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Interstitial moments

May 24, 2014


Every image captured within a lens seems to be an interstitial – or in between – moment. The one taken above reminds me of the terrace-row deconstruction of my childhood when cross sections of people’s lives seemed enshrined in the garish revelation of wallpaper choices.

Strikes me that this parameter can also be applied to daily life.

Here are some of my week’s interstitial moments:

  • Year 11 and 12 exam supervision like a mote traversing lung space;
  • Driving home down Lord Street in the rain and noticing that being in Paris had become a re-framed concept in my mind – remote and objectified – in the same way that, when travelling, home (Perth) ceased to exist in real terms;
  • Conversations, attunement to listening, being with emotions in shared spaces, meeting-flows;
  • Deliberate slip-stream entry into a huddled knot of year 9 boys in their classroom with seated peers watching their struggles while (I could tell from facial expressions) they were both captivated by spectacle and wishing the physical disruption/ tension would stop… this moment stretched;
  • Visiting my dad with a gift to celebrate his 70th birthday and witnessing his grasp and stumble at the sticky word/ object interface of  fork.



In amongst all this, what do we choose to spotlight? Brushstrokes or the painting?

Wisdom suggests this is no all or nothing enterprise. Bearing with the continual ever-present is-ness may take effort, yet practice builds stamina for emotional trust:

The research on trust in schools is clear on the basic finding that increased relational trust among individuals in schools is related to greater focus on instruction and higher student performance. Relational trust is the highest form of organizational trust. It is based on a history of reliable, mutually supportive relationships within the school and is not conditioned on a specific exchange of favors or material rewards… The trust has to grow out of patterns of practice over time in which people learn that they can depend on each other to behave in predictable ways in high-stakes activities. For many teachers and administrators, exposing their practice to the scrutiny of others is about as high-stakes an activity as one can imagine (City, Elmore, Fiarman & Teitel, 2010, p. 163).

Selected reference

City, E.A., Elmore, R.F., Fiarman, S.E. & Teitel, L. (2010). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.

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