August 1, 2010
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Official Supercamp Thoughts
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Hain Ginott
Supercamp was about me stepping up. Realizing that I can be much more powerful than I even realized. Learning and using many new tools to present information powerfully. The first night they had us stand up and tell everyone why we came. I said that I was here because there are kids that only I will reach—and I want to make it count. I want to be the most effective possible, with whatever tools I have. I was also there for me—because when I am the best for me, I am the best for you.
I came away from supercamp knowing I did it. I nailed it. I learned, and there were some moments where everything clicked—where I walked away from a piece knowing I did an amazing job—couldn’t have done better. It was a big thing for me to see that I could do it—run with successful 20something Americans in the professional world. tell the truth, it wasn’t until I arrived that I realized just how low my self-esteem was—how much negative talk I had told myself, that I was letting hold me back. But no more.
Supercamp is about packaging. They have harnessed efficient ways to use and connect learning strategies in ways that are engaging and memorable. As Chicka stresses—it is not ours to own, but to share. The first 10 days was training—some of the best ever. From speech training, where to stand on the stage, effective pausing, and eye contact to different packages (director, discovery, heart space, leadership, storyteller). Purtubation was used to push us to the max.
Quantum learning (the curriculum supercamp is based off of) is big on feedback. We would present short pieces, and then immediately be coached and given chances to step it up to the next level. The whole time, we would go and observe supercamp going on (using our ninja skills), seeing the real deal. I was impressed.
I showed up to my tryout in February knowing nothing about supercamp. By the end, I saw the PEOPLE and thought—these are the kind of people I would like to work with. In March, I went to training in California and saw the CURRICULUM and thought—this is the kind of curriculum I want to use. But it wasn’t until after seeing a camp that I knew—wow, this stuff really works.
After a really intense piece called barrier breaking, where the kids write a goal on a thick wood board, and then what is a barrier to obtaining that goal on the other side. They then break this board (I did it! It really works!!!) through the barrier to the goal. It is a deeply emotional time as the whole team gathers around you shouting “yes, yes, yes!” I broke down inside with a deep longing—if only my kids could see this, could do this, could be empowered like this.
I then had two days off until a seven day junior (11-13 year olds) camp. From here on out, I felt like I lived and breathed the curriculum, which we fondly call vades (latin): learn it, know it, facilitate it, and on to the next. Lance, Jamie, Kat, and I were the four facilitators at Wake Forrest, along with 17 counselors (called TLs—team leaders) and office staff for 75ish kids. There was no place to hide—step up to responsibility.
Intense. Then two days off and a ten day senior (13-18 year olds) camp with 100 campers. So many great kids—and they really got into it. But before I knew it, I was sitting in a rocking chair in the airport, waiting for my flight—with Shannon playing the fiddle and Aaron doing interpretive dance—then doing a Texas group hug in the terminal. The world (or at least the airport) isn’t ready for supercamp, yet. Oh. I forgot that outside of supercamp, people don’t normally smile back when I smilingly say “YEAH happy breath!” hmmm. Welcome back.
