Let the children boogie – What teachers can learn from Bowie & Jean-Jacques Rousseau

bowie

Having hit David Bowie pretty hard since his death this year and this corresponding to another reading of Jean-Jacques Rousseau’s Emile or On Education. These are the things Rousseau & Bowie have taught me about facilitating children’s education. I try to have them as my compass but sometimes it’s hard in the current climate.

1. Try not to interfere negatively with or suppress children’s natural tendencies & aptitudes.

2. Try only to teach something when the child is ready to learn it.

3. Try not to make rote-learning the dominant mode of education for a child.

4. Try to let children primarily learn in context and through experience and ‘projects’.

5. Do not treat a child’s attempted acquisition of moral knowledge differently from their acquisition of other types of knowledge. Hold both in high regard.

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Nursery Rhymes, Oral Traditional & Mindfulness

decameron1Language, ritual and culture influence all oral traditions. Nursery rhymes and songs make up a large part of these traditions. I believe there is more to it though. Special forms of language have always been important in the promotion of interdependence. The concept of interdependence is a key facet of mindfulness. These often take the form of chant, song, dance and ritual. The language of culture is usually highly thought of, firstly because it is, in fact, memorable, and secondly because it is designed to have a powerful and lasting effect on our development of a collective self or ‘enculturation’.

stortell

Historically most oral tradition came as a result of lack of print or its use was centred around religious and social custom. This is, in the most part, no longer the case. Little is left of that great wealth of common cultural experience which used to be so important to early education. We can not and should not expect that the hymns of the Bible begin to ring out across schools or that children begin each day with Tibetan chants – but there are benefits to the interdependent nature such acts give and should not be lost. We should look to keep this alive.

00577-MEDAn important aspect of oral tradition is of course that it is largely learned in union situations – and gains in its social meaning from that ‘togetherness’ – that ‘interdependent spirit’. Chant, song, dance and linguistic rituals are mindful because they tend to be rhythmic and set to some form of chant or melody which often focuses the mind. Chant, song, dance and linguistic ritual are among the most powerful forms of human learning; primitively satisfying, deeply memorable and globally meaningful. Much of its power comes from the sense of security generated by repetition, familiarity and universality.

***

So why not sing a nursery rhyme or take a dance in class more often – no matter what the age.

Mindfulness Is Vital For Girls In School – And Here’s Why

When people come around to look at the school I work in, they are often interested in how mindfulness ‘helps the boys’. I always find this a curious question.

Whilst some might go down the stereotyped view that mindfulness is good for calming children down and indeed it does – (see here). This is not its most profound or exciting feature, nor is it by the way the increase in academic achievement!

I find the most exciting development is in communication. What mindfulness allows is a level playing field and a culture of communication, compassion, sharing, deep listening & development of individual and collective well-being. It is through this creation of a nurturing environment in the classroom or school, through the use of mindfulness practices and a mindful pedagogy – (see here), that girls feel able to have a voice – even if it isn’t always audibly the loudest in the class (examples here).

Mindfulness in schools, when used intelligently, can help children deal with their strong emotions and emotional difficulties and as this article on BBC news states today, it’s an important contemporary issue.

Many have the misconception that girls generally enjoy and accept school better than boys. I have always disagreed. It often actually that they are dealing with a great deal of emotional issues but aren’t always given the time, commitment or strategies to observe it, reflect on it and share it with a loving community who will look to help them and for which they are seen as an equal part.

If you are interested and have the time why not take a look at the three aims of mindfulness in schools and think how these aims could help girls and young women in your class. Of course we have to remember if it is good for one group it is often just as useful to another.

Here are some extracts below:

Well-being

Through the promotion of the school as a community for children, we should aim to attend to children’s capabilities, needs, hopes and anxieties in the here and now and promote their mental, emotional and physical well-being and welfare. We should believe in a strong sense of self and a positive outlook on life are not only desirable in themselves; they are also conducive to learning and to engage wholeheartedly in all kinds of worthwhile activities and relationships. Well-being also means attending to future fulfilment and not just present needs and capabilities. This means “holding everyone to their highest possible potentials” (Stephen Batchelor – Co-author of the Elephant’s footprint).

