What is a mindful School? Let’s narrow that a bit to satisfy our learning context…..
“What does a mindful School do to promote mindfulness?”
This can mean many different things and seeking clarity on defining this would be an inquiry worth exploring together as a School. For the purpose of bringing this even closer to the middle, what does this mean when thinking about prioritizing and synthesizing the things that should matter in School.
In essence, the below points was a process we went through in determining the Time Space Philosophy. What really matters and where should we be putting our intellectual energy?
Being mindful all boils down to having the capacity and wisdom to listen.
Never underestimate the power of listening. Recruiting and harnessing that power of listening has the potential to unlock a cornucopia of ideas, emotion and thinking. This process promotes a lot of soul searching by being introspective and extrospective. It allows us to listen to ourselves and the things (people) around us. We either get caught up in our own internal existence or other external forces…… and a lot of the time – both, depending on the situation.
How can we delineate between our ‘perceptions’ of what we think is happening, against the ‘reality’ of what is happening? And how does this distort our choices and actions in what drives and motivates us to do what is right, fair or ethical, with everyone and everything in mind? How can that mindfulness influence the things that matter or where our attention should be fixed on?
Raw and honest listening, without fear or judgment.
Stumbling over this Philosophy still stands the test of time. These are as true now as they were when first written, all those years ago. Taking the time to connect again and recognizing my own growth (and failings) in these is such an invigorating and timely reminder about being true to our beliefs and values and why it is important to breathe life into them. For us, bringing them into focus again is important. We recognize that importance, so these can once again manifest and transpire in ways that create the best learning environment and conditions for teachers and students to thrive and flourish.
I just shared these with our Primary teachers, asking if anyone is interested in exploring these to examine what, how and why we do what we do. How seeking simplicity will bring us back to our purpose. And coming up with ideas to make these work effectively for our School community. The response was overwhelmingly positive and full of gratitude and appreciation.
This has now led us to use these to guide our own inquiry into how we can be and do better. Working from within, just as we do with students. After our Pi Mai break we are going to do an eight week inquiry into finding ways to take tangible action. Already some ideas are floating around such as having once a month Barbecues at School to socialize and interact…. another idea is that we create the timetable for next year…..and on and on.
We have no idea where this is heading or what the outcome(s) will be. And that is the exciting part. Having teachers feel united and lead an inquiry to plan and prepare for 2018-2019 is incredibly energizing and motivating!
Listening to the things that are important and then working together can only result in one thing. Developing a Culture of trust. A culture where people feel valued and respected to be part of the growing and learning. Being part of the decisions as everything we do ripples. Taking action that empowers us. And having the fortitude and humility to listen to one another, because we know that is where the real power lies – inside all of us to create a mindful School! A School that we co-constructed together as we amplified voice and listened carefully.
How would these ripple out in your School?
What do you think about these as important elements in creating a mindful School?
- The world is increasingly rushed, frantic and discordant. Most schools have become this way too, many of them even worse than the world outside their walls.
- Nothing powerful, creative or innovative ever happens in a rush.
- Allowing teachers and students to focus on “now” rather than always thinking about the next thing.
- Removing as many things as you can from school calendars that have nothing to do withimproving learning.
- Being strong in your beliefs when working with parents.
- Being creative with the timetable – giving yourselves the time to be creative with the timetable – so that time is used effectively.
- Fostering a culture in the school of making explicit connections between time and improving learning.
- Making it unacceptable for school leadership to allow themselves to lose touch with how teachers use their time compared with how they use theirs.
- Looking for opportunities to free up time, not fill up time.
- Working continuously with school boards to help them see the difference between positive andnegative approaches to time.
- Honesty about the role time plays in putting peer-to-peer relationships under strain.
- Practical ways to remove administrative tasks that don’t improve learning.
- Creative strategies to encourage a general sense of “slowing down”.
- Recognising and celebrating mindfulness and its impact on behavior and learning.
I asked teachers to list which qualities were most important without giving them a list to choose from, almost none mentioned curiosity. Many teachers endorse curiosity when they’re asked about it, but it isn’t uppermost on their minds – or shaping teaching and learning.
Why is this disturbing?
Because research shows unequivocally that when people are curious about something, they learn more, and better.
Given that curiosity has such a positive impact on learning, you might assume that teachers are doing everything they can to encourage it. But that’s not the case. Think about how you approach teaching. Do you give time for students to be curious, naturally curious about things that interest them? Or are you just trying to get through it all and tick the boxes? Do you allow your students space to be curious?