November 17, 2025 • 35 mins
The holidays can be magical—and completely overwhelming. Between school concerts, studio plans, nonstop decorations, and family expectations, our students’ senses get flooded and their routines get disrupted. We talk frankly about what actually helps neurodivergent learners during this season and how we, as teachers, can be the steady, calm center when everything else speeds up.
If you’re craving a simple, humane approach to the holidays, this conversation gives you the scripts, structures, and small tips that make a big difference. Subscribe, share with a teacher friend who needs a calmer December, and leave a review to tell us which strategy you’ll try first!
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_00 (01:17):
Welcome back to episode 16 of the Creative Piano
Pedagogy Podcast.
We are your hosts today.
I am Elizabeth Davis Everhart.
I am Tara Mock.
And we are so delighted to behere again with you.
It's been a good week.
It's been cold and I have lovedit.
(01:38):
Tara, how has your week been?
SPEAKER_01 (01:42):
I have really enjoyed the cold weather.
Being the age that I am, I get alittle hot sometimes.
My poor husband freezes in thehouse, but I love it because I
can put on a sweater, asweatshirt, I can hold some hot
(02:05):
chocolate in my hand.
So nice.
And I get my house, I feel likeit's cozier.
I'm not trying to keep the heatout.
This time we're trying to keepthe heat in.
And I don't know.
SPEAKER_00 (02:15):
You can embrace the cozy.
SPEAKER_01 (02:17):
I can embrace the cozy.
I really love it.
That's wonderful.
SPEAKER_00 (02:20):
I want to say a first, a quick note of thank you
to everyone who has celebratedour good news together of our
partnership here at CreativePiano Pedagogy.
And if you don't know what I'mtalking about, that just means
you need to go back and listento last week's episode where we
shared our exciting newstogether.
And so many of you have sentkind messages and emails and
(02:43):
Instagram messages just sayingthis is so exciting.
And we just appreciate youcelebrating with us.
SPEAKER_01 (02:50):
Oh, I love it.
It's been so fun to get onInstagram and see the comments
from, you know, especiallycolleagues who we know and love
and who are so supportive.
And that's just um veryreaffirming about the path that
we're on.
SPEAKER_00 (03:04):
If you're confused about what we're talking about,
just go back and listen to lastweek.
It was a really funconversation, and we had a lot
of fun.
We we did, we always have a lotof fun.
So we think you'll enjoylistening to it.
And we hope you enjoyed today aswell.
I also want to say a note ofwelcome to new listeners who may
be tuning in.
(03:25):
We have new listeners from uhLithuania and Malaysia, Vietnam,
Taiwan, and cities all aroundthe US.
We keep having more and moreeach week, and we are so glad
you have found this littlecorner of the podcast world.
So thank you for listening.
SPEAKER_01 (03:43):
Yes, thank you, absolutely.
And you know, we should make atravel list and go visit some of
these places and meet theselisteners.
That's right.
SPEAKER_00 (03:52):
Teacher retreats.
Oh, that's a great thing.
We are gonna do a really funtheme for today's podcast
because, especially here in theUnited States, we are ramping up
for a very busy holiday season.
We've just come out of Halloweenat the end of October.
And here in the US, as soon asHalloween hits, then we have a
(04:15):
few weeks until Thanksgiving,and then Christmas and New
Year's, and I'm sure in otherplaces as well.
It is just very, very busy.
And all of that busyness notonly impacts us as studio owners
and piano teachers, but it alsoimpacts our students.
Um, it really impacts what weteach in lessons sometimes.
(04:37):
We may be preparing for events.
So we thought we would discussand share with you some tips for
navigating the holidays in astudio that has neurodivergent
learners.
So I don't know about you, Tara.
I love this holiday season, butthere have definitely been years
(05:00):
when I can tell that my studentsare feeling the busyness and
they're feeling a bit stressed,even though it's supposed to be
such a joyful time.
SPEAKER_01 (05:10):
Yeah, I think there's a, you know, and just
that that phrase, it's supposedto be a joyful time.
I think that puts a little extrapressure on everybody.
Well, I'm supposed to be happy,but I don't feel happy.
Or, you know, other uhdefinitions of joy.
Um, and it it gets overwhelming.
I think when October hits, itlike, you know, how you get to
(05:31):
the top of a roller coaster, notthat I can ride one anymore, but
and you get right over the top.
I feel like October first hits,and we're just like we're
starting to go over that peakand race down the hill at super
fast speeds, and then you takeoff and suddenly January hits,
and bam, you got back to thebeginning.
And that's what it feels like tome.
So October hits, and I don'tknow about um outside the United
(05:55):
States.
I would love to hear what ourlisteners have, what what it's
like where they are.
But my neighborhood goes all infor Halloween.
So then you get these reallyterrifying displays.
Um some very cute displays, butsome really scary.
That's all of October.
As soon as Halloween is done,then you have all the Christmas
stuff goes up.
(06:15):
And so it feels like fromOctober 1st, it's a constant
sensory input, even juststepping outside or going into
stores.
SPEAKER_00 (06:23):
Great perspective.
And you know, a lot of ourstudents, because here on the
podcast, we mainly talk aboutstudents who learn differently
with disabilities orneurodivergence, and even
schools will be a very highsensory place during this time
because there will bedecorations, there will be loud
music, even though a lot ofthese activities are 100%
(06:47):
fun-based, or that's the goal,like band concerts and plays.
It's just a lot, it's a lot, andI think um, and Tara, maybe you
can shed some light on this as aparent, but I have definitely
felt that sense of stress frommy students and their parents
during this time of year becauseparents are under a lot of
(07:11):
strain as well to take kids fromactivity to activity to play to
practice.
What do you think?
SPEAKER_01 (07:18):
Oh, absolutely.
And and you layer on top of thatum the parent stress from maybe
navigating um difficultsituations that make holidays
very hard for them.
So there's an extra layer ofanxiety, angst, grief,
depression, I'm not really sure,it could be anything.
Um, and then extra pressure.
(07:39):
We have all the holiday partiesand the gifts and the white
elephants, and and it starts tofeel very frantic rather than
peaceful.
And when you live in a householdwith um, even if I'm trying not
to express my angst to my kids,when you live together, you just
kind of know and you can feelit.
Um, and so that mightunintentionally be communicated
(08:02):
to the students.
Um, and then so then they cometo the piano studio and the
students are feeling this fromschool, maybe home, you know,
and it it they're overwhelmedand they may not even know why.
SPEAKER_00 (08:17):
Right.
And it's coming at them from allangles, you know.
If it's coming at them from homeand school, that's most of their
life, you know.
But we're supposed to be joyful.
It's supposed to be joyful.
And so what we're hoping toshare with you today is just
some perspectives and tips onnavigating the holidays in a
non-frantic way, giving youpermission to observe those
(08:41):
holidays or not in a way thatworks for your students, and
some things that we do in ourown studios to try to make it go
smoothly, not only for ourstudents, but also for us,
because we do have very busylives as musicians during this
time of the year, and we alsoneed to consider our own sanity
(09:03):
as we navigate all of this aswell.
