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 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?

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”?

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?