Empowerment & Autonomy

We should also aim to empower children through the acquisition of knowledge, skills, personal qualities and an understanding of compassionate living to discover and lead rewarding lives and right livelihoods and find meaning for themselves in a continuously changing world. We should have confidence that children will be able to discriminate in their choice of activities and relationships and to see beyond the surface appeal of appearance, fashion & celebrity to what is of abiding value, and retain their own centre when faced with shifting values & relationships.

Developing communal responsibility

To help children to become active citizens by encouraging their participation in decision-making within the class and school community and to advance their understanding of kindness, compassion, human rights, diversity, conflict resolution and social justice. To develop a sense that human interdependence and the fragility of the world require a concept of citizenship and a ‘one world’ attitude.

Celebrating culture and the community

To establish the school as a cultural site, a focal point of community life and thought. To enact within the school the behaviours and relationships on which community most directly depends, and in so doing encourage this ‘community’ to be lived outside the school. To appreciate that education is a major embodiment of a culture’s way of life, not just a preparation for it, and that school is a place of culture – that is, a place where a personal and collective culture is developed.

Enacting right-speech & deep listening

Right speech & deep listening can help children grasp that learning and reflecting on mindfulness practices is communal and that understanding builds through joint activity. To help children recognise that knowledge is not only transmitted but also negotiated and re-created. To continue to advance our pedagogy in which dialogue is central: between self and others, between present and past, between different ways of making sense.

By listening to our pupils we will become better schools. All schools should advocate children’s voices. We should recognise the importance of listening to our learners and their opinions about their school and their education.

Place & Time: The Vital Role Geography & History Have In Promoting Mindfulness In Schools

Place & Time

This principally includes how History shapes culture, events, consciousness and identity and the lessons which it offers to our understanding of present and future; and geographical study of location, other people, other places and human interdependence, locally, nationally, and globally. Like the arts, this subject seeks to give children an understanding of:

  • Who they are,
  • Change and continuity,
  • Cause and effect,
  • Why society is arranged as it is,
  • The interaction between humankind and the physical environment.

In opening up children’s understanding of these matters the subject may range beyond the boundaries of what is conventionally included – for example Forest Schooling, which can make up a school’s curriculum.

Place and Time not only provides links to other curriculum areas but lies at the heart of the children’s everyday lives, showing how the past can impact upon the present and ultimately, the future. The subject aims to equip children with the basic skills required to be confident and capable members of the community, as well as to appreciate the importance of the role they play in respecting and preserving the society they are a part of. Lastly, ‘Place & Time’ provides a platform from which children can communicate their ideas and query the existing world around them. For many, Place & Time will be the first time that ‘big questions’ about the world have been asked and is an opportunity for such questions to be debated and philosophised.

The approach to history is for children to know that things have not always been as they are now, and by implication that they need not remain the same in the future. This is the teaching of Impermanence in its clearest form. They will also learn of some of the best examples of wisdom that have taken place in history and learn from these historical examples. Children, through history, also come to recognise that whilst many things have changed and will continue to change there is a degree of Interdependence with the past; that of seeing connections between what happens in the modern day and how things were done in the past; including the principle of cause and effect (Karma); particularly through local study. Through the discipline of social history and the interpretation of primary resources children can practise empathy, compassion, morality and patience. With a better understanding of primary resources they also practise treating things with care and doing no harm. 

The study of human geography emphasises the interdependence of people across the planet. The children learn about how other children in the world live and about the sufferings that occur. They learn to appreciate how fortunate they are to live in a stable affluent society. Physical geography encompasses valuing nature, conservation and recognising threats to our world. Studying the rainforest inspires children to raise money for a conservation project, and charity work on a local and global scale should be encouraged. Understanding and possible application of the 10 One Planet principles should also be encouraged and central to both local and global human geography study.

The Three Aims That Mindful Schools Should Adopt

The idea around the three aims of ‘The Mindfulness Pedagogy’ is that every school should have these three principal aims integrated in their school’s vision or ethos and should be understood with clarity by children, teachers & parents.

  1. Well-being of staff & children in the school. To nurture in children a sense of well-being, self-esteem & self-examination.
  2. Create a mindfulness environment school-wide. To help children build and then enjoy a community and to understand the concept of interdependence.
  3. Explore the relationships between learning & mindfulness. To help children become enthusiastic & life-long learners & achievers.