SPEAKER_01 (09:07):
Yeah, we we needed another episode on some
self-care for piano teachers,definitely, or even just being a
musician this time of year.
It's yes, it's it's prettyintense with rehearsals and gigs
and you know, things like that.
SPEAKER_00 (09:21):
It's it is, and I think this takes me to one of
the first points that we hadkind of talked about around this
topic, is since everything is souh holiday themed, uh it doesn't
mean that piano lessons alsohave to be completely centered.
You don't have to do all newmusic or all new activities or
(09:44):
have your studio decorated orhave Christmas challenges or
have everything holiday.
Maybe, especially if you'reteaching students who learn
differently, maybe you are thatsameness for them.
And it's okay that you don'toverhaul your entire teaching
(10:05):
during that time.
SPEAKER_01 (10:07):
Oh yes, absolutely.
Just and you might have familieswho just don't celebrate um the
holidays, holidays that um cultcommercially and culturally that
the United States celebrates.
And so I try to be respectful ofall of those.
(10:28):
Um, while I have my uh beliefsystem as a Christian, I also
know I have students in mystudio who aren't believing the
same way that I do, but I'mabsolutely going to respect
that.
Right.
SPEAKER_00 (10:42):
Or students may be Jewish and celebrate Hanukkah or
you know, from Indian descentand celebrate Diwali.
So not these are just some ofthe considerations you could
take into mind, but also justthe amount of busy and clutter
that can come.
And maybe doing that in yourstudio just might add to the
(11:03):
clutter and the noise, but notadd to the joy.
So I think that's something veryimportant to keep in mind.
Is it truly doing something thatyou love?
You're you're doing an activitythat you do every year that your
students look forward to, or areyou doing it because you feel
you have to because it's theseason?
SPEAKER_01 (11:19):
Right, right.
So, what do you do, Elizabeth,when it gets to the holiday
season?
How do you keep things umconsistent and calm and regular
while also maybe introducingsome uh holiday or winter music?
What do you do?
SPEAKER_00 (11:37):
Oh, it's actually one of my favorite times of year
because I love the coziness.
So I tend to try to bring inthat sense of cozy for my
students in some really kind offun ways.
Um, there are a lot of thingsthat I keep the same in my
lessons during these holidays.
And this goes for other holidaysas well, like St.
(11:58):
Patrick's Day or Valentine'sDay, when in the US we might go
all out.
I kind of keep the same sort ofroutine, but I will throw in um,
you know, I always have calmingactivities at the beginning of
my lessons as an option ifstudents want.
And so I'll have um Christmasactivities, like I'll I'll get
(12:18):
some from a craft store.
And our favorite that we do arethese scratch ornaments, where
it's like an ornament um that'smade of really heavy-duty
cardstock, and it looks likeit's black, but it comes with a
wooden pencil, and students kindof scratch or draw a design, and
colors come through as the blackpaint is peeled off.
(12:39):
So we'll do that while we're asan intro activity to our lesson,
or as our calming activity,centering activity, whatever you
want to call it, while we listento um a cool holiday piece, or
just as we listen to nothing, wejust have silence and we
decorate our ornaments and thenwe hang them in the studio or
they get to take them home.
It's really fun.
SPEAKER_01 (13:00):
Oh, I love that.
That's such a great idea.
SPEAKER_00 (13:02):
And kids of all ages love them.
You know, I've had a lot ofreally young students, age
three, they can do that.
And my teenage studentsabsolutely love it because it's
just delightfully fun.
So each week during theChristmas season, I will have
something like that for mystudents to do.
(13:23):
And it's not a waste of time,it's truly just like a little
coloring page that's musical ordecorating an ornament with
music notes, or and they're allvery inexpensive kind of no prep
things.
And it's not like I have to haveglue and glitter.
No, I have a no glue, no glitterpolicy in my house.
(13:45):
Wise.
That's wise.
Nothing like that.
But that's one of my favoritethings I do.
And then, um, you know, for ourear training, we do ear training
in almost every lesson.
So we'll swap, and instead ofdoing intervals, I'll play the
first three notes to a familiarChristmas song or see how many
notes it takes me to play.
(14:06):
Like, like, can you guess it insix notes?
Like if I play the first sixnotes of Rudolph the Red Nose
Reindeer or whatever, andthey'll see how few notes they
can get it, and then they'll humone for me because they may not
be able to play it on the pianolike I can, but they can hum it
for me, and I'll see how fewpitches I can guess, and that is
(14:27):
a huge favorite.
Um, it's just so goofy and fun,and they think it is
terrifically hilarious, and theyget kind of competitive with
themselves.
So I just kind of tend to keep asimilar structure to my regular
lessons.
I still keep the visualschedule, you know.
I think you use one terra thathas either Velcro or we use a
(14:49):
whiteboard and write what we'regonna do that day, and the
students get to choose theorder.
So I'll still do that and thenjust replace some activities
with something holiday themed.
And I'll often give the studentsa choice if they want to do
something more traditional or ifthey want to do something
holiday themed.
Nine times out of ten, they'llchoose holiday.
(15:11):
But I have had several studentsthe last few years who have
preferred not to do somethingChristmas, and it's because they
said they felt like everywherewas Christmas and they just
wanted to come to piano.
So that's a good reminder for meto make sure I still have those
options.
SPEAKER_01 (15:26):
Oh, absolutely.
And something I do that helps iswe don't we would not want to
surprise our students,especially those with um
neurodivergent diagnoses.
Um, they like to know what toexpect.
So I will start in Octobersaying, hey, next month in
November, I'm going to be, youknow, we're going to be talking
(15:47):
about Christmas music.
We're going to get someChristmas music and start
working on it.
Um, and some of them will go,but it's so early.
It's like, well, because we onlyhave a couple of um lessons in
December, and we're going to goplay at the assisted living um
facility, uh, we just need sometime to learn it.
And so I just want you to knowthat that's what we're doing.
(16:09):
And so I'll mention it a fewtimes and then in November,
okay, let's talk about, youknow, some holiday winter or
Christmas music and consistentlyremind them of what we're doing
and what my plan is forDecember.
And I'll even say, I've beendoing that this week.
I've been saying, okay, when weget to December, we're probably
going to take a back seat on ourregular repertoire and we're
(16:33):
just going to have fun with yourChristmas music or whatever
music they've chosen becausethey need less intensity on
their schedule.
And um, because there's a lot ofpressure to as soon as December
hits, Christmas party, Christmasparty, Christmas party, concert,
concert, concert.
I want to take some of thatpressure off.
SPEAKER_00 (16:51):
Right.
Um, I also love um keeping extrafidges in my studio this time of
year because again, we weretalking about the stresses that
students may feel from theirparents from school, from just
the copious amounts ofactivities going on.
And I find my students reaching,I notice them reaching for those
(17:12):
fidges a lot this time of year.
