Home Renovations and Plugging In: Reflections on Developing a Personal Learning Network

“So how are your renovations going? You must be nearly finished.”

I hang my head and reply, “No, not yet – it is still a work in progress.” Accompanied by some self-effacing laughter and a knowing smile from the owner of my favourite hardware store as he helps me locate the missing piece of the puzzle that constitutes my home.

This conversation unfolds more often, at times, than I would like; as it serves to painfully remind me that I still have much to do on our home renovations. There is still the window casements around the living room windows, dry walling to finish around the same, painting to be done, trim to install and that is just the living room. It does not start to touch the upstairs bedrooms, the ripping out of carpet, the laying of hardwood floors the touch ups to the dry wall and the painting, doors and trim that need to be completed. Then there is the basement rec. room. Well, you get the idea. This process has been unfolding for the last 8 years and has seen a significant amount of improvement but at this point can still be viewed as a work in progress.

Curiously enough it is not the only aspect of my life that I consider a work in progress. I am still learning how to play the bodhran, how to take great photographs, how to be a better parent, husband, teacher and how to improve my game at darts. This quest for improvement also applies to my development of my Personal Learning Network (PLN). Up until November of last year I had not even heard of, let alone considered, creating a PLN. This new adventure got started when I began to explore the search features of Twitter and came across Tom Whitby whom I quickly discovered was one of the most passionate education technology advocates to be found; as I searched for information on the integration of technology into my educational practice and classroom.

It was through posts by Tom that I discovered the Educator’s PLN a website devoted to the connecting of educators around the world who have a common interest in increasing their knowledge of the craft of education through sharing of ideas, resources and tips on a veritable cornucopia of topics. Up until this point I had participated in Professional Learning Communities that are part of our school’s on-going pursuit of excellence in education. My limited expertise with the blogging process was increased about this time as well as I began to locate fascinating articles on a variety of education topics from numerous fellow educators.

These experiences got me thinking about how I learn, what I learn and when I learn and where I learn. Topics that occupy teachers as we consider our students preferences when we approach a lesson with the desire to really engage the student; often times not giving a second thought to our own processes as we are caught up in the whirlwind of the classroom environment with deadlines, marking, conferencing, supervision, IPP’s and the plethora of things that take up our day. To say that a light bulb went off or that there was a paradigm shift in my thinking on this matter would be akin to referring to Mt. St. Helens as tremor.

The next revelation was that a PLN is as individual, comprehensive and tailored as the teacher creating it. In a nutshell it is a lot like Web 2.0 – which for a long time I thought was some program that I was systematically missing out on. That is until I started reading Steven W. Anderson’s Blogging About the Web 2.0 Connected Classroom. In reading his work I realized that the 2.0 classroom was a compilation of useful technological resources adapted by teachers to facilitate enquiry based learning specific to their own styles and classrooms. In the same way this is true of an individual’s PLN.

The creation of my PLN is, to say the least, a work in progress; and is currently not nearly as far along as the renovations to my house. It does consist though of some basic elements: several solid sharing sites including the Educator’s PLN and Edutopia, as well as a compilation of blogs that I follow and my twitter feed that keeps me posted on the latest offerings from a variety of sources.

Too complicated, too much time wasted? I think not. While there is a learning curve, as there is with most things in this world the old adage that you get out of something exactly what you put into it is as timeless as it is true.  While there is a certain commitment in the form of time to learn the technologies or applications to create this sort of network, once you have it up and running it is available to you when, where and how you want it to be. This allows for everything from planned reading of a blog article before bed to a spontaneous discussion that occurs over twitter as you respond to a brief thought or post that is made by other like minded individuals.

So what does this replace? In a profession where we are always being, it seems, asked to do more and more I am sad to report that nothing comes off the plate. What does happen is that you get to start selecting from a much wider menu than you had before and as you streamline your PLN to meet your distinct tastes you are no longer casting around for articles, videos or resources nearly as much. Indeed, once set up much of the desired materials find you!

Now off to the hardware store for some plumbing items. I would be very interested in your story about the creation of your PLN – I look forward to hearing from you.


Adventures in 21st Century Learning: Exploring Collaborative Learning On-line Remix

Note: This is a rewrite of a post made earlier; as, due to a single click of an update button on my IPad app I managed to erase over half the content of the post.