1. Well-being of staff & children in the school. To nurture/develop in children a sense of well-being, self-esteem & self-examination.

“Real education can only begin out of a foundation of self-awareness. Know the truth of yourself.”  John Gatto

Well-being

Through the promotion of the school as a community for children, we should aim to attend to children’s capabilities, needs, hopes and anxieties in the here and now and promote their mental, emotional and physical well-being and welfare. We should believe in a strong sense of self and a positive outlook on life are not only desirable in themselves; they are also conducive to learning and to engage wholeheartedly in all kinds of worthwhile activities and relationships. Well-being also means attending to future fulfilment and not just present needs and capabilities. This means “holding everyone to their highest possible potentials” (Stephen Batchelor – Co-author of the Elephant’s footprint).

Empowerment & Autonomy

We should also aim to empower children through the acquisition of knowledge, skills, personal qualities and an understanding of compassionate living to discover and lead rewarding lives and right livelihoods and find meaning for themselves in a continuously changing world. We should have confidence that children will be able to discriminate in their choice of activities and relationships and to see beyond the surface appeal of appearance, fashion & celebrity to what is of abiding value, and retain their own centre when faced with shifting values & relationships.

2. Create a mindfulness environment school-wide. To help children build and then enjoy a community and to understand the concept of interdependence.

Encouraging compassion through self-knowledge

To promote respect for self and through that for peers and adults and all living things; for other generations, diversity and difference, for language, culture and custom, for ideas and values and for those habits of willing courtesy and kindness between persons. To ensure that respect is mutual. To understand the interchange of learning & human relations through the promotion of the concepts like impermanence & interdependence.

Promoting interdependence & sustainability

To develop children’s understanding of humanity’s dependence for well-being and survival on reasonable relationships between individuals, groups, communities and nations, and on a sustainable relationship with the natural world, and help children to move from mere ‘understanding’ to positive action in order that they can make a difference and be in no doubt they have the power to do so.

Developing communal responsibility

To help children to become active citizens by encouraging their participation in decision-making within the class and school community and to advance their understanding of kindness, compassion, human rights, diversity, conflict resolution and social justice. To develop a sense that human interdependence and the fragility of the world require a concept of citizenship and a ‘one world’ attitude.

Celebrating culture and the community

To establish the school as a cultural site, a focal point of community life and thought. To enact within the school the behaviours and relationships on which community most directly depends, and in so doing encourage this ‘community’ to be lived outside the school. To appreciate that education is a major embodiment of a culture’s way of life, not just a preparation for it, and that school is a place of culture – that is, a place where a personal and collective culture is developed.

3. Explore the relationships between learning & mindfulness. To help children become enthusiastic & life-long learners & achievers

 ‘It is about maximising children’s learning potential through good teaching and the proper application of evidence about how children develop and learn and how happy teachers teach more effectively.’

 ‘Any school which strives to educate the whole person should also ensure proper academic standards.’ – The Elephant’s footprint

Exploring, knowing, understanding and making sense

To enable children to encounter and be able to explore the wealth of human experience through introduction to and active engagement in, the different ways through which we make sense of our world and act upon it: intellectual, ethical, spiritual, creative, social, emotional and physical; through language, mathematics, science, the humanities, the arts, religion and other ways of knowing and understanding. Learning is grounded in a mixture of amazement and curiosity which constitutes childhood wonder. Further to this we would encourage children to know & celebrate how the learning strategies they employ are closely related to many mindful principles. (See other post)

Fostering skilful behaviours

To foster in children skilful behaviours on which learning and a rewarding ethical life most depend: mindfulness practices,  mindful speaking & deep listening, inquiry & debate, literacy, mathematics, science, information technology, the creative and performing arts; but also in practical activities: communication, compassion, creativity, invention, mindfulness, problem-solving & reflection.

Exciting the imagination

To excite children’s imagination in order that they can advance beyond present understanding, extend the boundaries of their lives, contemplate a world possible as well as actual, understand cause and effect, develop the capacity for empathy, and reflect on and regulate their behaviour; to explore and test language, ideas and arguments in activity and form of thought. To experience the delights – and pains – of imagining, and of entering into the imaginative world of others, is to become a more rounded person.

