Differentiation is certainly one of the key themes that is emerging and spreading throughout our education systems. At its most fundamental, differentiation means accepting each child AS they are, through careful listening investigating WHERE they are and where they want or need to be heading and then working with the child to determine WHAT they need to be doing next.
Read MoreAutonomy is the drive to have some measure of control over what we are doing – we can choose what to think and do. The development and support of autonomy comes from an adult’s unconditional acceptance of a child – the child knows that they are valued and whatever they say or do they will not be abandoned (there may be consequences for poor behaviour, but the child does not necessarily feel any less valued when these are applied). To quote the philosopher and theologian, Paul Tillich “no self-acceptance is possible if one is not accepted in a person-to-person relation.”
Read MoreWhen teachers operate at their most accomplished, we see healthy classroom engagement with students willingly doing their best work, elevated levels of teacher collaboration and mutual support - less down time through stress - and, simply, more time available as fewer issues escalate beyond the moment.
Read MoreOver the last few posts I have been focusing on consciousness development. The reason for this is that it is simply not (yet) on anyone’s radar yet is a key element in human development that has been masked by the stability of our schooling systems post-WW2.
It seems to me that changes in curriculum and pedagogy have been pushed as far as they can and to go further the structural and behavioural issues that are behind consciousness development need to be seriously considered.
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