This video conference helped me to understand the views of ALL involved rather than only what is considered important or acceptable by the media. In the news we almost never hear the whole story and it is impossible to see every point of view. Broadcasting shows one opinion and one opinion only, the one the government wants us to see. These conferences are important to younger generations, perhaps this will give children the understanding that not everything they see on TV is real.~R.W. Gr. 12 Student St. Andrew’s School~

This comment is reflective of some interesting work that my students, my colleague, Miss Bronwyn Kierstead and I have been engaged in over the course of this year. After several years of experimenting with the use of a virtual classroom I began to cast around for other ways that I could leverage technology to enhance learning opportunities of my students.

Through our use and participation in the Taking IT Global Virtual classroom experience I stumbled upon The Center for Global Education (CGE) and its program of connecting classrooms to each other and the larger world as a whole. In the fall of 2011 we participated in our first virtual international conference entitled: The Middle East in Transition; with students from across Canada and the US, who, through CGE were provided with an opportunity to speak to people who participated in the revolution in Egypt, and peaceful protests in the Palestinian territories in Israel. These two hour and a half sessions allowed our Grade 11 students to speak to those where actually on the ground during the revolution and who were able to provide firsthand accounts of what it had been like to topple the government of Hosni Mubarak.

Photo courtesy of J. Jorquera

“I got to understand a new point of view [from] someone who was going through the content that we were learning about in the textbook. Also gave me a greater understanding of the world and the countries inside of it.” ~J.B. Gr. 11 Student St. Andrew’s School~

” I found that the group work that lead up to the conference (with the videos, articles, etc..) was extremely helpful in getting to know the situation that was going on in the Middle East.” ~B.S. Gr. 12 Student St. Andrew’s School

To ensure that students had a background in non-violent protest movements, prior to the conferences, each participating classroom had a series of readings and posts that needed to be completed prior to the actual conference. This was achieved through CGE’s partnership with Taking IT Global. Each student from each school was given an account in a Global Encounters classroom where they were provided with a series of videos and articles that they had to digest prior to the conferences in order to make the most effective use of the sessions. The articles and questions were complimented with a series of discussion board posts that students were required to respond to; their responses were in turn responded to – creating a discussion between the students both before and after the actual event.

“I enjoyed the discussion, the clash of conflicting opinions coupled with heated debates.” ~M.J. Gr. 11 Student St. Andrew’s School~

The first conference was so well received that Miss. Kierstead and I began planning for one during the second semester and the minute that the offering list was posted by CGE we jumped at the opportunity to participate in a second two part session on Voice, Agency and Democratic Values in the Middle East. This session exposed our Grade 12 classes to an examination of the rights of women in the wake of the Arab Spring movements that have swept North Africa, and the Middle East.

“… you learn a lot better, seeing something and you are not likely to forget it afterwards – like somethings you do sitting in a desk at school.” ~unknown Gr. 11 Student St. Andrew’s School.”

The sessions that we prepared for were a learning curve for all parties concerned. While, as the lead learners in the classroom, we were familiar with the background to the situation in the Middle East we were faced with a variety of challenges when it came to the actual set up of the conference. There was a steep learning curve with respect to the setup of the physical space as well as the integration of social media into the classroom. Much of the leg work for the conferences was completed after buses had left for the day. In the set up and incorporation of technology and the integration of social media we encouraged our students to acquire a twitter account so that they would be able to participate in a real time discussion with students from the other schools participating in the conferences.

“The Twitter feed allowed students to discuss with each other what it [was] they were hearing without interrupting the speakers.” ~J.S. Gr. 11 Student St. Andrew’s School~

To this end we had to tackle the on-going battle that faces educators in a classroom; to what extent should one permit the use of social media and electronic devices? Here again we had to be the risk takers initially. After getting students to sign up to twitter accounts we reminded them to have their devices present in the classroom on the days of the conference; like the would attend without them. Once in the classroom, with the conference up and running, students were asked to post to either the hashtag for the event #globalencounters, or to post to a live discussion board that was hosted through the Global Encounters Classroom provided by Taking IT Global. Students  involved in both sessions, perfectly comfortable in posting their status updates to Facebook, were a bit hesitant initially to post to a site where their comments were up for scrutiny by their peers; though on the second days of each conference students increased their participation as their comfort levels increased.

The days of each conference were veritable whirlwinds for me as an educator; truly removed as the repository of all knowledge instructing from the front of the room. Having to relinquish control of most aspects of the teaching for the period and turning over to the students the decisions as to what to learn, how to learn and how to prioritize what it was that was important to them was a sizable risk. They rose to the challenge and performed brilliantly. We observed that by and large most of our students maintained a high level of engagement in the entire project; from the lead up activities to the actual conferences. In one instance a presenter referred to the Muslim Brotherhood. One student, using the technology available to him, searched out the information on the brotherhood and during one of our breakout sessions gave a quick report to the rest of the class on the organization.