Enacting right-speech & deep listening

Right speech & deep listening can help children grasp that learning and reflecting on mindfulness practices is communal and that understanding builds through joint activity. To help children recognise that knowledge is not only transmitted but also negotiated and re-created. To continue to advance our pedagogy in which dialogue is central: between self and others, between present and past, between different ways of making sense.

By listening to our pupils we will become better schools. All schools should advocate children’s voices. We should recognise the importance of listening to our learners and their opinions about their school and their education.

This Is How You Integrate Mindfulness & Learning

mindful mind skills

‘It is about maximising children’s learning potential through good teaching and the proper application of evidence about how children develop and learn and how happy teachers teach more effectively.’

‘Any school which strives to educate the whole person should also ensure proper academic standards.’

– The Elephant’s footprint

Exploring, knowing, understanding and making sense

To enable children to encounter and be able to explore the wealth of human experience through introduction to and active engagement in, the different ways through which we make sense of our world and act upon it: intellectual, ethical, spiritual, creative, social, emotional and physical; through language, mathematics, science, the humanities, the arts, religion and other ways of knowing and understanding. Learning is grounded in a mixture of amazement and curiosity which constitutes childhood wonder. Further to this we would encourage children to know & celebrate how the learning strategies they employ are closely related to many mindful principles.

Learning Strategies* Mindful Principles
Managing Distractions, Noticing & Present Moment Right Mindfulness, Right Effort & Meditation
Responding (Not Reacting), Thinking Aloud, Thinking Time & Responsibility Right Mindfulness & Right Concentration
Meta-learning, Reflection, Revising & Planning Impermanence, Interdependence, Meditation, Wisdom
Making Links, Questioning & Trying Things Out. Right Effort, Patience, Meditation
Listening, Empathy & Collaboration Interdependence, Loving Kindness, Right Speech, Right Action,  The Middle Way, Patience

 *Based on Guy Claxton’s (Co-author of the Elephant’s Footprint) work on learnacy. [http://www.buildinglearningpower.co.uk/images/blpia_extract.pdf]

Fostering skilful behaviours

To foster in children skilful behaviours on which learning and a rewarding ethical life most depend: mindfulness practices,  mindful speaking & deep listening, inquiry & debate, literacy, mathematics, science, information technology, the creative and performing arts; but also in practical activities: communication, compassion, creativity, invention, mindfulness, problem-solving & reflection.

Exciting the imagination

To excite children’s imagination in order that they can advance beyond present understanding, extend the boundaries of their lives, contemplate a world possible as well as actual, understand cause and effect, develop the capacity for empathy, and reflect on and regulate their behaviour; to explore and test language, ideas and arguments in activity and form of thought. To experience the delights – and pains – of imagining, and of entering into the imaginative world of others, is to become a more rounded person.

Enacting right-speech & deep listening

Right speech & deep listening can help children grasp that learning and reflecting on mindfulness practices is communal and that understanding builds through joint activity & potentially promotes wisdom. To help children recognise that knowledge is not only transmitted but also negotiated and re-created. To continue to advance our pedagogy in which dialogue is central: between self and others, between present and past, between different ways of making sense.

By listening to our pupils we will become a better schools. If a school is an advocate of children’s voices. They will recognise the importance of listening to their learners and their opinions about their school and their education and indeed the children are invited to input into their ‘community curriculum’.

What children have to say:

Managing Distractions

Ignoring chats when you’re supposed to is one aspect of managing distractions. It’s when I try to put a stop to anything that might cause me to stop learning. It’s an important skill to practice because it helps you learn better. (For example if someone is doing funny faces try and ignore them. Try focusing your mind on your own work).

Noticing

Noticing is an important skill because many amazing things happen in the day and it’s sad to miss things.

Perseverance

This skill is important to practice. It is when we keep trying even when things look difficult.

Present Moment

Focusing on what is happening now. It is an important skill because if you don’t focus on the here and now you can be confused or you can miss out on what is happening in the now.

