day for a child is when he/she can be accepted as a unique being, filled
with sensitivity and love; curiosity and wonder; trust and openness; intelligence
and experimental mindedness. When the immediate environment makes it possible
for his/her contribution to become a functioning part of the plan or learning
experience for the day, then that day the child squeals delightedly "I
can do it!"
This day begins with an inviting environment and a teacher whose attitude
radiates joy, love, and sensitivity; whose link with the Higher Self remains
intact throughout the day's unfolding moments; whose plans are implemented
through patient understanding of the child's needs, interests, and capabilities;
whose knowledge of the importance of helping the child understand that
freedom and responsibility are interchangeable aspects of an unfolding
inner self control, so essential in functioning as an integral part of
a greater whole. The teacher becomes a magnetic force within the classroom
as each student feels the positive radiance of loving understanding and
In the classroom,
the teacher is the master key which can unlock many wonderful doors for
the child. The teacher can stimulate curiosity, joy and enthusiasm or
can deaden the creative senses of the child according to the inner attitude
reflected toward the child and the teaching process. An attitude of friendliness,
of concern, of acceptance, a gentleness of voice and actions, instills
a sense of trust within the child. The young child uses feeling more than
reason in exploring the environment in which she/he is placed. However,
most all students are alert to the subtle signals emanating from the teacher-attitude,
conscious values, and thought patterns. The student's
attitude then becomes positive or negative according to the attitudes
and values in a student/teacher interchange. When there is Beauty in teachers'
hearts, then this beauty will awaken within the child a sensitivity to
the true, the good and the beautiful. An attitude of joy, love, and sensitivity
flowing outward from the teacher and embracing the child will set in motion
a positive energy flow thus inspiring and bringing forth a mutual understanding
of the meaning and purpose of the learning process.
As educators our work with children of all ages can become potent when
we truly accept and trust the process rather than seeking results. The
process works according to the laws of the universe. For example, a seed
is planted. Through the process of germination the seed sends out roots
and then shoots upward into the sunlight to fulfill its purpose the
cycle of life. Thus, it is with a child. A seed of knowledge is planted
within the child's consciousness. Through the thinking process this seed
flowers into a thought form to fulfill its purpose an expansion
of consciousness. If at any point in this natural process, the desire
to see results causes one to interfere in the process, then the purpose
is not fulfilled. So it is in working with children. It is vital to let
the child unfold naturally through the thinking processes of discovery,
imagining, observing, classifying, measuring, interpreting data, communicating,
relating, and questioning.
is a simultaneous process. In this process we develop an increasing understanding
and appreciation of our interaction with our planet Earth its cultures,
environment, communication, interdependence, conflict and change. This
process requires a free mind to search for new combinations or methods
in an ever expanding consciousness. Morya says, "...The World is
not in need of new elements but of new combinations..." (New Era
A learning process which includes concepts, experiences and activities
related to meaningful communication, peace, and right human relations
enables the student to acquire a global awareness. In developing this
awareness the teacher must first aid the student in understanding and
accepting the fact that life is a learning process which is unfolding
moment by moment in the mind and heart of all humanity.
A global concept of education aids the student in developing a consciousness
of the ebb and flow of the vibrating life within every atom from the Macrocosm
to the Microcosm. It shares with the child the beauty and grandeur of
the universe and man's place within the whole scheme. It provides a challenging
learning environment and draws out of the child his/her best qualities
such as love, compassion, courage, understanding, and appreciation of
the true, the good and the beautiful.
Right relations within
a classroom is a prerequisite of effective learning for the individual
child, as well as the group with whom he/she is associated. In setting
up an optimal learning environment it is essential to establish an atmosphere
for learning. This environment includes four key elements which are: love,
patience, ordered activity, and understanding.
Love each child needs to feel love at all times a smile, touch,
hug, acceptance, gentleness, kind voice, courteous actions.
Patience each child needs to have time to question, explore and
experiment without a sense of outer pressure. Each child needs to develop
an inner rhythm in harmony with the group rhythm. He/she needs to be aware
of the process.
Ordered Activity each child needs a harmonious environment in which
Physical a functional work area with materials in place and
energies synthesized for the greater good of the group.
a feeling of happiness, joy, and well being. A sense of peace and unity
within the group.
child needs to work at his /her own level of ability or maturity, otherwise
frustration will make positive work impossible.
Understanding each child needs to feel accepted as he or she is
and to be understood as to feelings, actions, and accomplishments.
