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The moment: In the "signing day" moment created in chapter one, Chris Barbic and Donald Kamentz worked to bring excitement and joy to the accomplishment of high school graduation. Noting how students' experiences in high school were disillusioning for devoted teachers, Barbic decided to start a school that would bring positivity back to students' lives. Barbic and Kamentz chose to create a moment in which students had the chance to announce where they would be attending college upon graduation, akin to athletes declaring their commitment to college athletic programs. The program proved to be a success and was incorporated into an annual event for Yes Prep. The program became an emotional moment for both students and families, celebrating the enormous accomplishment of having graduated from high school and gaining college admission.

Personal Impact: This moment made me reevaluate the importance of teachers and administrators going beyond the confines of their job descriptions. It was in no way an expectation for Kamentz and Barbic to create this elevated moment. They could have remained quiet, but they chose to respond to the needs of their students and to instead create this moment. I appreciated the impact that Kamentz and Barbic had on the students by creating this event. The story of Mayra Valle, who was a sixth grader who attended one of the early "signing days," demonstrates the impact of this moment. She witnessed the joy of older students when they announced their college commitment and thought to herself, "That could be me. No one in my family has ever gone to college. I want to be on that stage." (p.3) Valle's inner conviction to attain her own college experience stemmed from the efforts of Kamentz and Barbic to support their students. This moment forces me to recognize the value of a teacher going beyond their hours and choosing to be a cheerleader for their students. Fostering the connection between students and their families facilitated this moment of genuine achievement and celebration.

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The moment: Humans think and experience things in peculiar ways. Our memories are fragile and yet hyper-focused. The peak-end rule stipulates that "Some moments are vastly more meaningful than others." (p.10) Consider signing day. It is one experience on one day in a high school. It could be a day that fades from memory over time, but it does not. This is because there is a significant investment to celebrate and heighten the moment. The "Popsicle Hotline" is another example of this phenomenon. Rather than provide a standard hotel experience, the Magic Castle Hotel provided its customers with a novel experience that surprised its customers. The investment in this moment sticks with the customers, becoming a highlight of an already unique vacation.

The Impact: The impact of this finding on me is clear. As a teacher, I will invest in specific moments to create valuable classroom experiences for my students. Rather than being overly focused on each lesson, I will focus my teaching on creating moments that stand out for my students. It could be something like a project or a field trip, or it could be a dodgeball fight to simulate the trenches of WWI. Regardless, the message to me is clear: human memory is dictated by peaks and valleys. Inserting peaks into my students' education will enable them to derive more from it and hopefully cultivate lifelong learning. This message also applies to planning individual lessons and the core philosophy behind backwards planning. Create moments each day that will live with your students.

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The moment: The vignette of a sample first day experience at a John Deere factory is uplifting. Expectations (for dress) are shared with employees prior to the day, they are greeted immediately, they have a welcoming banner above their desk, the mission of the company is clearly stated, you have lunch with coworkers, and by the end of the day you have interacted with dozens of welcoming people. As Heath suggests, the first day experience is a "...peak moment delivered at a time of transition." (20) Rather than have employees feel overwhelmed, confused, and isolated, the John Deere Company sought to welcome workers and to convince them of the utility of their labor. This moment immediately breaks down the anxiety of the first day and provides a moment of joy to the employees, which will live with them.

The impact: As a future teacher, I will instill this implication into my first day of teaching. I will create a welcoming environment that will stick out for students. I will greet them at the front door. I will learn their names as fast as humanly possible. I will have a valuable set of classroom experiences on the first day (currently thinking of doing a classroom field trip and whole class contract writing). In short, I will make the first day experience as much of a peak as possible. As a former student, I dreaded the first day. I loved the classes in which teachers did something fun and broke down the barriers of anxiety naturally. Being a teacher requires investing in the first day to get students to feel included and valuable.

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(Fun fact: I have never used a gavel. I would like to do this someday.)

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The moment: Two teachers work together to create a cross-disciplinary peak for their students. While learning about WWII in social studies and reading Lord of the Flies in English, tenth graders were tasked by their teachers to participate in a trial to provide a verdict on whether Golding misrepresented human nature. (p. 47) The two teachers were determined to "design an academic experience as memorable as prom." (p.47). The moment works because it was invested in. Parents were invited. A cast of characters was created. The method also works because it asks a good deal from students. It had high expectations; they were expected to conduct research, ask pertinent questions, and perform under pressure. It had a risk. It could (and sometimes did) go wrong. But that is somewhat besides the point. The point is that the teachers worked to serve their students and to make their education experience oriented.

The impact: This moment was my favorite from the book. I was (and still am) deeply inspired to replicate it in my teaching. This lesson could have been stupidly mundane and boring. The two teachers could never have worked together; they could have covered their lessons in solitude. But they instead worked together, invited parents, and invested in the moment. This takeaway deeply impacts my teaching. I will build relationships with my colleagues to be able to collaboratively serve students in a similar fashion. I will build relationships with parents and community members so that they can witness their students learn in real time. Lessons and projects like these make teaching fun and make me smile when I think about the potential of next year. That is the power of thinking in moments. It makes my job fun.