“At some points the audio was terrible. but its understandable, we are video chatting with people around the world.” ~J.J. Gr. 12 Student St. Andrew’s School

As with all things technology driven there were a few glitches to the system. Some of the video feeds were a bit choppy and not all enjoyed the same level of connectivity. While this may be viewed as a detriment by many it also served as an excellent teachable moment. It led to discussion about the differences that exist between us and the rest of the world – it was a real life case study in the Digital Divide. Conversation turned to the issues that this highlighted like sporadic internet access, lack of advanced technological equipment, absence of a stable electrical system etc. This allowed us to turn what was indeed the down side of the sessions into a positive discussion on the realities that the global, interconnected world faces.

So, where to from here? Well I am continuing to work on the integration of technology and social media into my daily instruction. That will have to be the subject of another post as it is time to reduce our family’s environmental footprint with a trip to the recycling depot.

Expanding Horizons: Pushing Ourselves out of our Comfort Zone

The Zone of Proximal Development (ZPD) was what it was referred to when I was studying education back in the late 1990’s.  The plan was to push the learning bar for our students just to a point were they could reach it with effort while challenging themselves in new ways thus creating a bolder learner more ready to be a risk taker and stakeholder in their own learning. I wonder at times, when I think of my practice of education, if I am  still putting my money where my mouth is with respect to my own learning.

It is very easy, as a teacher, to get caught in the cycle of marking, teaching, evaluating, ad infinitum; and as a result become complacent in our own learning. I had an experience the other day that served to remind me of the importance of keeping my ZPD in mind while engaged in the day-to-day travails of the classroom teacher. Any way, back to the experience I refered to – it was while meeting with our school’s Instructional Leadership Team, the principal of our school and Shirley Stiles, an awesome outside consultant who was brought in to take us through the process doing learning visits within our school. I must admit that even though I knew that this training was coming and that the first round was going to be for practice only; in order to make us familiar with the process so that we could engage in these visits in the future as well as in service the rest of the school staff in this regard – so that down the road all would be able to engage in this PD activity thereby leading, hopefully, to an increase in collaboration as we become more comfortable with the process.

This process on the surface seems simple enough, there is no great content curve to muster, no test or evaluation of us as learners of the process at the end of the session. Why was it then that I found myself feeling slightly uncomfortable with the process. What was it that was pushing me out of my comfort zone so badly. I have had administrators, pedagogical supervisors, mentoring staff from the division and others into my classroom on short or little notice and enjoyed their visits and feedback immensely. It was not until we were planning on what classrooms we were visiting for the purpose of the practice session that I realized that I was really uncomfortable with the planned process. Luckily I work with a great team and in the course of a couple of minutes it was clear to me that what was pushing my comfort zone was the idea of going into colleagues classrooms. While I would welcome all to my classroom I feared that my visit to theirs might be viewed with suspicion and/or disapproval or even worse – as some sort of evaluation.

Once we had identified the elephant in the room for me – Shirley explained that what I was feeling was natural and that it was something that would sort itself out quickly once we began the process. That said she also indicated that I would be in her group as we engaged in this practice session; like any good teacher Shirley identified a learner that needed support and provided it in a non-threatening low-key way that allowed me to feel at ease and to engage completely in the process. The visits to the classroom were excellent as we got to watch a variety of our staff and note the excellent work that was going on throughout the school – our visit and the key messages that we issued afterward to the staff served as a celebration of the great things going on in our school.

While moving outside of one’s ZPD can be unnerving and uncomfortable it does provide one with several things. First it creates a sense of accomplishment like we used to get when we were the students and completed an oral presentation or passed a test that we were apprehensive about. Like our learners I got to reflect on the process and realize that it was not that scary and that the next time that I engage in this process it will be with increased confidence. It is with these thoughts in mind that I will engage the spell checker and then post this and return to the stack of pre-Christmas break marking that I have. How do you push your ZPD? I would be interested in hearing from you.

