused, for example, on “why” we earned a test score versus the “how” of our actions that lead to the test score.  Our performance in the classroom is based on the “how” of our actions, not the “why” of our explanations.   

What has brought you here – to this moment?

What are you more likely to put time into relative to your classroom actions, explaining “why” or understanding “how”?

Awareness 1- Ascend and Transcend Classroom (Student)


 If you want to move from wondering “why” to knowing “how”, become aware. 

Awareness is the third step along the Arc of Transcendence.  Awareness follows choice, the specific decisions we make, and presence, our state of being that we bring to each moment. Choice and presence are not enough, though.  You can choose poorly and you can show up in ways that are not beneficial to anyone, including yourself. 

Awareness asks us to move a step further along the Arc of Transcendence, by assessing how our choices and presence create our actions in the world.   

What do you use to determine your actions in the classroom? Your feelings? Your goals?  Pleasing the teacher? Pleasing others?  How does your answer make you feel?