So that's another reason I liketo have extra coloring
activities, things that are justkind of calming and repetitive.
Um, pipe cleaners will makemusic notes out of pipe
cleaners.
It's so much fun.
And I'll I'll have Christmascolors, you know, but anything
that's a little bit sensory, andI always give them the option.
I really notice them grabbingthat bubble timer or the
(17:35):
squishies or the pipe cleanersthis time of year.
SPEAKER_01 (17:38):
I think the bubble the bubble timer is the most
grabbed piece in my studio.
I also have um one of mydaughter's friends, um, shout
out to Shelby, uh, uses her 3Dprinter and she'll print
fidgets.
And the most popular one is oneof the cubes that like flips
over and over the differentpieces.
I love those.
So probably that's the only twofidges I really need.
SPEAKER_00 (18:01):
I love it.
And I think it's just a youknow, your students are great
teachers if you observe them.
And so that's one of the ways Ilearn about teaching is just
giving my students the option orgiving them the opportunity and
seeing what they go with.
And then that teaches me aboutthat student.
So I've learned a lot about mystudents over the years just by
(18:23):
having things available andseeing what they gravitate
towards and then taking note.
Okay, they may be feeling stresseven though they haven't
mentioned it, because they keepgoing for that fidget, or they
keep gravitating towards easiermusic or whatever it might be.
So um I think we've dropped acouple helpful things here to
(18:44):
always um learn your students inthis way and prepare them for
what's coming next.
So those are a few things Ithink all teachers would benefit
from, not just those withneurodivergent learners.
SPEAKER_01 (18:59):
Absolutely.
And something um, I knowHalloween is already past when
we're recording this, butsomething I always um try to
make a note of is those studentswho are sensitive to scary
decorations and themes.
And so I'll try to mention ifthey I have a lot of students
who live in my neighborhood, butif they live outside the
(19:20):
neighborhood, hey, thisneighborhood has some scary
decorations sometimes.
So just so that you know and areprepared for when that comes, um
I have a student or two who evenum they just don't like
Halloween-themed music.
And we'll, you know, even likethere's one called the Boogeyman
in Piano Town.
(19:41):
And I actually have to putsticky notes over the title and
the picture because the onestudent, it was just scary for
her.
Others are like, and I don'tknow if other teachers have
noticed this.
I would love to uh get um, youknow, reply to the to the
podcast and let us know.
I've noticed a sharp increase ininterest in playing Halloween
music in recent years.
(20:02):
They um they really, really wantGhostbusters or something um
Halloween themed.
Yeah.
SPEAKER_00 (20:09):
That's kind of fun.
And something else I do as well,and I I think you probably do
this as well, Tara.
Um, when I give holiday-themedmusic, I almost always ensure
that it's about a reading levellower than where we're at right
now.
Because Christmas music is verydifficult.
The rhythms, it's just it's morechallenging than students
(20:32):
usually expect.
And that can be an added stressas well.
SPEAKER_01 (20:37):
Yeah, it's it's such a good opportunity for really
good success.
Um, so, and I will tell them,I'll say, you know, listen,
we're gonna pick out Christmasmusic that's a level below where
you are now.
I'm all about that transparencyso that they don't inadvertently
get their feelings hurt.
But we're gonna do this at aneasier level so that we can
(20:58):
learn a lot of them quickly.
Because what happens when familycomes over?
Oh, hey, can you play someChristmas music for us?
And then you're just like a deerin the headlights.
And I tell them, I want you tohave some music to play for your
family.
Um, and then what's fun is theycan usually sight read it very
quickly.
So we're really reinforcing goodsuccess with sight reading
(21:20):
skills.
They're using their ear to um uhrotely learn.
Did I just make up a word?
Rotely.
I I love it though.
I think it works.
SPEAKER_00 (21:31):
I'm using rotely.
SPEAKER_01 (21:34):
You can um learn the difficult rhythms and the field
just by ear.
Like I don't even teach thedotted rhythms, they just play
them.
SPEAKER_00 (21:41):
And especially if it's a song they've already
heard, you know, I I've hadstudents many, many years where
um, especially students withmultiple disabilities or
diagnoses, that I have not giventhem any written Christmas music
or holiday music.
We have made their ownarrangements of Carol of the
Bells, and we have made graphicnotation where you know how
(22:05):
Carol of the Bells has the do dodo do do do do do and then do do
do do do do do do.
And so I'll have them draw agraphic to represent each of the
parts of the song because it's alittle tricky to remember the
order of everything, right?
Um, so we'll do things likethat, and that's kind of their
one of their projects instead ofreading music.
(22:26):
So there are a lot of options,and so I think what we're just
trying to encourage you is dowhat works for you.
Don't feel pressured to do thebig fancy recital if it doesn't
work for your students.
Don't feel pressured to giveeveryone four holiday songs or
whatever if it doesn't work foryour students because your peace
(22:49):
of mind matters, and at the endof the day, your students are
not gonna remember every songthey've ever played, but they're
gonna remember fun things thatyou've done to make them feel
comfortable, to make them feelsuccessful and be successful.
That's gonna matter more.
SPEAKER_01 (23:06):
Oh, absolutely.
Another fun thing to do.
This is a good opportunity tointroduce chords and chord
charts.
Um, if you have a simple umjingle bells, away in a manger,
whatever, the kids, oh, theirtheir eyes light up with so much
joy when they play three notesat one time in one hand.
Absolutely and they they play achord and they play along with a
(23:27):
melody and they feel, you know,I feel big.
They do, they feel big.
SPEAKER_00 (23:33):
I love it.
That's a wonderful idea.
And um, another one of myfavorite resources to use just
for something different is theWonder Keys Christmas books
because they are not traditionalChristmas songs.
Like one of them is themed umabout a Christmas tree that
travels around the world.
So it might be excerpts offamiliar Christmas songs, but
(23:54):
totally different lyrics,hilarious graphics.
So, you know, one of them islike the reindeer babysitter to
a way in a manger.
The kids think it's hystericalbecause they're not playing away
in a manger, they're playing thereindeer babysitter.
Um, and so even something likethat, because you know, if you
are doing a recital, it's easyto choose a lot of the same
(24:16):
music.
Um, but that's just one littletip.
And actually, I think we mightlink those in the description.
So if you just scroll down, um,we'll link those for you.
I thought we could leaveteachers with a few things that
we could just encourage them tokeep the same during this busy
season, not only to help theirstudents, but to help
themselves.
(24:37):
Um one of the first ones thatcame to mind for me was just
that good, concisecommunication.
Don't lose that sense of justease when you talk to your
students, when you communicateexpectations about when you
expect for pieces to bememorized or learned.
Stay in good communication mode.
(24:58):
Don't let that slip during theholidays and during this busy
season.
What about you, Tara?
Anything to remind our teacherfriends who are listening?
SPEAKER_01 (25:08):
I think just be mindful of your own frantic and
anxious energy.
Um it's easy, you know.
I feel a lot of pressure to makesure I have all of this music
rehearsed.