Published in: on December 19, 2011 at 12:39 am  Leave a Comment  
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“Death and Taxes”, Two Certainties in Life: Inspire Thoughts on Educational Change

I have spent over 20 years in the volunteer fire service in Canada. During this time I have come to know many excellent, committed, inspiring individuals who have provided me with a wealth of knowledge about the science of fire suppression and who have been instrumental to my development as a person. Reflecting upon the way that I react to change of late, in the face of a plethora of change that I am facing in my vocation as a teacher called to mind a nugget of truth that a very wise colleague of mine in the fire service taught me. Whenever asked what he knew for certain this man, with over fifty years of voluntary fire service to his fellow citizens, a veteran of the Second World War and one of the most gentle human beings I have ever know always responded with, “Death and Taxes!” To this list I would now offer a third constant in his mantra – change.

It is not only in my vocation that change is often viewed with skepticism it also permeates my avocation – as the old saying often goes regarding the implementation of new ideas in the fire service, “100 years of tradition unhindered by progress.” It was in pondering this notion, on my drive back from a recent curriculum review day that I began examining how I react to change and the stress that it places an individual under. Before I share these thoughts let me preface them by saying that it interesting that in both instances, the fire service and education there is a similar dichotomy that individuals in either calling can get caught in. On one side is a group that views change with at best, suspicion, at worst, outright hostility; on the other side is the group that likes to push boundaries, examine things from new perspectives, and turn processes on their end to see if they can be improved upon. Again these are both ends of the spectrum. I am fortunate that in  these two worlds I get to experience what I consider to be a healthy balance of both.

I am discovering that in the process of adopting  change in these realms; in all instances for what someone(s) has/have determined to be a better or improved practice, that I travel through a process that I have come to think of as a version of the grieving process; and perhaps it is a sort of grieving process as one practice is laid to rest and another is born.

Step 1: Denial: This usually happens very early on in the process of the unveiling of a new direction, policy or Standard Operating Guideline. It is that moment when the hair on my neck stands up, breathing becomes restricted, the stare of incredulity imposes itself on my countenance and I think to my self, “…no way did you just say that!” unfortunately for me I tend to wear my heart on my sleeve and when this moment hits most around me are keenly aware of it.

Step 2: Frustration/reticence: The next step my process seems to be an initial desire to dismiss the new strategum as something that is unnecessary – I often find myself dwelling on how the new item does not fit with the way that I/we do or have done things and that, “if it ain’t broke don’t fix it.” What is really happening during this stage is that I am in the process of challenging the new idea – turning it over in my mind to try to find the flaws which I am sure exist. The length of time that I find myself in this stage of the process varies with the degree of difficulty that I anticipate in the implementation of the new process within my current practice and how closely the item aligns with my pedagogical philosophy.

Step 3: Acceptance: It is at this point that I have turned the new material on its head and decided one of two things – it is something that has merit and I will find a way to make it work – in other words, after allowing things to gel I begin to adopt the process whole heartedly. Or, I resign myself to the fact that this is the current direction that I am being given and it is time to buck up and get it done. It should be noted that very often in both arenas the decision is one  that has been handed down and is not really up for further discussion other than to figure out how to make the theory or directive a practice. Happily in most, not all cases the integration of the new element works out and the former, adoption, scenario plays out.

Step 4: Actively Advocating/Collaborating: It is at this stage, with as I said most new processes, that I attempt to inculcate the practice or directive as smoothly as possible in the daily running of my classroom. It is at this point that I seek out other teachers to work or collaborate with. I attempt to share ongoing reflections and tricks that I discover that seem to allow me to adapt my teaching or firefighting to the new  direction that we are moving in. I also, when appropriate, seek out other teachers who are more experienced with the matter at hand and solicit help from or offer to collaborate with them to better understand or develop the policy or practice.

You, the reader, at this point may be thinking, “thanks again for the obvious!” But I write this piece to reflect on my method of coming to terms with new directions in the field of education and by being more aware of where I am in the process so that I can reach the final stages of the process more quickly so that I return to a positive mindset and as a result greater productivity more quickly.

So, how do you deal with changes to your vocation or avocation?

Published in: on December 7, 2011 at 12:44 am  Comments (2)  
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I Have the Best Job In the World: Reflections on Being a Life Long Learner

I am sure that this is a sentiment that a lot of people can relate to. Many of us who have spent time in our chosen careers have developed a passion for what it is that we do. In my case that would be education. I have spent the last twelve years living and teaching in Northern Alberta; and these years have been among the most enjoyable of my life. As a teacher I often hear things like, “Oh you could not pay me enough….”, or, “I do not know how you do it.” After reading a number of blogs and thinking about it I have decided on what it is that motivates me to continue to answer this calling. It comes down to two key things: I have an excellent group of students and colleagues that I get to go to work with every day and secondly, I get to forward my own learning; you see I discovered, though I am not exactly sure when, that I am a life long learner!

