Teachers are faced with endless confusing dilemmas in our work with children.
Do any of these sound familiar?
- “I am embarrassed to set tight boundaries in class, it feels so controlling”
- “I am so constricted by the mainstream system, how can I still make a difference?”
- “Why do they follow the rules in class with me but ignore them in the playground?”
- “Why does a student suddenly go from following the rules to breaking them?”
- “Why do I feel so angry at this one student?”
- “The same strategy will work for half the class but the other half just ignore it!”
To make it even more confusing, issues like these can seem to appear suddenly – something which wasn’t an issue for you, suddenly becomes an issue.
It can seem that no matter what you do, nothing makes a significant impact.
In our training, we all learn about the developmental stages children move through as they grow up. But development doesn’t just play out in what the child can learn. Children develop in
- their capacity to understand and use rules,
- their sense of who and what they are,
- their ability to relate to others and much more.
And so do you…
What you may not have been taught in college is more recent research showing that development doesn’t conclude at the end of childhood. We continue to develop through adult life.
Those two realities are the key
To resolve the kinds of dilemmas, paradoxes and puzzles we encounter in teaching means you need to take seriously that both you and the children you teach are enmeshed in a complex developmental process.
So, chiefly you must commit to better understand your self –
- Cultivate an awareness of your own developmental perspective and your learning biases and preferences.
- Acknowledge the role these aspects of self play in educating others.
- Become aware of how they expand and contract in different settings.
And in that context of self-understanding, also deepen your understanding of the child –
- Seeing the role of those same developmental aspects in the child.
- Using Awakened Educating to engage with the child’s developmental process.
With those two commitments, it becomes obvious that the teaching and learning process is reciprocal. We are teaching and learning with and from each other.
Find out more
I offer training and mentoring to teachers who want to commit to this deeper form of growth and awareness.
If you want to move beyond frustrating dilemmas and unsolvable paradoxes in your teaching, find out more about what I offer.
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