But I purposely take about 15 to30 minutes before a student
walks in, before a teachingblock.
(25:29):
And um, you know, I'll I'll stoptexting, emailing, and I just
kind of make sure that I'm calmand relaxed.
SPEAKER_00 (25:37):
I like that.
SPEAKER_01 (25:38):
Um, so that when they come in, they are calm and
relaxed as well.
And I think that's um I thinkthat's important to communicate
that this is still remains asafe, um, calming atmosphere.
SPEAKER_00 (25:52):
Yes.
And I don't know if we've evertalked about this on the podcast
before or not, but students whoare neurodivergent and
individuals who areneurodivergent are especially
sensitive and observant to themoods and emotions of others.
They can pick up on things thatare never even verbally
(26:14):
verbalized, like never said.
Um, they can pick up on tensionsbetween people or emotions very,
very easily.
So even just not being tooexcited in your lessons.
That sounds so silly to say, butduring the holidays, we kind of
feel like we have to have ourenergy up here, like way up
high.
(26:34):
But it's okay to still be thatcalm, like safe place.
You can still be excited aboutthe holidays or excited with
your students and not be soamped up that it makes them feel
on edge because some studentsmay not be able to differentiate
between amped up excitement andamped up anxiety.
SPEAKER_01 (26:52):
Yeah, absolutely.
And I think that's probably alittle bit of a myth about some
neurodivergent students.
Um, you know, there's alwaysbeen talk about um there might
be social lack of socialawareness or social awkwardness.
Um, but what I find um is and uhI think my kids have put it well
(27:14):
this way, they are so good atrecognizing patterns that they
notice a shift in the pattern.
And this is how my daughterdescribes it like mom, this
isn't your usual pattern whenyou respond to a question like
this.
SPEAKER_00 (27:30):
Oh wow.
SPEAKER_01 (27:31):
Um, and they pick up on that detail, and that I think
that's how they really become sohyper-aware whether they're able
to verbalize it the way that shedid or not.
There's a change, there's achange in the pattern, and I
don't know what's happeninghere.
SPEAKER_00 (27:47):
Absolutely.
I've I've had instances whereI've had a bad migraine or
something like that, and I'venever told my student, but I
have one student with autism umthat just a few weeks ago said,
Um, Dr.
Elizabeth, you sound like you'retrying to be happy today, but I
think you don't feel good.
He is nine years old.
SPEAKER_01 (28:09):
Oh, bless his heart.
SPEAKER_00 (28:10):
How sweet is that old?
And I did not say a word abouthow I was feeling, or that I was
tired, or that I had a migrant,nothing.
And he's just so observant.
And we've been working togetherfor about four years, four or
five years.
So he knows me by now.
Even and did I mention thislesson is over Zoom?
(28:33):
Oh wow, so that's veryperceptive, very highly
perceptive.
So this is not a reminder tohide anything from your
students, but just be mindfulthat you have some very
observant little people watchingyou and picking up on your
stress.
So it's okay to take a deepbreath and relax and just get
(28:54):
through the season doing whatworks for you.
Um, last thing I'm gonna askyou, Tara.
Is there something that broughtyou joy this week that you want
to share with us?
SPEAKER_01 (29:06):
Oh, so much.
And I that's such a greatquestion to ask because it helps
me to stay ahead of what mightnot have brought me joy.
Um, last weekend I was able toum go to Virginia and see my uh
kids at their university, and wecaught um Savannah and I caught
(29:27):
the tail end of leaf peepingseason, and we were able to
drive out on Blue Ridge Parkway.
It wasn't crowded at all.
There was hardly any traffic,and it was a beautiful fall day.
SPEAKER_00 (29:39):
Oh, that sounds wonderful.
SPEAKER_01 (29:40):
And we even pulled off and found a um like an old
lumber railroad.
This was up in Virginia, maybenorth the northern part of the
Blue Ridge Parkway.
And um, they had kind of turnedit into a walkway and a bridge,
and so you could walk along itand and it followed this
cascading waterfall coming fromthe top of the hill.
SPEAKER_00 (30:03):
Oh my goodness.
SPEAKER_01 (30:05):
It was just, it was so fantastic.
You know, we got we went to abookstore, and this was like a
perfect day.
It's very, I don't know, feltvery Gilmore girls.
I don't know.
SPEAKER_00 (30:16):
Very Gilmore girl day.
Oh, I love it.
What about you?
What brought you joy?
Oh, mine is very different,Tara.
As you know, we've been in theprocess of moving.
We finally moved a couple weeksago.
But if you've ever moved, youknow that the oh the climb out
of the pile of boxes can take awhile.
(30:37):
My moment of joy was when Ifinally yesterday got all of my
cooking and baking spicesorganized and out of boxes.
Um, I love to cook and bake, andI have a rack that goes in the
back of the pantry door, and allof them are alphabetized or
categorized to finally have allof them there so I can finally
(31:03):
make the recipes I've beenwanting to make, but I've been
missing like half the spices.
Uh, it just makes me feel verypeaceful finally, and that and
trust me, the whole house is notthat way yet.
Um, there's like random pileseverywhere.
There are corners where it isdecluttered, but just to have
that one space done, the processwasn't super fun, but having it
(31:26):
finished makes me feel peacefuland joyful.
That's a very funny thing to bejoyful about, but it's a
difference.
SPEAKER_01 (31:35):
But I you'll you'll you're gonna laugh.
I have all my spicesalphabetized in a drawer in all
of the same jar.
I transfer them to jars so itall looks alike.
Not that I cook or bake well.
I don't.
I'm bad at it.
We eat more frozen meals thanI'd like to admit lately.
SPEAKER_00 (31:57):
Oh, that's so funny that they're alphabetized as
well.
I'm I'm not in the the same jarthing.
I used to do that, but um, I'llhave to show you a picture of my
spices, Tara.
I I have hundreds of jars ofspices because oh yeah, one
recipe calls for Vendaloo curry,and then another one calls for
this kind of curry, and thenanother one has marjoram, and
(32:18):
you use marjoram except for likeone recipe, you know.
But I have so many jars, andthen James likes to smoke on the
smoker.
So then I have an entire rack ofjust barbecuing spices, and it
just it has gotten admittedlyout of hand.
Okay.
SPEAKER_01 (32:35):
I'm thinking I need to move in next door and eat at
your house.
SPEAKER_00 (32:39):
You would be most welcome.
But I I love that you had amoment of joy seeing your kids,
and my moment of joy was havingmy spices organized.
It's the little things, it's thelittle things, and I hope that
um all of our listeners have agood week ahead and uh thank you
so much for taking time tolisten.
(33:01):
We know you have a lot ofoptions of entertainment and
education these days, but itmeans so much to us that you
take time to listen.
And I also want to invite you toclick that first link in the
description and check out ourbrand new website because we
have worked intensively on thissince about September and it is
(33:25):
finally done.
There's more to come, but it isthere, and we would love for you
to just subscribe to the blog.