Some of you may be thinking, “There is a revelation, thanks Nostradamus!” and to a large extent you may be right – it would stand to reason that I am in a profession where not only is life long learning possible, it is almost a job requirement. Allow me to postscript this last statement by saying that I am not for a moment implying in any way that teaching is the only occupation where life long learning exists; or that teachers are the only individuals who engage in this practice. That said, of late I have been pondering what it is about my job that gives me greatest joy and allows me to maintain my passion as an educator – indeed I was at a workshop today where we discussed this very question. I have also been reading many posts by other bloggers about topics that they are passionate about.

So, what is it about life long learning that allows me to connect more deeply to my practice as an educator. I suppose that it is a product of two things. First, I get tired of repetition; not that I do not believe that some learning is facilitated by repeated practice, but once you have taught the same thing multiple times, discussed it, written about it, etc. the novelty of more of the same does begin to make paying attention more difficult – even as the teacher. The other, or second aspect of all of this is that I am competitive and love a challenge; I like to find new ways to  challenge myself in the way that I present ideas. Indeed today with the technology that is available to teachers, and society as a whole, the ability to challenge yourself and to link to others, both within the school and the world at large, that enjoy doing the same is a powerful motivator; and keeps the creative juices flowing.

These  I feel have a direct impact and benefit to my students. It allows me to see traditional materials in new ways or examine and deliver the content in new ways. The conversations and ideas that are shared, I am the member of an amazing staff team in this regard, and the readings and exchanges that I am able to engage in with other educators both within the province, the nation and abroad first make me realize how little I actually know, and secondly, create a powerful motivating force to go and find out more about my chosen profession and subject matter. This I bring back with me to the classroom level where I feel that it translates into increased enthusiasm on my part – which I hope translates into increased motivation and desire to inquire on the part of my students.

The practice of sharing some of these learning experiences directly with my students allows them to see that they are not the only ones that are engaged in learning; that it is a journey that we are all on together, just at different points along the path.

So, what makes you passionate about what you do? How do you engage in being a life long learner?

Published in: on November 25, 2011 at 11:39 pm  Comments (2)  
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The Thinks You Can Think and Other Thinks: Making Sense of My Information Overload In a Digitized Society

A childhood literary hero, the individual who helped me put my children to sleep when they were younger; and the person who helps me introduce poetry at the Grade 10 level comes readily to mind this week.  If you guessed the allusion to Dr. Seuss you are correct; if not or you are still wondering about the specific reference – go to the add tab in your browser window and Google the term – but keep this tab open….

The last month has been one of great personal growth for me as both a reader and a novice thinker. I say novice as I reflect on all of the new information that I have taken on board in the last several weeks from a variety of sources. These new sources of information have been a result of the on-line work that I have been doing with my students. As a high school teacher I am a huge believer in the use of the internet as a educational tool – my students use the internet for research, to log into a virtual classroom that I run through Taking IT Global where they can access homework, post blogs, access on-line video conferencing after school hours with their peers or during tutorial hours with myself. I have also, of late, experimented through the Center for Global Education with international video conferencing with other schools across Canada and around the world. While the setup for the conferencing was a steep learning curve the dividends that it has already paid made it time very well spent.  I use a SmartBoard daily in my classroom and am set-up with Skype on every machine that I access on a regular basis.

In short I was beginning to think that I have begun to understand the digital world that I have worked with for almost two decades. The last month has made me rethink my level of savvy as I have discovered in the last month or so there is more out there than I could have ever imagined – I mean we hear or pay lip service to the idea that the amount of information out there is more than we can handle – in the same way that we pay lip service to other concepts like it is a beautiful day or time flies – you know things that we say or acknowledge without much in the way of a second thought or real attention to the implication of what it is that we are acknowledging. Well between making new connections to various on-line organizations as well as increasing my participation in the online dialogue with others via mediums like Twitter and TweetDeck and discovering what hash-tag discussions are all about I thought this morning when I sat down to write this entry that I am suffering from information overload.

Upon further reflection, and several cups of coffee, I have determined that if I use the skills and tools that I have tried to pass onto my students that I am not in over my head as far as I may think that I am. I constantly remind my students that when faced with a question or situation that it is important to develop criteria to help decide what source, material, information, position etc. is relevant to what it is that I am doing. When I apply this methodology to my studies of technology use in education I have developed several criteria questions that I can use to help me prevent personal information overload. First, is the site, source, post etc relevant to what it is that I am currently trying to figure out? Secondly, is the source one that leads to greater knowledge for myself or those that I may share the information with? Third is the time factor – how long, realistically, is it going to take me to make sense of this source be it to read the material and/or adapt it to my needs in the classroom or with other educators or students? I find that if I keep these questions in mind as I approach new sources of information or ideas for implementation I can significantly reduce my sense of being overwhelmed.