The management of
a classroom can be compared to any corporate structure, in that each must
maintain a balanced energy flow in order to bring about effective results.
All the components of a classroom or a corporate structure have to flow
in harmony with a common goal.
In the classroom, the components include the environment, the student,
the teacher, the lesson plans and materials. All these components are
blended into meaningful and challenging learning experiences. The interaction
of all these intricate energies takes a vigilant teacher who can harmonize
all the notes and tones flowing through each individual component or part
to the total learning process. Vigilance, infinite patience, loving understanding,
constancy and dedication will bring about a symphonic classroom atmosphere
in which both student and teacher share a beautiful moment in time and
Environment Set up an atmosphere of ordered activity which will
motivate and challenge the child to freely express his/her capacity for
learning and the ability to assume responsibility.
Provide an atmosphere
of love in which the child feels and understands that freedom and order
go together. Freedom implies order as a child becomes absorbed in an experience.
Provide an atmosphere
of patience through an inviting mental environment with a balanced emphasis
placed upon knowledge, thinking, sensitivity to beauty, to love and being
loved, and to qualities of kindness and generosity for the general welfare.
Provide an atmosphere
of understanding. Meet on the child's level since the child is unable
to meet on the adult level. Allow the child to unfold and expand in his/her
own predetermined time frame-follow the child's drum beat and point out
the adjustments needed along the way. Let instruction come through the
true, good, and beautiful.
Motivation In order to motivate a child, the teacher must first
be inwardly motivated. The teacher who is enjoying or having fun with
the learning process, radiates an infectious aura which engulfs the child
and sets up a reciprocal spark within the child, resulting in a mutual
joy of discovery. Teaching and learning are one-children flower when the
teacher is friendly, fair, and consistently firm, while at the same time
showing forth an attitude of humor, warmth, and encouragement
Motivation or Control
Self-control or discipline
is at the heart of every learning experience. Therefore, it is a vital
part of every lesson plan. It is a process which has to be brought forth
from the child. It needs to become a part of the child's attitude and
value system This process of control needs to be introduced as soon as
the child understands how to take directions. This is the time to set
up definite learning experiences of gaining control of the body physical,
emotional, mental. Cooperation is an essential component of this learning
experience. Techniques which help bring forth this cooperative attitude
Begin with physical body control through exercises which strengthen and
calm the body.
When the physical body is coming under control, then begin developing
emotional control through stories, heroes, games, and opportunities for
individual interchange with teacher and peers.
Through visualization, imagination, and observation, the child's mind
can begin to develop a sense of direction and purpose,
Give encouragement rather than praise because encouragement
lets the child know that you are with him /her.
Let patient understanding emanate from you so strongly that the child
can trust it.
Positive ways of approaching the child include the following:
Be aware of the child's energy field (emotional and physical).
. Motivate through the environment, challenging and interesting learning
experiences, your enthusiasm and zest for teaching.
Invite the child
by asking rather than demanding.
Take the child through
short exercises of gaining inner control rather than external control.
This needs daily practice.
Each child is unique and has a contribution to make or to give to the
group. In any strategy used it is most vital to understand the individual
child and his ability to relate to the group. However, there are occasions
when a child has difficulty in adjusting to group interaction, thus causing
disruption of the learning process. The causes for disruption are many
and varied, ranging from a sense of not being loved, to an over abundance
of physical energy, or from a lack of mental challenge. No matter which
body or bodies are involved (mental, physical, emotional) there needs
to be a structure set up which sends consistent messages to the child.
The following guidelines can work in a situation of uncooperative behavior:
1. Check your actions to see if there is an atmosphere of love, patience,
ordered activity and understanding pervading all the group experiences
2. Establish a standard of behavior or relations for working with a group
so that each child understands the plan of action within the group process.
3. Establish leadership through the blending of Love/Will into one thread
4. Counsel with the disruptive child daily - with an open heart, reinforce,
encourage, and build self worth.
5. Be consistent in the use of each strategy. This gives the child a sense
of understanding (consequence of actions) .
6. Act instantly and consistently with each disruptive action of the child.
Rechannel the negative energies into productive areas.
7. Always help the child understand how much he/she is loved and needed
as an active productive member of the group.
Patterns of Group Interaction
the center of establishing right group relationships is the concept of
The success of any group endeavor depends upon each group member accepting
responsibility, individually and as a group. Responsibility is learned
through planning, implementing, and evaluating learning experiences. Younger
children learn through sharing, interchange, proper use of equipment and
materials and working with group effort.
