Slow, like ketchup

Back in January, I promised I would address the value of a slow life. I’ve been eager, yet patient, to write about this, particularly at this time in the year when I sense students are a little more open to slowness.

Recently, a student came in somewhat concerned that she had spent too long reading her PWR assignment.

“I could’ve read it in half the time, but I took a leisurely pace,” she told me, confused by my cheery smile. I think she was expecting me to scold her or agree that she shouldn’t have “wasted all that time.” But I’m a huge fan of the leisurely pace: I know my duck feet aren’t paddling quite as fast as everyone else’s, and that’s ok. Some days my paddling is fast and furious, but sometimes, I simply stop paddling and practically drift.

Now don’t get me wrong, I know how much time pressure figures into how students conduct themselves. There are lots of things that need to be done, and done well. There are countless opportunities to pursue, people to meet, knowledge to discover, friends to enjoy. But it seems to me that the attempt to crush an ever-expanding roster of activity into the never-expanding 24-hour day is madness. So I suggest not doing more.

galaxies collidingGASP. Assumptions about the way the world works are unraveling! The concept of being a millennial student weirdly morphing! Sudden insecurity about what’s right and what’s wrong! New life plan. Chaos! Breathe in. Breathe out. Breathe in. Breathe out. And let me explain.

Not. Everything. Has.To. Happen. Now. Nor does everything have to happen fast. And not everything that CAN be done fast SHOULD be done fast. Why? Because sometimes we miss things. Nuances. Subtleties. Little pieces of fulfillment. Unexpected creativity. If we always drive as fast as we can to get there, we don’t get to listen to as many songs on the radio. Think about it.

I asked my student who had taken her time reading for PWR what she had sacrificed by taking her time, and she couldn’t think of a thing. She had lost nothing and gained much in her decision to slow down. She could have read faster and gone out with friends. She could have read faster and started on the rest of her pile of homework. But in that moment, the pure value rose up of reading, thinking, savoring, enjoying, reflecting…

Back in the day, there was a commercial for Heinz Ketchup about how cool it was that it takes for-eh-ver to come out of the bottle. Slow is good, because when it comes to ketchup, you want it thick instead of runny.

Nowadays, ketchup is more of a projectile affair, spurting multi-directionally from a flexi-foil pouch. True, it’s handy. And portable. But it gets all over the place and has a bit of a foil-wrap aftertaste. I vote for the slow moving ketchup. I vote for stopping and smelling the roses (I actually do this). I vote for taking time to breathe and think, allowing the mind to wander. Because it’s usually when I’m wandering that the good ideas come to me. Going slow was how I learned how to play the piano. It’s how I learned how to write. It’s how I now figure out what students are saying to me, and it’s how I construct suggestions that I hope will help them be better students.

As always, stay calm and stay tuned.

Next time: From Ketchup to Catch-up: Plowing through massive amounts of reading

Test anxiety redux: cognitive overload

I was going to write about the advantages of living the slow life, but by popular demand I am taking a crack at test anxiety. Apparently students have a few exams this time of the quarter…

Cognitive load

Though our capacity to learn is immense, theoretically infinite, there are in fact limits to the cognitive load we can bear at any given moment. “Limits in capacity” is not an idea that many Stanford Ducks are fond of. This is, after all, the place where anything can and will eventually be invented, where new possibilities are born and take shape daily. Limits, shmimits.

But we are grappling with the exact same 24 hour day as the next guy, and we are limited by physical limitations that make us frail and finite.

Cognitive overload

We have about 100 billion brain cells, give or take. When most of these are occupied by the inner dialogue of test anxiety, there are only about 6 or 7 left on test day for (1) signing your name, (2) not vomiting, (3) remembering how to tell time, and (4) knowing which is the business end of a mechanical pencil. When in an anxious state, our cognitive and physical resources are marshaled in the most urgently determined direction: survive the horror.

How to reassign cognitive load

They are several strategies that can be helpful in turning our cognitive and physical resources to the delicate problem-solving at hand. They’re not easy, but they are simple:

  • Physiological Interruption
    Breathe in. Breathe out. Breathe in. Breathe out. Deep breaths that sink down to the bottom of your belly and fill your lungs will be sending those large quantities of oxygen to your brain so you can think more clearly allowing you to solve for x…
  • Cognitive Interruption
    Butt into the conversation inside your head and remind yourself
    • you are not about to die
    • this test does not determine your worth
    • the purpose of tests is to HELP YOU LEARN by showing you what you can do and what you still need to work on
  • Budget your time
    It might be worth it to skip a question or two rather than sink too much time into them; stick to your gut and be sure to budget your time
  • If you go blank
    Shift positions in your seat, take a breath, and read a question very slowly, focusing on what each. word. means.
  • Don’t panic…
    when students start handing in their exams. There’s no reward for finishing first
  • Reward your earnest efforts
    Acknowledge that you have done, and are doing, your best
  • Some anxiety is good
    It’s your body and mind telling you “this is important”
  • Remember, change takes time
    Changing your ways will take time and practice. Be patient with yourself. If at first you don’t succeed…

Laugh a little. And get good sleep.