So thank you very much, Tara,for being here with me.
It's always wonderful to talkabout teaching with you and to
laugh together and share.
So thank you for being mywonderful co host today on this
(33:47):
episode.
You're very welcome.
And we will look forward tobeing back with you next week
for another episode.
Thank you for listening.
Welcome back to episode 16 of the Creative Piano
Pedagogy Podcast.
We are your hosts today.
I am Elizabeth Davis Everhart.
I am Tara Mock.
And we are so delighted to behere again with you.
It's been a good week.
It's been cold and I have lovedit.
(01:38):
Tara, how has your week been?
SPEAKER_01 (01:42):
I have really enjoyed the cold weather.
Being the age that I am, I get alittle hot sometimes.
My poor husband freezes in thehouse, but I love it because I
can put on a sweater, asweatshirt, I can hold some hot
(02:05):
chocolate in my hand.
So nice.
And I get my house, I feel likeit's cozier.
I'm not trying to keep the heatout.
This time we're trying to keepthe heat in.
And I don't know.
SPEAKER_00 (02:15):
You can embrace the cozy.
SPEAKER_01 (02:17):
I can embrace the cozy.
I really love it.
That's wonderful.
SPEAKER_00 (02:20):
I want to say a first, a quick note of thank you
to everyone who has celebratedour good news together of our
partnership here at CreativePiano Pedagogy.
And if you don't know what I'mtalking about, that just means
you need to go back and listento last week's episode where we
shared our exciting newstogether.
And so many of you have sentkind messages and emails and
(02:43):
Instagram messages just sayingthis is so exciting.
And we just appreciate youcelebrating with us.
SPEAKER_01 (02:50):
Oh, I love it.
It's been so fun to get onInstagram and see the comments
from, you know, especiallycolleagues who we know and love
and who are so supportive.
And that's just um veryreaffirming about the path that
we're on.
SPEAKER_00 (03:04):
If you're confused about what we're talking about,
just go back and listen to lastweek.
It was a really funconversation, and we had a lot
of fun.
We we did, we always have a lotof fun.
So we think you'll enjoylistening to it.
And we hope you enjoyed today aswell.
I also want to say a note ofwelcome to new listeners who may
be tuning in.
(03:25):
We have new listeners from uhLithuania and Malaysia, Vietnam,
Taiwan, and cities all aroundthe US.
We keep having more and moreeach week, and we are so glad
you have found this littlecorner of the podcast world.
So thank you for listening.
SPEAKER_01 (03:43):
Yes, thank you, absolutely.
And you know, we should make atravel list and go visit some of
these places and meet theselisteners.
That's right.
SPEAKER_00 (03:52):
Teacher retreats.
Oh, that's a great thing.
We are gonna do a really funtheme for today's podcast
because, especially here in theUnited States, we are ramping up
for a very busy holiday season.
We've just come out of Halloweenat the end of October.
And here in the US, as soon asHalloween hits, then we have a
(04:15):
few weeks until Thanksgiving,and then Christmas and New
Year's, and I'm sure in otherplaces as well.
It is just very, very busy.
And all of that busyness notonly impacts us as studio owners
and piano teachers, but it alsoimpacts our students.
Um, it really impacts what weteach in lessons sometimes.
(04:37):
We may be preparing for events.
So we thought we would discussand share with you some tips for
navigating the holidays in astudio that has neurodivergent
learners.
So I don't know about you, Tara.
I love this holiday season, butthere have definitely been years
(05:00):
when I can tell that my studentsare feeling the busyness and
they're feeling a bit stressed,even though it's supposed to be
such a joyful time.
SPEAKER_01 (05:10):
Yeah, I think there's a, you know, and just
that that phrase, it's supposedto be a joyful time.
I think that puts a little extrapressure on everybody.
Well, I'm supposed to be happy,but I don't feel happy.
Or, you know, other uhdefinitions of joy.
Um, and it it gets overwhelming.
I think when October hits, itlike, you know, how you get to
(05:31):
the top of a roller coaster, notthat I can ride one anymore, but
and you get right over the top.
I feel like October first hits,and we're just like we're
starting to go over that peakand race down the hill at super
fast speeds, and then you takeoff and suddenly January hits,
and bam, you got back to thebeginning.
And that's what it feels like tome.
So October hits, and I don'tknow about um outside the United
(05:55):
States.
I would love to hear what ourlisteners have, what what it's
like where they are.
But my neighborhood goes all infor Halloween.
So then you get these reallyterrifying displays.
Um some very cute displays, butsome really scary.
That's all of October.
As soon as Halloween is done,then you have all the Christmas
stuff goes up.
(06:15):
And so it feels like fromOctober 1st, it's a constant
sensory input, even juststepping outside or going into
stores.
SPEAKER_00 (06:23):
Great perspective.
And you know, a lot of ourstudents, because here on the
podcast, we mainly talk aboutstudents who learn differently
with disabilities orneurodivergence, and even
schools will be a very highsensory place during this time
because there will bedecorations, there will be loud
music, even though a lot ofthese activities are 100%
(06:47):
fun-based, or that's the goal,like band concerts and plays.
It's just a lot, it's a lot, andI think um, and Tara, maybe you
can shed some light on this as aparent, but I have definitely
felt that sense of stress frommy students and their parents
during this time of year becauseparents are under a lot of
(07:11):
strain as well to take kids fromactivity to activity to play to
practice.
What do you think?
SPEAKER_01 (07:18):
Oh, absolutely.
And and you layer on top of thatum the parent stress from maybe
navigating um difficultsituations that make holidays
very hard for them.
So there's an extra layer ofanxiety, angst, grief,
depression, I'm not really sure,it could be anything.
Um, and then extra pressure.
(07:39):
We have all the holiday partiesand the gifts and the white
elephants, and and it starts tofeel very frantic rather than
peaceful.
And when you live in a householdwith um, even if I'm trying not
to express my angst to my kids,when you live together, you just
kind of know and you can feelit.
Um, and so that mightunintentionally be communicated
(08:02):
to the students.
Um, and then so then they cometo the piano studio and the
students are feeling this fromschool, maybe home, you know,
and it it they're overwhelmedand they may not even know why.
SPEAKER_00 (08:17):
Right.
And it's coming at them from allangles, you know.
If it's coming at them from homeand school, that's most of their
life, you know.
But we're supposed to be joyful.
It's supposed to be joyful.
And so what we're hoping toshare with you today is just
some perspectives and tips onnavigating the holidays in a
non-frantic way, giving youpermission to observe those
(08:41):
holidays or not in a way thatworks for your students, and
some things that we do in ourown studios to try to make it go
smoothly, not only for ourstudents, but also for us,
because we do have very busylives as musicians during this
time of the year, and we alsoneed to consider our own sanity
(09:03):
as we navigate all of this aswell.
SPEAKER_01 (09:07):
Yeah, we we needed another episode on some
self-care for piano teachers,definitely, or even just being a
musician this time of year.
