Cognitive overload (#sol24 Day 19/31)

People (you know, people out there in the big ol’ world) talk about cognitive load. Have you heard this recently? The cognitive load conversation being the thoughts and realizations about the amount of usable information we can actually hold in our short-term memory at one time? Well. In my opinion, the intentional cognitive load of teachers (well, to be more specific – it’s me. Hi. I’m the teacher I’m referencing.) is absolutely and consistently hijacked by small humans.

I realize this is not groundbreaking news.

On any given day, I most likely have an organized plan that lives in my short-term holding bank before I teach. I might be fully prepared to access that plan, to use that plan, and then to decide to either ditch that plan or transfer it to my long-term memory for future use.

However…

My plans for keeping my brain lightly (or at least, sustainably) loaded quickly go out the window when the actual humans that I teach enter the building. (Isn’t that always how it goes?! Best laid plans and all…) You know what instantly bullies straight through my cognitive load?

Questions.

Whether these are thoughtful and on-topic questions or whether they’re the most non sequitur bits of language the world has ever seen, my first and second graders’ questions boot my plans off to the proverbial side all day long.

And, yes, this plan manipulation seems especially intense on a day like today, where my brain feels fuzzier and slower than usual. Yes, that certainly adds to the recipe of disaster overload.

Here’s a small, tiny, teency sampling of the questions that came at me in a total barrage flew my way today:

1. What’s the Kenya flag look like?
2. Can you find my water bottle?
3. Where’s my other slipper?
4. Is this your coffee you left over here?
5. Why didn’t *insert character* treat *another character* more kindly in that book?
6. Do you have to be married to have a baby?
7. How do I open this cheese stick?
8. Do I put a capital after a comma?
9. Is the start of “from” a blend or terrible drivers?
10. What are we doing? (Of course, this one is launched after directions have been given twice.)

As you can see, some were on-topic and others were wildly off. As it goes. Some of these were effective derailers and others were skillfully shifted to the side. As it goes. Some immediately distracted surrounding students and others only came to my ears. Yup. As it goes.

My tired teacher brain is hanging on by threads. Whether it’s because of anemia, germs, or the fact that there are only three more days until Spring Break, my cognitive load has shit the bed seems to be taken over by the immediate demands in front of me.

Fascinating to notice, totally manageable to deal with, and 100% as it goes. It’s part of the deal, right? Honestly, what a delightful privilege to be surrounded by such observant and curious young humans. My brain might have an unstable load because of them but my heart would be so empty without their questions.

Organized cognitive load? Pssshhhhht. Who needs it?!

Onwards, my scattered friends. Onwards.