Tag: mindfulness in education

Non-Invasive Teaching

NON-INVASIVE TEACHING”
by Carmen Gamper)

“Non-Invasive Teaching” describes a variety of teaching modalities which avoid giving direct orders such as “Come to the blackboard and show me…”, and group orders, such as “Now we are all opening up our books…”. Carmen Gamper developed the guidelines for “Non-Invasive Teaching” based on Maria Montessori, Klaus Dieter-Caul, Reggio Emilia, and Rebeca and Mauricio Wild’s approaches.

Educators can respect the unique physical, emotional, and intellectual state of an individual child by using a variety of teaching skills and tools.

a. Prepare Self-Directed Learning Environments and Provide Hands-on Learning Materials.
Environments can inspire the natural acquisition of academic, practical and social skills. The classroom becomes a ‘third teacher’.

b. Let Children Play.
Prepare environments for pretend play, dramatic play, imaginary play, block play, and movement play. Don’t interrupt children’s free play unless it is necessary – learning and emotional processing is occurring during play. ASSIST free play with clear boundaries and guidelines, e.g. A child plays the director: “You are the king, you are the cook and I will be the princess.” Ask all children involved, if they would like to play the assigned roles, or if they prefer to do something else. Often the weaker, more quiet children can get overwhelmed by the louder children who are ‘playing out’ TV-experiences.

c. Nourish Genuine Curiosity and Willingness to Learn.
 Offer group and individual lessons by asking each child if he/she would like to participate. Only the children who are genuinely interested join the lesson. This way disciplinary issues are minimized, and the teaching remains non-invasive.

d. Let Children Imitate You.
Collaborate with the children’s natural instinct of imitation. Show the new concept or skill as often as needed. Narrate your activity step by step, and give instructions in simple terms. By narrating simultaneously, terminology becomes clear and can be correctly absorbed.

e. Have Time and Patience for Learning Processes.
Steps in the learning process are not seen as mistakes that need to be corrected immediately, but as precious steps in the process of acquiring a new skill. When the child is shown the correct way again, he/she receives a chance to self-correct.

f. Use Non-invasive, Non-manipulative Language.
E.g. Instead of “Look at this house!”, you can say “What do you see?” . Asking friendly questions, accepting a different point of view, and also allowing a child to say “No” to specific things, are inherent parts of respect.

g. Compassion, Empathy and Authentic Communication Instead of Punishments and Rewards.
Punishments can create deep, unforgettable wounds and can condition a child for life. Of course, educators need to state boundaries and expectations. However this can happen in kind ways by informing a child as often as needed, and help re-directing a child’s behavior. Kathryn Kvols developed simple and efficient guidelines for developing healthy relationships with children. Her website “Redirecting Children’s Behavior”

LET’S BRING JOY TO LEARNING
Carmen

Fostering Mindfulness in the Classroom with Hands-on Learning Materials

Mindfulness in the Classroom can be achieved by offering work with hands-on learning materials. The movement for mindfulness in education enhances the student’s ability to relax and pay attention through meditative exercises. Utilizing a great variety of hands-on learning materials in classrooms is a practical extension to meditative exercises. It’s another way to help students concentrate on their thoughts and activities.

Children achieve mindfulness almost effortlessly when they get the opportunity to interact with a material that speaks to their natural ability to play and explore. The materials enable students to work at their own pace and choose various degrees of difficulty for themselves.

Materials can be offered for child-directed learning or to support teacher-guided lessons. The materials give teachers an opportunity to include play and exploration while acting in accordance with the requirements of the curriculum. Children can touch and play with math (the decimal system, addition, subtraction, division, multiplication, square-roots, fractions, geometry, algebra …), language (vocabulary, phonetics, semantics, grammar: parts of speech, parts of sentence, composition…), biology, physics, history, geography and more.
Almost all topics of the curriculum can be taught with hands-on learning materials, as most lessons are basically abstractions of the world around us. Children understand ‘abstract’ concepts immediately, when they are not so abstract anymore!

The Spirit Rock Meditation Center (Marin, Ca.) invited New Learning Culture’s mobile learning center to offer mediation practitioners, mostly parents and teachers, an introduction to the infinite possibilities of achieving mindfulness with hands-on learning materials. I will let you know when the learning center will be there again!

Please contact me if you would like to know more!
With joy,
Carmen Gamper