It's yes, it's it's prettyintense with rehearsals and gigs
and you know, things like that.
SPEAKER_00 (09:21):
It's it is, and I think this takes me to one of
the first points that we hadkind of talked about around this
topic, is since everything is souh holiday themed, uh it doesn't
mean that piano lessons alsohave to be completely centered.
You don't have to do all newmusic or all new activities or
(09:44):
have your studio decorated orhave Christmas challenges or
have everything holiday.
Maybe, especially if you'reteaching students who learn
differently, maybe you are thatsameness for them.
And it's okay that you don'toverhaul your entire teaching
(10:05):
during that time.
SPEAKER_01 (10:07):
Oh yes, absolutely.
Just and you might have familieswho just don't celebrate um the
holidays, holidays that um cultcommercially and culturally that
the United States celebrates.
And so I try to be respectful ofall of those.
(10:28):
Um, while I have my uh beliefsystem as a Christian, I also
know I have students in mystudio who aren't believing the
same way that I do, but I'mabsolutely going to respect
that.
Right.
SPEAKER_00 (10:42):
Or students may be Jewish and celebrate Hanukkah or
you know, from Indian descentand celebrate Diwali.
So not these are just some ofthe considerations you could
take into mind, but also justthe amount of busy and clutter
that can come.
And maybe doing that in yourstudio just might add to the
(11:03):
clutter and the noise, but notadd to the joy.
So I think that's something veryimportant to keep in mind.
Is it truly doing something thatyou love?
You're you're doing an activitythat you do every year that your
students look forward to, or areyou doing it because you feel
you have to because it's theseason?
SPEAKER_01 (11:19):
Right, right.
So, what do you do, Elizabeth,when it gets to the holiday
season?
How do you keep things umconsistent and calm and regular
while also maybe introducingsome uh holiday or winter music?
What do you do?
SPEAKER_00 (11:37):
Oh, it's actually one of my favorite times of year
because I love the coziness.
So I tend to try to bring inthat sense of cozy for my
students in some really kind offun ways.
Um, there are a lot of thingsthat I keep the same in my
lessons during these holidays.
And this goes for other holidaysas well, like St.
(11:58):
Patrick's Day or Valentine'sDay, when in the US we might go
all out.
I kind of keep the same sort ofroutine, but I will throw in um,
you know, I always have calmingactivities at the beginning of
my lessons as an option ifstudents want.
And so I'll have um Christmasactivities, like I'll I'll get
(12:18):
some from a craft store.
And our favorite that we do arethese scratch ornaments, where
it's like an ornament um that'smade of really heavy-duty
cardstock, and it looks likeit's black, but it comes with a
wooden pencil, and students kindof scratch or draw a design, and
colors come through as the blackpaint is peeled off.
(12:39):
So we'll do that while we're asan intro activity to our lesson,
or as our calming activity,centering activity, whatever you
want to call it, while we listento um a cool holiday piece, or
just as we listen to nothing, wejust have silence and we
decorate our ornaments and thenwe hang them in the studio or
they get to take them home.
It's really fun.
SPEAKER_01 (13:00):
Oh, I love that.
That's such a great idea.
SPEAKER_00 (13:02):
And kids of all ages love them.
You know, I've had a lot ofreally young students, age
three, they can do that.
And my teenage studentsabsolutely love it because it's
just delightfully fun.
So each week during theChristmas season, I will have
something like that for mystudents to do.
(13:23):
And it's not a waste of time,it's truly just like a little
coloring page that's musical ordecorating an ornament with
music notes, or and they're allvery inexpensive kind of no prep
things.
And it's not like I have to haveglue and glitter.
No, I have a no glue, no glitterpolicy in my house.
(13:45):
Wise.
That's wise.
Nothing like that.
But that's one of my favoritethings I do.
And then, um, you know, for ourear training, we do ear training
in almost every lesson.
So we'll swap, and instead ofdoing intervals, I'll play the
first three notes to a familiarChristmas song or see how many
notes it takes me to play.
(14:06):
Like, like, can you guess it insix notes?
Like if I play the first sixnotes of Rudolph the Red Nose
Reindeer or whatever, andthey'll see how few notes they
can get it, and then they'll humone for me because they may not
be able to play it on the pianolike I can, but they can hum it
for me, and I'll see how fewpitches I can guess, and that is
(14:27):
a huge favorite.
Um, it's just so goofy and fun,and they think it is
terrifically hilarious, and theyget kind of competitive with
themselves.
So I just kind of tend to keep asimilar structure to my regular
lessons.
I still keep the visualschedule, you know.
I think you use one terra thathas either Velcro or we use a
(14:49):
whiteboard and write what we'regonna do that day, and the
students get to choose theorder.
So I'll still do that and thenjust replace some activities
with something holiday themed.
And I'll often give the studentsa choice if they want to do
something more traditional or ifthey want to do something
holiday themed.
Nine times out of ten, they'llchoose holiday.
(15:11):
But I have had several studentsthe last few years who have
preferred not to do somethingChristmas, and it's because they
said they felt like everywherewas Christmas and they just
wanted to come to piano.
So that's a good reminder for meto make sure I still have those
options.
SPEAKER_01 (15:26):
Oh, absolutely.
And something I do that helps iswe don't we would not want to
surprise our students,especially those with um
neurodivergent diagnoses.
Um, they like to know what toexpect.
So I will start in Octobersaying, hey, next month in
November, I'm going to be, youknow, we're going to be talking
(15:47):
about Christmas music.
We're going to get someChristmas music and start
working on it.
Um, and some of them will go,but it's so early.
It's like, well, because we onlyhave a couple of um lessons in
December, and we're going to goplay at the assisted living um
facility, uh, we just need sometime to learn it.
And so I just want you to knowthat that's what we're doing.
(16:09):
And so I'll mention it a fewtimes and then in November,
okay, let's talk about, youknow, some holiday winter or
Christmas music and consistentlyremind them of what we're doing
and what my plan is forDecember.
And I'll even say, I've beendoing that this week.
I've been saying, okay, when weget to December, we're probably
going to take a back seat on ourregular repertoire and we're
(16:33):
just going to have fun with yourChristmas music or whatever
music they've chosen becausethey need less intensity on
their schedule.
And um, because there's a lot ofpressure to as soon as December
hits, Christmas party, Christmasparty, Christmas party, concert,
concert, concert.
I want to take some of thatpressure off.
SPEAKER_00 (16:51):
Right.
Um, I also love um keeping extrafidges in my studio this time of
year because again, we weretalking about the stresses that
students may feel from theirparents from school, from just
the copious amounts ofactivities going on.
And I find my students reaching,I notice them reaching for those
(17:12):
fidges a lot this time of year.
So that's another reason I liketo have extra coloring
activities, things that are justkind of calming and repetitive.
Um, pipe cleaners will makemusic notes out of pipe
cleaners.
It's so much fun.
And I'll I'll have Christmascolors, you know, but anything
that's a little bit sensory, andI always give them the option.
