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Wednesday, July 15, 2026
Fwd: Here's What Happens When Kids Can See Their Emotions
Tuesday, July 14, 2026
Fwd: Fifteen Bold Experiments Shaping the Future of Learning
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Fwd: Are you debriefing your races or just reacting to them?
-------- Original Message --------
| Subject: | Are you debriefing your races or just reacting to them? |
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Most swimmers debrief a race the same way. They touch the wall. They look up at their time. They feel good or they feel terrible. They talk to their coach for ninety seconds. They go home. That process looks like reflection. It isn't. It's reaction. And reaction is what keeps swimmers stuck in the same patterns season after season. Here's the problem with reacting to your time. When you look at the scoreboard and feel good or bad based on what you see, you're letting the result write your story. The number decides the meaning. The meaning decides your identity. And your identity going into the next race is built on whatever story that number told you about yourself. The Debrief is how you take the pen back. It starts before the analysis. Before you talk to your coach, before you look at splits, before you say a word to anyone. One physiological sigh. Two quick inhales, one long exhale. This single breath pattern activates the vagus nerve and begins to clear the stress hormones that are still running your nervous system. You're not calming down. You're switching systems. From threat response to learning mode. Then a small shift in language that changes everything. Instead of "I blew the turn," you say "You misread the flags. You can cue the last three strokes tomorrow." The shift to second person creates just enough psychological distance to turn heat into data. You're no longer the person who failed. You're the coach reviewing footage of an athlete you believe in. This is what psychologists call self-distancing, and the research behind it is consistent across sports. Athletes who create this small gap between experience and analysis extract more actionable information from their performances and return to training faster and with more clarity. The Debrief has three questions. Not ten. Three. What did I execute that I trained for? What was one controllable that broke down, and what specifically caused it? What does the next practice look like because of this race? The first question matters as much as the second one. When you only review what went wrong, you're training your brain to scan for failure. Research from Stanford shows that athletes who build the habit of identifying execution wins — not just gaps — develop faster cognitive adaptation between races. Your brain builds confidence through evidence, not through hope. The third question is the one most swimmers skip entirely. It's the most important one. Because a debrief that doesn't change practice is just journaling. The race becomes fuel for the work only when you connect what happened to what comes next. I've sat with swimmers after their worst races and their best races and asked the same three questions. The ones who can answer them clearly — not emotionally, not reactively, but specifically — are the ones who keep improving. Not because they're more talented. Because they've learned to use every race as data instead of verdict. The race doesn't end when you touch the wall. It ends when you've decided what it means for the swimmer you're becoming. — Coach Chris The Debrief is Chapter 10 of Pressure to Podium, and inside Swim Accelerator Premium we have a full Debrief Masterclass — a structured framework you can use after every race to build the habit. It's the difference between experiencing a season and learning from one. Join free and see what's inside. |
Friday, July 10, 2026
Thursday, July 09, 2026
Fwd: Thanks for filling out this form: PAIS & Carlow University - Elevate Learning, a Teaching and Learning Conference, Workshop Proposal Form
From: Forms Response Receipts <forms-receipts-noreply@google.com>
Subject: Thanks for filling out this form: PAIS & Carlow University - Elevate Learning, a Teaching and Learning Conference, Workshop Proposal Form
To: <mark.rauterkus@gmail.com>
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Thanks for filling out this form: PAIS & Carlow University - Elevate Learning, a Teaching and Learning Conference, Workshop Proposal Form
| You’re receiving this email because you filled out the following form using your email address. This form is owned by Pennsylvania Association of Independent Schools. Make sure you recognize and trust this form before copying or clicking on any links. If it looks suspicious, report it. |
PAIS & Carlow University - Elevate Learning, a Teaching and Learning Conference, Workshop Proposal Form
Email *
1. What is your first and last name? *
2. What is your school or organization? *
3. What is your title or role? Include the division(s) with which you work, if applicable. *
4. What is your preferred email for communication purposes? *
5. What is your cell phone number? *
6. Title of your Presentation (no more than 10 words) *
7. Presentation Description (no more than 200 words) *
8. What track best represents your workshop? *
| TRACK ONE: Learning Differences |
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TRACK TWO: The Science and Design of Student Engagement |
| TRACK THREE: AI in Education |
9. Target Audience (check all that apply) *
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✓
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Heads of School/Assistant and Associate Heads of School/Superintendents |
| Lower School teachers and Division Directors/Principals |
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✓
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Middle School teachers, advisors, and Division Directors/Principals |
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✓
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Upper School teachers, advisors, and Division Directors/Principals |
| School Counselors and Psychologists |
| Learning Support staff |
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✓
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Deans of Students |
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✓
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Curriculum Coordinators and Department Chairs |
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✓
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Other: | Athletic and Activity Directors; Theater, Music, Debate, Club, and After-School Program Leaders |
10. Learning Objectives (share at least 2-3 intended outcomes) *
11. Technology needed (please describe) *
12. Have you presented at another conference? (New presenters are welcome!) *
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Yes |
| No |
13. Presenter Bio (no more than 100 words) *
14. List name, title/role, and school or organization of any co-presenters. (You will be asked to be the point person for all communication.)
15. If applicable, provide the bio for any co-presenter(s). (This can also be added at a later date.)
16. Do you have any questions or other information to add?
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