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(I think I could befriend a bear. We would playfully wrestle, have a nice BBQ, share secrets, etc.)

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The Moment: We have all been there. We forgot a pair of headphones, a toothbrush, contact lenses, etc., at a hotel. We do not find out until hours (and hundreds of miles) later. It is a devastating realization. You might call the hotel, a hint of pleading in your voice, asking for it to be sent to your address. Maybe they end up returning it. More often than not, however, it is now in the vacuum of lost and found, never to be touched and held again. For Joshie, the teddy bear of the son of Chris Hurn, however, the hotel went above and beyond. The Ritz-Carlton extended Joshie's vacation, taking photographs of him lounging at the pool, meeting a parrot, going for a drive in the golf cart, etc. (p.69). The staff at the Carlton "...broke the script." (p.69) They exceeded expectations and served their customers in a human and empathetic way. They broke the script strategically to deliver for their customer in a welcoming manner.

The impact: (On community relationships) I think this moment proves the value of being there for your students outside of the classroom. It is so easy to wander home after a long day of teaching, and sometimes it is important to do so for the sake of mental health. However, if I can go above for my students, I will try my best do so. I will attend a sports match, watch a play or performance, be visible at all-school events, etc. This is a critical practice to instill into my teaching. Teaching is about relationships. Going beyond the confines of our job descriptions lets teaching be about something more. I had a teacher (actually two) who attended a hockey match of mine. They cheered me on, and although we lost the game, I do remember feeling supported and surprised. (A little nervous too.) I felt excited when I went to class the next Monday, and that excitement meant something. It lives with me to this day.

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(I have moved so much stuff into my apartment that there is no way I can move out efficiently.)

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The Moment: Heath and Heath were in their feelings in this section of the book. They find that 6/10 of the most memorable experiences of one's life occur from the ages of 15-30. (p.83) The key to this phenomenon? Novelty. These experiences, such as falling for someone, first college day, first time moving into a place on your own, etc., are all memorable because they all involved you doing something new. For them, the implication is that if you want to lead a life that is full and rich, you must "Scare the hell out of yourself, regularly." (p.84) Life must be about having that courage to take risks, and to not let days flow in mundanity.

The Impact: (On considering the lives of my students)

The takeaway for me here is that students (especially high schoolers) have a lot going on. They are in a place that can, at times, be a social nightmare. In short, they are navigating experiences and emotions that they have never felt before. Their brains are still undeveloped, yet they are still gaining memories that will live with them. Having awareness of this as a teacher is important. Some days their heads will be elsewhere, and that is ok. Being responsive to that and finding ways to make the classroom a safe place where students can detox from a bad day is essential. On a lighter note, I found this part of the work to be personally motivating. If our memories are dictated by our firsts, then we need to savor those firsts and experience as many of them as possible. Having the courage to do so can be tricky, but it is worthwhile.

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I cannot sing if my life depended on it, but I found this story moving.)

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Imagine caring about something as a high school student. It could be a sport, passion, relationship, etc. For Kira Sloop this was singing. She had the distinct horror of being told by one of her music teachers to "mouth the words." (p.142) For Kira, one of her passions was now associated with a mortifying memory. To Kira's immense credit, she did not give up singing, and she was rewarded for it. She signed up for chorus at the Cullowee Experience and met a teacher who renewed her confidence in singing. The teacher told Kira, "You have a distinctive, expressive, and beautiful voice. You could have been the love child of Bob Dylan and Joan Baez." (p.143) A teacher recognized a student's talent and gave them praise at a vulnerable moment. Kira soon found herself singing at Carnegie Hall, able and willing to sing in front of hundreds of people, despite once being told to mouth the words.

The impact: One little moment of recognition can light a fire in a student's life. Finding ways to appeal to the shy, quiet students (or to the louder ones) can allow that student to take on new heights and to lead a life that once felt unattainable. As a future teacher, I think this story speaks to two things. One, you must know your students. You must put in an effort to know their passions, their interests, and their hopes. This allows a genuine connection to form. Two, you must be mindful of the value of your words. One snide comment can be as cruel and disempowering as a kind one. Be aware of the impact your actions can have. I will keep this story close in mind as I learn about my students.

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(I used to watch this show. If you haven't seen it, the premise is that these dudes at a pawn store constantly bring in experts to determine if the objects that customers bring in are authentic or not. I promise that this is important to my thoughts on the book and that I am not just sharing a cool show.)

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The Moment: In this section of the book, Heath & Heath ruminate on the necessity of authentic recognition. Yes, as I discussed in the last moment, recognition is good. However, it must be done organically and authentically. Having an employee of the month award falls into the trap of being awarded impersonally. For Heath & Heath, you must instead be able and willing to give personal recognition that shows you know and appreciate the recipient. (p.148) Gratitude is essential. Authentic gratitude builds genuine relationships.

