The past several weeks have been a blur — two November snow days (oh, Maine!), report cards, and the holiday season have kept me in a perpetual losing battle with my to-do list.
It’s this continuous sense of hustle and bustle that has led me to create an intentional shift in how I think about scheduling my time. In an article that I recently read (the author and title escape me), the author discussed how we spend so much time working on things that are unimportant because they come with a false sense of urgency — email comes to mind as the big one for me in this area — or because they are quick and seem easy to get done and cross off our list. What happens as we chase all of these small, urgent-feeling tasks is that we lose all of the time for the bigger, deeper things that we’re always saying we’d like to find the time to do.
For me, the thing that I’m always copying and pasting from one week’s to-do list to the next is professional reading and creativity time for curriculum and activity development. Because it never feels as urgent as my other to-dos, it’s the first thing I tend to push aside, even though it’s the thing that would actually be most effective in helping me to reach my goal of being a real-life Mz. Frizzle, who makes learning an adventure with interesting and challenging activities.
Over the Thanksgiving Break, while I had a few moments to catch my breath, I decided that I was going to prioritize this time for my own professional development. In creating my month-at-a-glance, I scheduled in one school day a week to be my “Reading Day.” On this day, the only thing I can do during my prep or those little pockets of time that crop up during the day (what typically becomes compulsive email checking time) is read and gather ideas for future activities. The time to do this is never going to magically appear and planning to do it only during the summer isn’t practical, as I’d like to be continually refining my practice while embedded in my daily context, not just creating plans during the summer when I’m not in the rhythm of teaching.
Thus far, keeping all of those to-dos away from my reading day has been HARD. Way harder than I expected. I keep having to remind myself that email can wait just one day, that I can catch up on setting up materials tomorrow — I’m having to retrain myself to more accurately judge urgency.
Today is actually my reading day, so I shouldn’t technically be writing this now, but this an idea that I wanted to ripple forward. Now, it’s back to my read for the day — Sylvia Martinez and Gary Stager’s work Invent to Learn. Already, in my reading at breakfast and when I first arrived at school, I’m feeling that rush of inspiration that comes from reading about new, exciting ideas.