Tag Archives: Teacher

Closure – Classroom Ascend and Transcend for the Student

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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

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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

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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?

 

Ascendance 3- Classroom Ascend and Transcend for the Student

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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?

Teaching – Closure

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Gratitude is an act of Transcendence.  Something new is created when we exchange our gifts with one another, both as giver and receiver. 

When you are a teacher, you are a gift to others.  In giving of yourself, you provide the possibility for the development and transformation of others that extends far beyond you.  Within your teaching experience, you free to manifest the transformative steps of the Arc of Transcendence in sharing the following: 

May your Choices, Presence, Awareness, Ascendance and Transcendence reflect the teacher you long to be. 

Relative to your teaching experiences, for what are you most grateful?

Teaching- Transcendence 4

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The teaching experience is not built upon comfort, but rather upon the sense of possibilities inherent in Transcendence.      

Although we may all like the comfort that comes from teaching a consistent set of courses and curricular content over the course of several semesters, we need to recognize that this predictability must be balanced with a sense of possibilities for transformation within ourselves and our students.  When we become too comfortable, we can become resistant to evolution, within ourselves and our profession.  By engaging with the steps along the Arc of Transcendence, we are asked to reconsider our intentions.  Each step along the Arc of Transcendence propels us into learning something new about ourselves and our experiences within teaching.  Comfort is left behind, as Transcendence emerges. 

What motivates your teaching more – a sense of comfort or the desire for Transcendence? 

Do your students suffer because you long for the comfort of predictable teaching?  

Teaching – Transcendence 3

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One thing that often needs to be brought to an end in order for Transcendence to emerge is our limiting thoughts, beliefs, and actions.  Each day, we only have so much energy to spend.  To Transcend and transform in our teaching experience inside and outside the classroom, we must be willing to let go of those energy expenditures that no longer serve us or others.  This is the only way in which to have energy available to do the work of transformation. 

Which set of limitations do you need to release in order to engage with the energy of Transcendence in your teaching experience?

What set of limitations must your students eliminate in order that they may have a more transformative experience in your classes?

Teaching – Transcendence 2

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As an act of creating something anew in our experiences as teachers, we are helped when we reflect on a component that may be missed with Transcendence.   Within any act of Transcendence, for something new to be developed, something else likely has to be brought to ending or closure.  In teaching, this can be a problem, as administrators and others tend to believe that constantly adding new ideas and actions is a mark of success.  However, if additional “newness” is to be incorporated into the classroom experience, a wise question to ask is, “What must come to an end?”.  

If you are wanting to transcend your current teaching experience, what actions must come to an end for you to create something new?

How can help your students see what they may need to bring to closure to create something new for themselves?

Teaching – Transcendence 1

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To teach is to be involved in an act of Transcendence.    

At this point, we have examined the role of Choice, Presence, Awareness and Ascendance within our experiences as teachers.   Now, we come to final step on the Arc of Transcendence, which is Transcendence itself. In many ways, education is an act of Transcendence, as Transcendence does not only apply to the spiritual sense. Rather, Transcendence can be seen viewed in the sense of transforming in such a way to create one’s self anew.  When we educate others, we are involved in the act of Transcendence, because learning in and of itself is an act of Transcendence.  We expect learning to transform our students, as we are transformed by the experience of teaching.    

How has teaching transformed you?

What transformations do you expect your students to experience in your classes?

Teaching – Ascendance 3

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As teachers, we are expected to show up in ways that benefit all around us.  The expectations are numerous and multi-leveled for each student we teach, for the contributions we make to our institutions and our fields of study.  Within all the expectations, Ascendance provides us with a larger view and understanding that who we are, what we do, and how we do it matters.  With Ascendance, we see beyond the limitations to the possible actions that may benefit all.  The classroom is designed to be a space to push beyond limitations.  Ascendance provides a means by which to do this in a way that contributes to the “greatest good for all”, including us.     

Within your teaching experience, where are you most likely to employ Ascendance? Where do you find it difficult to utilize Ascendance?  

How can you help your students create an atmosphere in your classroom that is Ascendant in nature, in which they are more able to see beyond limitations?