Concern for others -Group welfare is nurtured through concern for others.
This concern shows forth as mutual respect, sensitivity to needs, and
a willingness to help. Right relationships emerge from a
mutual caring. .
Open-mindedness an essential quality in accepting the ideas, opinions
and beliefs which are a part of group interaction. This quality is nurtured
through activities including problem solving, creative thinking, seeking
a better way of doing things, and an understanding of the relationship
of feeling and thinking. Assist the child in developing an awareness of
thoughts and feelings of heart and mind.
Creativity Creativity is an excellent avenue by which the child
gains a wholesome feeling of self worth. A young child's developing mental
abilities are fostered by asking the child to produce more than a single
answer to problems or questions; encouraging the child to find new ways
of using materials and equipment and by the use of the imagination stories,
ideas, poetry, acting, etc.
Cooperation is basic to effective group relations. This concept
begins within the family unit and extends to the community and beyond.
patterns of responsibility, concern for others, creativity and cooperation
are built through experiences of doing, observing, and evaluating. As
the child sees the results of this type of behavior, he/ she becomes a
valuable asset to the group process. As children mature, they become increasingly
adept in working with ideas, plans, and group interchange, thus gaining
the new insights needed for working with international. Issues and problems.
for Learning Experiences
The teacher affects
the student in a positive or negative manner according to the use of the
voice, body language, attitude, organization, preparation, and presentation
of planned lessons and activities.
To walk into a classroom unprepared on any level - spiritual, mental,
emotional, physical (body, plans, materials, etc.) is one sure way of
not having a good day. Children of all ages are excellent "teacher
readers". They pick up on one's feelings, tone of voice, appearance,
posture, etc. and then react to this stimulus even before 'a lesson can
be shared with the group.
The first step in motivating children to reach out to learning experiences
is to be prepared yourself and then invite the child to share with you
an interesting and challenging experience. This ,invitation could be through
a song, story or poem, bulletin board, questions, a game, pictures, puzzles,
film, conversation, etc.
At step two, the lesson is introduced through the use of multimedia materials
and experiences-music, art, drama, audiovisuals, field trips, research,
construction, map, charts, graphs, etc.
At step three, the lesson unfolds in sequential order. A link is made
,when the new learning materials, ideas, or knowledge relate to some known
fact or feeling within the child's mind. Thus optimal learning is taking
Step four is the follow through or the anchoring of the new knowledge
in the child's brain summary, review, or re-teach from a different aspect.
In working with children
it is important to keep !n mind the following vital points:
Be aware of the four atmospheres of love, patience, ordered activity,
Build an inner self
worth through imparting the necessary skills, attitudes, and interests
so the child feels competent
and encouragement in helping the child develop a creative sense in all
which develop a feeling of independence - one which lets the child say,
"I can do it myself."
Help the child develop
a positive body image which contributes to the child's sense of identity.
Use the group energy
to develop the desired environment for the learning process. Joy and cooperation
are as infectious as chaos.
and (inner) love which will permeate the atmosphere of the immediate environment
The opening and closing
of the day contribute greatly to the learning process and establishment
of right relations and communication within the group.
Opening the day take a few minutes to unite the group in a common
plan for the day. Lead into an anticipation of the lesson to be unfolded.
Set up one goal to work toward throughout the day-helpfulness, cooperation,
courtesy, kindness, etc.
Closing the day -recapitulate the events of the day. Ask about the feeling
for the day, the knowledge gained, the joy experienced, goal of the day,
etc. Let each child express his feelings about the day's experiences.
As educators in a rapidly changing world it is imperative that we realize
the great privilege and responsibility we have in meeting the challenges
before us. The key to this challenge is in helping the individual child
realize that he is an integral part of a greater whole. It is imperative
"to teach him that the life which he feels pulsing through his veins
is only one small part of the total life pulsing throughout all forms,
all kingdoms in nature, all planets, and the solar system. He will learn
that he shares it with all that exists, and that therefore a true 'blood
Brotherhood' is everywhere to be found. Consequently, from the very start
of his life, he can be taught relationship, and this the small child will
be apt to recognize more quickly than will the average adult trained in
the ways and attitudes of the old age." Education in the New Age,
Feeling this oneness will enable the child to act accordingly a
positive force within a greater whole. Thus, the vision of global education
held within the mind and heart of educators everywhere, opens the door
to an awareness of the oneness of our planet.