Presence 3- Classroom Ascend and Transcend for the Students

Nothing matters more than HOW you show up. 

You can certainly use your state of presence as a means of performance.  You can try to charm and fool others into believing you are present when you are not, and you can mislead people with the state of presence you project.  But, the one person you can not fool with your presence is you. You know when you are present and you know when you are not present. 

You can have great teachers, you can have interesting material, but if you don’t have a positive presence in the classroom, your leaning suffers.  Learning is not something we do “on the side”, while we show up with partial presence.  Learning only happens when the mind, body and spirit are present enough in the moment to learn.

Who is responsible for your state of presence in the classroom?  

Presence 2- Classroom Ascend and Transcend for the Student

Just as your state of presence affects your classroom environment and vice versa, it is important to note that your classroom presence is also affected by what happens outside of the classroom.  We all have times in our lives in which education is more difficult due to circumstances outside the learning environment. Likewise, we may add difficulty to our lives outside the classroom, because of what is happening inside the classroom.

When you engage in classroom situations, of course, you are a student.  However, your life extends well beyond this singular role.  Maintaining awareness of your state of presence in all endeavors can help you succeed in the classroom.

What has brought you here – to this moment?

How do you let what happens outside the classroom influence your state of presence in the classroom?  How do you let what happens in the classroom affect your state of presence outside of the classroom?

Presence 1- Classroom Ascend and Transcend for the Student

Learning is never easy, but it becomes impossible when we are not present enough to learn. Learning is not something that we can successfully complete, when our minds are elsewhere.  Many label themselves as “failed learners”, never understanding that the quest for learning had not failed, but rather the presence needed for learning had not appeared.

When you are not present, you are operating with limited power, because you are not “here” enough to exert your power.  A lack of presence is a precursor to failure.

What has brought you here – to this moment?

How much of your classroom success depends on your intellect and abilities and how much depends on your presence or showing up learn?

Choice 3- Classroom Ascend and Transcend for the Student

Power resides in understanding it is YOU doing the choosing.

The ability to choose is the ability to exert power. As the first step on the Arc of Transcendence, the power of choice sets the stage for all future steps. 

In the classroom, the power exists for you to choose some things, but not others. But, the most powerful choice, the one that matters the most is yours to make.  You have the power to choose what type of students you want to be.   Much of your classroom experience will come down to this choice, and your willingness to exert the power behind this choice.

How have your choices lead you to be the type of student you are? 

Choice 2- Classroom Ascend and Transcend for the Student

Making choices is an act of power.  Sometimes, though, we weaken this power by selecting conflicting choices.  We may want to be a successful student. We may also equally desire a “stress free” life with an abundance of free time.   These decisions do not support one another.  Educational endeavors are stressful by nature and require our time. 

Neither choice is “right” or “wrong”. The problem only arises when we choose options that are in opposition.     

What has brought you here – to this moment?

What are two desires/goals you have in the classroom?  Do these choices support one another or do they conflict with one another?

Choice 1 – Classroom Ascend and Transcend for the Student

Most teachers have a clock and calendar in their heads, knowing the curriculum they want to cover in an academic time frame. You, as a student, also, have a clock and calendar in your mind, as to how you manage these expectations. You may also have a calculator in mind, as you determine how many points must be earned, or standards must be met, in order to earn the desired grade.

Both teachers and students may focus on these parameters and the choices required to fulfill them, because both teacher and student are seeking to create a particular experience.  The teacher wants to share the curriculum of the course, and the student wants to succeed.  The arc of connection between choices leading to the desired experience can become lost, however.  Students, and also teachers, can begin to make choices that move them further from the desired experience.  If you want to make effective choices in the classroom, you must become very clear about what experience you are seeking.      

What has brought you here – to this moment?What is your desired experience in the classroom? How are your choices leading you towards this experience?  How are your choices leading your from this desired experience

Intro 2 – Classroom – Ascend and Transcend for the Student

For the most part, everyone embarks on a journey through the classroom and coursework. Even if someone is home-schooled, learning goals and educational objectives are present.  Within the shared undertaking of education, stories and labels emerge. 

Stories evolve from ourselves about ourselves, as well as from others.  One student is the hero of his or her classroom narrative, overcoming a challenging examination to earn an “A”. Another student lives the story that he or she has never been good at school, and thus, will never succeed.  From these stories, labels appear, “smart”, “good at math”, “doesn’t have to try”, or “slow”, “can’t read well” and so on. 

Not only are the stories and labels a problem, but the stories and labels remain with a tenacity that may color a person’s self-perception for years.  Tenacity, not accuracy, tends to be the mark of these narratives. 

In the classroom environment, what stories and labels do you use about yourself? How long have these stories and labels been in use?

Intro 1 – Classroom – Ascend and Transcend for the Student

You can only learn if you show up in a way that indicates your learning matters to you. 

In all the world of choices, preferences, decisions and actions, you need to become very clear of one thing – that you matter.  And not only that you matter in a general sense, but in the utmost profound and sacred of ways, you must matter to yourself. 

No action you undertake, in a learning environment or otherwise, will have relevance if you can not get to the core understanding that for ANYTHING to have significance in your life, you must matter to you.

How does learning happen if you do not matter to you?

Overview Classroom- Ascend and Transcend for the Student

Throughout your life, you encounter many teachers. Some teachers will inspire you. Some teachers will leave you with mixed feelings, and some teachers will fail your expectations.

No matter what you may feel about any particular teacher or classroom-type setting, you must come to understand that no teacher is as important as the teacher who is with you every single moment, YOU.   

Day in and day out, the primary person teaching you is you.  Years of classes and even the best teachers pale in comparison to the power and effectiveness you develop when you learn how to teach yourself. 

You are the teacher you are seeking.

As a teacher of yourself, how would you rate you as a student? 

Closure- Belief and Identity

In regards to our beliefs and identities, we can create our CHOICES.

In regards to our beliefs and identities, we can create our PRESENCE.

In regards to our beliefs and identities, we can create our AWARENESS.

In regards to our beliefs and identities, we can create our ASCENDANCE.

In regards to our beliefs and identities, we can create our TRANSCENDENCE.

How do the beliefs and identities you hold about yourself make Transcendence more or less likely?  How does your answer make you feel?       

 

 

 

How do the beliefs and identities you hold about others increase or decrease the likelihood for Transcendence?