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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How Mindfulness Is So Good At Connecting Well-Being To Academic Achievement In Class.

There is a rhythm to all complex behaviour. When energy is expended it must be restored (stay with me here). The heart beats and rests, we breathe in and out, we work and rest (please stay with me). Learning is no exception – it is very fatiguing.

It requires tension and the right degree of anxiety to go out and meet the challenge, to adapt, and to accommodate. No muscle in the body can function for more than a few seconds without rest. The secret of any continuous endeavour, any task requiring effort and perseverance, like learning is the secret of rhythmic restoration of strength. It is here that mindfulness comes into play.

Learning in a mindful pedagogy classroom follows a rhythm of challenge and relaxation, tension and reward. See below.

The tension line. Proposal, Confirmation, Relaxation, Challenge, Error, Self-correction, Confirmation.

Stress line

On the other hand, in a mindlessness, competitive, non-compassionate classroom the tension line is quite different. It waits on outside relief and if this comes not as help but as rebuff, as is too often the case when you are an inept learner, it may look like this:

mindless line

It is our way as educators to value the cognitive and devalue the emotional. The emotional accompaniments – or should we say, the emotional heart – of any human activity refuses to be ignored. No matter how meticulous we are about getting things intellectually right, unless things are emotionally right, human activity is at a tragic disadvantage.

This is why the first aim of a mindfulness pedagogy is so important.

  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.

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).

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.

To read more about the three aims of a mindful pedagogy click here.

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.

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.