“There is nothing either good or bad but thinking makes it so.” ~William Shakespeare~
Confession, apparently is good for the soul and my confession is rich with irony. When I was a boy in school; I was that student. The one who often gazed out the window during class, rarely sat still (especially when told to do so), frequently called out when I knew the answer and, almost always brought home report cards that lamented my inability to ‘reach my potential’.
My parents aside, no one was more surprised at my career choice than I- why I made the decision to devote my adult life working in an institution that was often my sole source of torment is still, frankly, beyond me. Regardless of the why, I’ve worked hard over my 24 year career to explore how I could connect with, and engage all the students I have had the chance to teach. But I must admit my affinity with, and empathy for, those students who share the restless, sometimes compulsive, seemingly scattered and frequently creative characteristics that bind us- meet my people: the squirrel chasers.
I grew up in an age where my impulsivity, apparent inattention and abundant energy were not viewed as a disorder but rather the byproducts of my gender and an underdeveloped character-something that a mix of stern discipline, frequent outdoor play and maturity would eventually fix. As infuriating as I’m sure I was to my parents; they knew and accepted me as I was; baffled that a child who could never seem to stop moving (even when asleep) quickly and, at an early age, learned to read, write, could absorb massive amounts of information and would habitually complete projects and study “when I felt like it.” I envied my siblings and friends, they could sit still, they followed the rules and enjoyed blissful days in idyllic classrooms. As an educator, I’ve spent a lot of time working with, and reading about my people, the squirrel chasers. I’ve learned about what actually impacts learning, about effective teaching practices and about neurodiversity.
Over the next few posts I’m hoping to explore some of this research; this piece by Andrea Gordon in the Toronto Star offers a small sampling of how we need to be working to better understand, support and activate the potential of the squirrel chasers in our community of learners.