Relaxed Alertness

Author: Kathy Prophete

A few weeks ago I attended an evening presentation on Creating Citizens of Tomorrow in Our Schools Today: Lessons from Reggio Emilia presented by Susan McKay, who is the director at the Opal School associated with Portland Children's Museum. During her presentation there were several thoughts that stood out as I listened and reflected on my own work with the families and children. Within the context of re-imagining what schools could look like Susan McKay talked of classrooms striving for "relaxed alertness". I was struck by the combination of words as in my own classroom my co-teacher and I have been noticing this state of being more and more but didn't have a name for it. It was simply the moment of when every child is engaged. The moment we look at each other and smile, knowing there is the perfect balance where inquiry, playfulness, and listening co-exist. We know that in that moment the conditions for co-construction and learning are optimal. During these moments you don't want to move on to snack or another transition. You simply want to maintain and extend that moment for as long as possible.

As the year has progressed these moments of "relaxed alertness" have become more frequent and prolonged. It sometimes comes as quite a surprise to see this state of "relaxed alertness" come to pass in a classroom of toddlers and two years olds. We all try to provide environments where the children are engaged and playful. I begin to wonder...is it the children's maturation that has allowed this to happen more often? The comfortability in the school setting? Their security in their connections to their teachers and friends? A combination of all of these? I think about the conditions where this "relaxed alertness" can thrive and how can I cultivate it.

As I stay present in my own pondering I encourage the dialogue to continue...What does relaxed alertness look like in your educational setting? What are the conditions you see it emerge? How do you achieve it within yourself?