The Impact: One of my highlights as a student-teacher was giving my students personal letters on my last day. This was a tough task. Writing 80ish letters that demonstrate genuine recognition takes time and effort. You have to invest in the process. You have to reflect on the memories that you have had with each student. You have to dish out words of encouragement and wisdom. (I do not have a lot of the latter.) But I would -- and will -- do it again in a heartbeat. Seeing how the students reacted to the letters was an epiphany. Some felt uplifted, and some genuinely thanked me. It was by far the closest I have been in the classroom to crying, as a teacher. The lesson for me was clear: when you go even slightly out of your way to show that you know and appreciate your students, you will build a relationship with them that will extend beyond the classroom.

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The story of James Lawson's involvement in the desegregation of Nashville is an incredible story that shows the value of practicing an act of courage. Lawson was devoted to cultivating a "common discipline" (p.179) among protestors to best achieve a successful result. To do this Lawson held brutal practice protests and went through the expectations for those who took part in the protests. As a result, the protestors were genuinely prepared for the situations they encountered throughout the day. They knew how to dress, how to avoid being arrested, and they knew how to evoke a response that would garner more public support. This protest took a great deal of courage, but it also took practice, organization, and dedication to succeed.

The Impact: (Think in attainable milestones, practice through what you want to do)

My takeaway is not nearly as moving as the story of Lawson and the desegregation protests. I simply feel inspired by their ability to stand up to bigotry and to work to attain a result that they believed in. The result did not come solely from courage, but from practice and dedication. I think I will build this story into how I teach the Civil Rights era. Teaching about the humanity of this story is moving. It shows how this cause succeeded through collective action, organization, and practice. This allows us to see these activists in a far more human way. The possibility of collective action will seem far more attainable for my students if taught in this manner. That takeaway is uplifting for our students and empowers them to be better enabled to participate in social causes they believe in.

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Towards the end of their book, Heath & Heath continually reiterate the necessity of teamwork and human connection. Their distinction between purpose and passion emphasizes the value of having others to rely upon when the going gets tough. The quote: "The presence of others turns abstract ideas into social reality." (p.213) is going to stick with me. For me, this quote shows that when working with others, we are capable of attaining greater heights. Likewise, the stories of people doing tasks together (ice baths, for example) show that our capacity to endure increases when doing it with others. More specifically, when we are united by a shared purpose, we are able to go beyond our limitations when doing the same thing alone. Humans are a social species, and fostering the strength of this connection encourages greater achievement.

The impact: As a teacher-leader, this takeaway tells me that I must have the ability to think beyond myself. Teaching and being in a school is certainly a team effort. It takes a whole team to make a school's culture both organic, human, and discernible. It takes the connections with both students and staff to pull you through a tough day. Doing it alone will only diminish what you are capable of. Having relationships that I can count on to bounce ideas off of, solve issues via critical thinking, and to emotionally support me, will help me better serve my students and to learn as I grow more and more comfortable as a teacher.

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I loved this book. The mix between tangible advice and ideals allowed me to consider practices and approaches that epitomize why I got into teaching. One practice that seemed daunting to me but that I will test out now is the home visit. Going to meet a family and genuinely making an effort to understand their child is absolutely worthwhile. Asking the simple question of "Tell me about your child's experience in school. Tell me about yours. Tell me about your hopes and dreams for your child's future. What do you want your child to be someday? What do I need to do to help your child learn effectively?" (p. 226) These questions demonstrate a genuine concern on the part of the teacher to best understand both the student and the context they come from. It helps to build important relationships in the community. It also helps the teacher re-examine the community that they serve. The answers to these questions also help the teacher's instruction be rooted in the personal needs and aspirations of the child and their family. This practice is probably my biggest takeaway from the book. Utilizing these moments of genuine connection and humanity will allow me to best serve my students and to build a classroom that ultimately empowers them.

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(Me spending money on cool posters and plants in my classroom)

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Invest in what you believe! Invest in moments!

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Invest in what you believe! Invest in moments!

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I truly enjoyed this book. It has helped me think through what I want my classroom experience to look and feel like for the upcoming year. Although backwards planning is something I am quite familiar with now, I feel much more prepared to create and instill these moments in the classroom. I now know the value of human connection (with colleagues, parents, and students) to support my broader aims as a teacher. I am grateful to have had the chance to think through and envision the classroom. I think my biggest takeaway from the text is on the value of investing in what you believe in. For example, the trial worked because the teachers increased the stakes and creatively and collaboratively designed a memorable experience for their students. They did not succumb to the danger of saying that their teaching was "good enough." They took a risk to create a memorable moment for their students. Create an environment and a set of moments that will stick with your students. This is how a life in education showcases both passion and purpose.