I really notice them grabbingthat bubble timer or the
(17:35):
squishies or the pipe cleanersthis time of year.
SPEAKER_01 (17:38):
I think the bubble the bubble timer is the most
grabbed piece in my studio.
I also have um one of mydaughter's friends, um, shout
out to Shelby, uh, uses her 3Dprinter and she'll print
fidgets.
And the most popular one is oneof the cubes that like flips
over and over the differentpieces.
I love those.
So probably that's the only twofidges I really need.
SPEAKER_00 (18:01):
I love it.
And I think it's just a youknow, your students are great
teachers if you observe them.
And so that's one of the ways Ilearn about teaching is just
giving my students the option orgiving them the opportunity and
seeing what they go with.
And then that teaches me aboutthat student.
So I've learned a lot about mystudents over the years just by
(18:23):
having things available andseeing what they gravitate
towards and then taking note.
Okay, they may be feeling stresseven though they haven't
mentioned it, because they keepgoing for that fidget, or they
keep gravitating towards easiermusic or whatever it might be.
So um I think we've dropped acouple helpful things here to
(18:44):
always um learn your students inthis way and prepare them for
what's coming next.
So those are a few things Ithink all teachers would benefit
from, not just those withneurodivergent learners.
SPEAKER_01 (18:59):
Absolutely.
And something um, I knowHalloween is already past when
we're recording this, butsomething I always um try to
make a note of is those studentswho are sensitive to scary
decorations and themes.
And so I'll try to mention ifthey I have a lot of students
who live in my neighborhood, butif they live outside the
(19:20):
neighborhood, hey, thisneighborhood has some scary
decorations sometimes.
So just so that you know and areprepared for when that comes, um
I have a student or two who evenum they just don't like
Halloween-themed music.
And we'll, you know, even likethere's one called the Boogeyman
in Piano Town.
(19:41):
And I actually have to putsticky notes over the title and
the picture because the onestudent, it was just scary for
her.
Others are like, and I don'tknow if other teachers have
noticed this.
I would love to uh get um, youknow, reply to the to the
podcast and let us know.
I've noticed a sharp increase ininterest in playing Halloween
music in recent years.
(20:02):
They um they really, really wantGhostbusters or something um
Halloween themed.
Yeah.
SPEAKER_00 (20:09):
That's kind of fun.
And something else I do as well,and I I think you probably do
this as well, Tara.
Um, when I give holiday-themedmusic, I almost always ensure
that it's about a reading levellower than where we're at right
now.
Because Christmas music is verydifficult.
The rhythms, it's just it's morechallenging than students
(20:32):
usually expect.
And that can be an added stressas well.
SPEAKER_01 (20:37):
Yeah, it's it's such a good opportunity for really
good success.
Um, so, and I will tell them,I'll say, you know, listen,
we're gonna pick out Christmasmusic that's a level below where
you are now.
I'm all about that transparencyso that they don't inadvertently
get their feelings hurt.
But we're gonna do this at aneasier level so that we can
(20:58):
learn a lot of them quickly.
Because what happens when familycomes over?
Oh, hey, can you play someChristmas music for us?
And then you're just like a deerin the headlights.
And I tell them, I want you tohave some music to play for your
family.
Um, and then what's fun is theycan usually sight read it very
quickly.
So we're really reinforcing goodsuccess with sight reading
(21:20):
skills.
They're using their ear to um uhrotely learn.
Did I just make up a word?
Rotely.
I I love it though.
I think it works.
SPEAKER_00 (21:31):
I'm using rotely.
SPEAKER_01 (21:34):
You can um learn the difficult rhythms and the field
just by ear.
Like I don't even teach thedotted rhythms, they just play
them.
SPEAKER_00 (21:41):
And especially if it's a song they've already
heard, you know, I I've hadstudents many, many years where
um, especially students withmultiple disabilities or
diagnoses, that I have not giventhem any written Christmas music
or holiday music.
We have made their ownarrangements of Carol of the
Bells, and we have made graphicnotation where you know how
(22:05):
Carol of the Bells has the do dodo do do do do do and then do do
do do do do do do.
And so I'll have them draw agraphic to represent each of the
parts of the song because it's alittle tricky to remember the
order of everything, right?
Um, so we'll do things likethat, and that's kind of their
one of their projects instead ofreading music.
(22:26):
So there are a lot of options,and so I think what we're just
trying to encourage you is dowhat works for you.
Don't feel pressured to do thebig fancy recital if it doesn't
work for your students.
Don't feel pressured to giveeveryone four holiday songs or
whatever if it doesn't work foryour students because your peace
(22:49):
of mind matters, and at the endof the day, your students are
not gonna remember every songthey've ever played, but they're
gonna remember fun things thatyou've done to make them feel
comfortable, to make them feelsuccessful and be successful.
That's gonna matter more.
SPEAKER_01 (23:06):
Oh, absolutely.
Another fun thing to do.
This is a good opportunity tointroduce chords and chord
charts.
Um, if you have a simple umjingle bells, away in a manger,
whatever, the kids, oh, theirtheir eyes light up with so much
joy when they play three notesat one time in one hand.
Absolutely and they they play achord and they play along with a
(23:27):
melody and they feel, you know,I feel big.
They do, they feel big.
SPEAKER_00 (23:33):
I love it.
That's a wonderful idea.
And um, another one of myfavorite resources to use just
for something different is theWonder Keys Christmas books
because they are not traditionalChristmas songs.
Like one of them is themed umabout a Christmas tree that
travels around the world.
So it might be excerpts offamiliar Christmas songs, but
(23:54):
totally different lyrics,hilarious graphics.
So, you know, one of them islike the reindeer babysitter to
a way in a manger.
The kids think it's hystericalbecause they're not playing away
in a manger, they're playing thereindeer babysitter.
Um, and so even something likethat, because you know, if you
are doing a recital, it's easyto choose a lot of the same
(24:16):
music.
Um, but that's just one littletip.
And actually, I think we mightlink those in the description.
So if you just scroll down, um,we'll link those for you.
I thought we could leaveteachers with a few things that
we could just encourage them tokeep the same during this busy
season, not only to help theirstudents, but to help
themselves.
(24:37):
Um one of the first ones thatcame to mind for me was just
that good, concisecommunication.
Don't lose that sense of justease when you talk to your
students, when you communicateexpectations about when you
expect for pieces to bememorized or learned.
Stay in good communication mode.
(24:58):
Don't let that slip during theholidays and during this busy
season.
What about you, Tara?
Anything to remind our teacherfriends who are listening?
SPEAKER_01 (25:08):
I think just be mindful of your own frantic and
anxious energy.
Um it's easy, you know.
I feel a lot of pressure to makesure I have all of this music
rehearsed.
But I purposely take about 15 to30 minutes before a student
walks in, before a teachingblock.
(25:29):
And um, you know, I'll I'll stoptexting, emailing, and I just
kind of make sure that I'm calmand relaxed.
SPEAKER_00 (25:37):
I like that.