As always, stay calm and stay tuned. 

Next time: Slow like Ketchup

 

I’m Just Not That Into You

By guest blogger Alice Petty

I discovered archaeology the summer before my final year of college. On a whim, I applied to a field school in Israel and in that one season, I fell in love. I could imagine nothing more glamorous and exciting than being an archaeologist – the global travel and discovery, the thrill of rummaging through history’s wastebasket, uncovering all of her dirty, unpublished secrets. So I went to grad school, and spent the better part of a decade on my Ph.D. During that time, I worked in the storerooms of several world class museums and did a great deal of research and teaching. I spent every summer in rural Syria excavating what eventually was revealed to be an intact Early Bronze Age (c. 2600 BC) mortuary complex, complete with incredible treasures of gold and animal sacrifices. I once shimmied down the shaft of a New Kingdom Egyptian tomb, glancing up at the sky and actually thinking to myself the words, “This is my dream come true!”  Archaeology was, for a number of years, the love of my life.

I still vividly remember the moment I realized that my feelings changed. I was living in New York City, where I held a research fellowship at the Metropolitan Museum of Art and had just landed a competitive fellowship to study ancient law in a villa in Florence, Italy as soon as my gig at the Met was over. I was thinking ahead though, about what to do once my fellowship in Italy ended. Applying for jobs, I felt anxious and unfocused. I kept getting up to take a walk, or make a snack, or do housework, or surf the web. I was tired, but I had trouble falling asleep at night.

The thing with academic careers is that you rarely get to choose where you live. You follow the job and hope it lands you someplace cool. In this moment, I was applying for a job at a college in Mississippi. I did not want to go there. I was a city girl, and this was rural Mississippi; I was a liberal democrat, and this was in a notoriously politically conservative locale; I had no family or friends within something like an 800 mile radius. But the job was in my field so I had to apply for it.

It had taken days to prepare my application. There were writing samples, letters of recommendation, research proposals and several sample course syllabi. As I stood there, on a New York sidewalk, poised to mail my application, I looked around at my happy life in my beloved NYC and imagined myself in Mississippi with no sidewalks or noise or subways or tall buildings. I suddenly wanted to be doing anything else–making a snack, washing dishes, surfing the web- anything but mailing this application. It came to me with sudden, alarming clarity: It matters to me a great deal, where I live. This hadn’t always been the case, but now it was.  What matters to me, I thought, has changed because I have changed, and now the way I feel about the plans I’ve made for my life are changing, too. And then, as if a light bulb clicked on in the field above my head, I thought, This isn’t what I want anymore. Then, despite the epiphany, I dropped my application into the mailbox, and started to cry, right there on the sidewalk. I knew that if I got the job, I would probably take it and be miserable.

Self-conscious and with a sinking, heavy feeling in my chest I walked back to my apartment, thinking, I never want to do this again. I never want to betray myself by spending my time and energy trying to get something that I don’t even want. I decided then and there to make a practice of actively reflecting on my life so that I could make honest choices about the kind of person I want to be and the kind of work I want to do.  Reflection, I realized, is the difference between charting your own course and going with the flow; between choosing a meaningful life or accepting a serviceable one.

And now here I am, working in a new career and living in a new city that I love. When I moved, I brought with me a black peacoat from NY. I loved the thing: it was perfect, neither too heavy or too light; something nice enough to wear to work, it fit over sweaters and wouldn’t get wrecked in the rain. It was wide on the bottom and had a retro swing to it. I bought it on sale, which made me love it even more. The tag said “Dry Clean Only,” but I washed it in the machine and it was fine. It was a great coat.

Two weeks ago my husband turned to me in the kitchen and said, out of the blue, “That coat you wore today? It’s horrible. You have got to get rid of it. You need a new coat.”

I was shocked.

“It is ragged and shabby looking,” he continued, “and it doesn’t fit.”

“It’s a little big,” I conceded.

“Not just too big,” he added, “It doesn’t fit you.” That weekend, I started filling a bag for donation. I started with the coat.

My breakup with archaeology taught me something valuable. Sometimes we discard things –relationships, soup bowls, electronic appliances, plans or intentions, or peacoats – not because they are damaged or broken, but because they just don’t fit who we are anymore. It can be hard to discard things that are still viable but that no longer fit. It feels wasteful; as if it’s some kind of moral failing to seek out something new when what you have is still perfectly serviceable. But even though archaeology is as beloved to me as my well-worn and ill-fitting peacoat and Mississippi would have been, I am sure, a fine place to live, I just wasn’t into it anymore. Better things awaited.

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Alice Petty is the UAR Academic Director in Wilbur Hall, where she takes enthusiastic delight in helping students reflect, choose, plan, dream, and occasionally discard things that no longer fit.