Reflecting

Is a very important skill because it allows us to look at something we have done and gives us a second chance for example; My dad was once shouting down the phone and I shouted “Stop shouting.” I reflected on this in the afternoon and realised that it wasn’t a very good idea to shout myself.

Meta-Learning.

Meta-learning is knowing how you learn best and what you find is the easiest way for you to learn. For example some people are tactile learners, they need to you use their hands. Some are visual and some like to listen best. It is also about knowing who is best to work with on certain topics and who is maybe better to avoid due to distractions.

Revising

Revising is an important skill that we practice. Sometimes our teacher sends us back to look over our work because it could be wrong or need changing (but not always) it gives us a second chance to think again (revise it).

Planning

This skill is important because if you don’t plan, you don’t know what you are doing! And the thing that you want to do is more likely to fail!

Trying Things Out

Not saying no. This skill is important because it’s when I take a risk with something You’ve never done before. You might miss out on something you really like or are good at.

Questioning

Sometimes it is good to question the things we read or hear. This can help us get a better understanding or change our opinion on something.

Reasoning

Having a reason for doing or saying something. Explaining why my answer is right is reasoning in maths.

Making Links

This skill is important because it helps us make a web of knowledge and helps us use our knowledge in different subjects. For example today we were learning about shapes and space, we learnt that half a sphere is called a hemisphere. We soon made a link between this maths knowledge our geography knowledge. Because the globe is made up of two hemispheres.

Interdependence

Doing something with others. This is important because when we are older we have to work well with all different types of people. Understanding that we all share the space and are connected.

Listening

Listening and not talking. This skill is important because it helps me learn from other people’s ideas. It also helps me understand other people’s opinions & points of view.

Collaboration

This is when we work hard as a class to achieve something. This is an important skill because if we work well together we can achieve more.

Empathy

Trying to know how someone else is feeling. This skill is important because how I react to someone can make that person feel happier.

Responding not reacting

Mind before mouth. This skill is important because you might hurt someone else and regret it afterwards.

Mindfulness, The Teaching Of PE & Competition. Can it work?

how-healthy

Let us begin by establishing that PE should be renamed ‘physical & emotional health education‘. Teachers care deeply about the emotional health of their pupils but until the policy makers make it a priority schools can only do so much.

Physical & emotional health education would deal with the handling of human emotions and relationships and with the human body – its development and health, together with the skills of co-ordination and team-work acquired through a combination of sport, exercise and mindfulness practices.

It is vital that the significance of this configuration be properly understood. I believe that it makes pastoral as well as educational sense to group together physical and emotional health and indeed for it to be named a mandatory component of a school’s curriculum.

I’m convinced that through emotional health we promote conflict resolution, change from within, loving kindness, compassion, community building and the concept of interdependence.

Schools should continue to provide inter-class & inter-school tournaments which provide every child with the opportunity to compete. PE, like any other curriculum area is differentiated to cater for all abilities ensuring that all children gain a positive experience from their learning.

Complementing this physical learning will be the theory, knowledge and understanding of our body and what makes us healthy. A close link to ‘Citizenship and Ethics’ would help develop children’s emotional literacy… I’ll explain;

Soccer_team_BRAND_PHO_EN

Sport is one of the most mindful activities anyone can undertake. When a person is playing sport they are in the moment. Being competitive is part of our nature and can be seen as positive if viewed through the eyes of interconnectedness. Children want to work hard and play well for each other. Working hard shows how using right effort, loving-speech and right action can help us reach our full potential. Playing for a team and showing effort is what should bring us pleasure as much as winning.

win__1282330884_7363

Losing provides us with valuable lessons in accepting the suffering which can come with this. How best to deal with those feelings is an important part of why we continue to take part in competitive sport with children. We should give children the skills on how to deal with this using mindfulness practices. 

Many sportspeople discuss the fact that their favourite part of playing is providing the platform for others to express themselves on the field. Defending well so other players have a chance to express themselves and create opportunities for their peers requires right effort, speech, action and mindfulness. The key thing we want children to take away from playing competitive sport at school is that of the community and teams working hard for each-other. We want to encourage loving-speech to be used when children see their peers, regardless of ability, putting in right-effort. In turn this will encourage children to see their peers as a place of refuge for when they are playing poorly, making mistakes or are disappointed by the result.