SPEAKER_01 (25:38):
Um, so that when they come in, they are calm and
relaxed as well.
And I think that's um I thinkthat's important to communicate
that this is still remains asafe, um, calming atmosphere.
SPEAKER_00 (25:52):
Yes.
And I don't know if we've evertalked about this on the podcast
before or not, but students whoare neurodivergent and
individuals who areneurodivergent are especially
sensitive and observant to themoods and emotions of others.
They can pick up on things thatare never even verbally
(26:14):
verbalized, like never said.
Um, they can pick up on tensionsbetween people or emotions very,
very easily.
So even just not being tooexcited in your lessons.
That sounds so silly to say, butduring the holidays, we kind of
feel like we have to have ourenergy up here, like way up
high.
(26:34):
But it's okay to still be thatcalm, like safe place.
You can still be excited aboutthe holidays or excited with
your students and not be soamped up that it makes them feel
on edge because some studentsmay not be able to differentiate
between amped up excitement andamped up anxiety.
SPEAKER_01 (26:52):
Yeah, absolutely.
And I think that's probably alittle bit of a myth about some
neurodivergent students.
Um, you know, there's alwaysbeen talk about um there might
be social lack of socialawareness or social awkwardness.
Um, but what I find um is and uhI think my kids have put it well
(27:14):
this way, they are so good atrecognizing patterns that they
notice a shift in the pattern.
And this is how my daughterdescribes it like mom, this
isn't your usual pattern whenyou respond to a question like
this.
SPEAKER_00 (27:30):
Oh wow.
SPEAKER_01 (27:31):
Um, and they pick up on that detail, and that I think
that's how they really become sohyper-aware whether they're able
to verbalize it the way that shedid or not.
There's a change, there's achange in the pattern, and I
don't know what's happeninghere.
SPEAKER_00 (27:47):
Absolutely.
I've I've had instances whereI've had a bad migraine or
something like that, and I'venever told my student, but I
have one student with autism umthat just a few weeks ago said,
Um, Dr.
Elizabeth, you sound like you'retrying to be happy today, but I
think you don't feel good.
He is nine years old.
SPEAKER_01 (28:09):
Oh, bless his heart.
SPEAKER_00 (28:10):
How sweet is that old?
And I did not say a word abouthow I was feeling, or that I was
tired, or that I had a migrant,nothing.
And he's just so observant.
And we've been working togetherfor about four years, four or
five years.
So he knows me by now.
Even and did I mention thislesson is over Zoom?
(28:33):
Oh wow, so that's veryperceptive, very highly
perceptive.
So this is not a reminder tohide anything from your
students, but just be mindfulthat you have some very
observant little people watchingyou and picking up on your
stress.
So it's okay to take a deepbreath and relax and just get
(28:54):
through the season doing whatworks for you.
Um, last thing I'm gonna askyou, Tara.
Is there something that broughtyou joy this week that you want
to share with us?
SPEAKER_01 (29:06):
Oh, so much.
And I that's such a greatquestion to ask because it helps
me to stay ahead of what mightnot have brought me joy.
Um, last weekend I was able toum go to Virginia and see my uh
kids at their university, and wecaught um Savannah and I caught
(29:27):
the tail end of leaf peepingseason, and we were able to
drive out on Blue Ridge Parkway.
It wasn't crowded at all.
There was hardly any traffic,and it was a beautiful fall day.
SPEAKER_00 (29:39):
Oh, that sounds wonderful.
SPEAKER_01 (29:40):
And we even pulled off and found a um like an old
lumber railroad.
This was up in Virginia, maybenorth the northern part of the
Blue Ridge Parkway.
And um, they had kind of turnedit into a walkway and a bridge,
and so you could walk along itand and it followed this
cascading waterfall coming fromthe top of the hill.
SPEAKER_00 (30:03):
Oh my goodness.
SPEAKER_01 (30:05):
It was just, it was so fantastic.
You know, we got we went to abookstore, and this was like a
perfect day.
It's very, I don't know, feltvery Gilmore girls.
I don't know.
SPEAKER_00 (30:16):
Very Gilmore girl day.
Oh, I love it.
What about you?
What brought you joy?
Oh, mine is very different,Tara.
As you know, we've been in theprocess of moving.
We finally moved a couple weeksago.
But if you've ever moved, youknow that the oh the climb out
of the pile of boxes can take awhile.
(30:37):
My moment of joy was when Ifinally yesterday got all of my
cooking and baking spicesorganized and out of boxes.
Um, I love to cook and bake, andI have a rack that goes in the
back of the pantry door, and allof them are alphabetized or
categorized to finally have allof them there so I can finally
(31:03):
make the recipes I've beenwanting to make, but I've been
missing like half the spices.
Uh, it just makes me feel verypeaceful finally, and that and
trust me, the whole house is notthat way yet.
Um, there's like random pileseverywhere.
There are corners where it isdecluttered, but just to have
that one space done, the processwasn't super fun, but having it
(31:26):
finished makes me feel peacefuland joyful.
That's a very funny thing to bejoyful about, but it's a
difference.
SPEAKER_01 (31:35):
But I you'll you'll you're gonna laugh.
I have all my spicesalphabetized in a drawer in all
of the same jar.
I transfer them to jars so itall looks alike.
Not that I cook or bake well.
I don't.
I'm bad at it.
We eat more frozen meals thanI'd like to admit lately.
SPEAKER_00 (31:57):
Oh, that's so funny that they're alphabetized as
well.
I'm I'm not in the the same jarthing.
I used to do that, but um, I'llhave to show you a picture of my
spices, Tara.
I I have hundreds of jars ofspices because oh yeah, one
recipe calls for Vendaloo curry,and then another one calls for
this kind of curry, and thenanother one has marjoram, and
(32:18):
you use marjoram except for likeone recipe, you know.
But I have so many jars, andthen James likes to smoke on the
smoker.
So then I have an entire rack ofjust barbecuing spices, and it
just it has gotten admittedlyout of hand.
Okay.
SPEAKER_01 (32:35):
I'm thinking I need to move in next door and eat at
your house.
SPEAKER_00 (32:39):
You would be most welcome.
But I I love that you had amoment of joy seeing your kids,
and my moment of joy was havingmy spices organized.
It's the little things, it's thelittle things, and I hope that
um all of our listeners have agood week ahead and uh thank you
so much for taking time tolisten.
(33:01):
We know you have a lot ofoptions of entertainment and
education these days, but itmeans so much to us that you
take time to listen.
And I also want to invite you toclick that first link in the
description and check out ourbrand new website because we
have worked intensively on thissince about September and it is
(33:25):
finally done.
There's more to come, but it isthere, and we would love for you
to just subscribe to the blog.
So thank you very much, Tara,for being here with me.
It's always wonderful to talkabout teaching with you and to
laugh together and share.
So thank you for being mywonderful co host today on this
(33:47):
episode.
You're very welcome.
And we will look forward tobeing back with you next week
for another episode.
Thank you for listening.
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