Granted it may mean that there are some sources, no matter how good they are, that for one or more of these reasons gets kicked to the proverbial curb; but as a trade off I filter information in such a way that it is manageable and relevant to me. I have discovered that streams like HootSuite and TweetDeck can allow me to scan quickly posts that are made and only further investigate those that fulfill the above stated criteria thereby allowing me to streamline my viewing.

So how do you make sense of your information overload in a digitized society?

Finding the Time Thingy

“When do  you find the time to write?” The question is posed as a colleague and I are ushering our families into the showing of a movie at the local theater. I do not recall the answer that I provided but I am quite certain that it was along the lines of, “Oh you know, I work it in here and there,” accompanied by some self-effacing laughter the conversation turns to the weather, our spouses health, progress of children in school or one of a multitude of those everyday conversation threads that entwine themselves into the brief passage of two people.

While the question and its setting are quite happenstance their result has not been. A number of times this summer, when I have had the opportunity to sit and think – usually while driving between family during our vacation to the Maritimes, I have wondered when I am going to have the time to write and post with anything that resembles regularity? An examination of any of the blogs that I currently work on shows that I tend to only post when I am off of school for the summer. If, as you read this, you feel that perhaps I am exaggerating just a bit for some sort of editorial effect, I would offer in my defense that today is the 04-Nov-11 and this post has not been touched since the 19-Aug-11; driving home for me again the topic of this post – Finding the Time Thingy.

I tell my students that writing is one of the greatest self-indulgences that you can engage in – I have expounded on its cathartic qualities, its ability to allow a writer to reflect upon major or minor occurrences in their life and to, if they choose to share it, build connections to others around the world. While I occassionally assume the pulpit in this fashion with my students it is my own practice that I must seriously begin to examine. I must admit that the allure of writing usually coincides with times when I have much to do and very little time to do any of it. There is no question that I have a full schedule during the school year – though as some of my friends point out – it is a full schedule that is largely a result of my own choices. There is fire practice two evenings a month, two more for station maintenance, six evenings a month out for cadets not to mention about 6 weekends a year that are devoted to exercises and community service, and I play darts every Friday evening at the local legion. There is a third of my evenings and about one weekend a month – though in September and October of this year the only weekend that I had off was the Monday of Thanksgiving weekend. While this may seem like a normal range of activity for someone who values social interaction and wants to be involved in the community it does not reflect the number of nights and weekends that are given over to planning and marking during the school year – which erodes volumes of what others would consider to be disposable or personal time.

I am not complaining, only attempting to provide insight into the situation that I seem to have gotten myself into, as I do enjoy all of the activities that I am involved with; they provide me with a great deal of personal satisfaction – especially as  my son is involved in the Junior Firefighters program and both of my children are members of our Air Cadet Squadron. On the other side of the scales are the parts of my life that I would like to get reacquainted with; these include but are not limited to friends, writing, completing home renovations, my dogs and most importantly my wife. The question becomes how best to achieve some balance between these two competing aspects of my life. I have friends and family who in the past have said to me, “Just say no…” when I indicate that I cannot join them for a different activity or event my question to them has often been to which element or part of my life should I limit or eliminate. If we are, in part, formed and nurtured by these experiences then which parts can one limit or remove and continue on as before. In some instances there are others who could be impacted negatively should I make a decision to become less involved with say cadets or the fire service – do their needs, hopes, or demands get to play a role in decisions regarding what will constitute balance in my life?

Or, perhaps I am looking at this matter from too much of a balance perspective – perhaps balance is not to be found in this situation and what I really have to decide is am I happy with the way that I am now and the way that things are unfolding in the present. If I enjoy being heavily involved in my community, my profession, and all of these other things that contribute to making me who I am perhaps I need to be more accepting of where I am at in life. Perhaps I should simply take greater joy in the time that I do devote to any of the elements or tasks in my life that I do. Be grateful for the time that I do have to write, the time that I do spend with my family, fellow firefighters, friends, cadets and students rather than trying to figure out how to better compartmentalize and streamline my life.

In either case I will probably continue to smile, work in things like writing here and there and maintain the self-effacing laughter – it tends to keep a person “real”.

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