Tag: montessori

From Passion To Active Compassion To Vocation

Here’s a personal post I published as a guest blogger on Lynn Sheurell’s who is a creative catalyst and business consultant….Enjoy!

From Passion To Active Compassion To Vocation
http://mycreativecatalyst.com/blog/from-passion-to-active-compassion-to-vocation/

LynnScheurell

Whenever you feel deeply touched by an injustice you hear about, you may be a step closer to your calling. Take a newspaper and read the headlines and notice which ones make you crunch inside the most. Is it environmental abuse? Injustice done to the weaker ones, children, prisoners, patients, animals? Or is it economic disparity?

Pick your battle! But instead of or in addition to battling what is, consider putting all your passion and efforts into finding and supporting solutions. There is a reason why you feel affected by specific issues. It ruffles your feathers so you can get active and become part of the solution.

You can become part of the solution in many ways, and if you decide to commit fully to one of our problems that needs to be solved, be sure the magic support of the universe is on your side. That may sounds too fantastic, but it is true. Once you commit your strength to alleviating suffering in any way, the infinite force of evolution is on your side.

Now let me share my story with you. I was around twenty-five years old, and the issue that started touching me deeply was the abuse children experience at school. Having been at public school in Europe my whole life, I knew the issue by heart. I noticed I lost my joy of learning early on but luckily functioned well in the school system. Only during my Montessori teacher training that I concluded (after becoming a university-trained high school teacher) did I realize how much more joyful I could have been in my learning if I had been given a chance to be more self-directed. In addition, I realized that through all these school years, I didn’t learn any of the skills I now desperately needed: team work, non-violent communication, mediation, emotional processing, healthy nutrition, being connected to my inner guidance and the list goes on.

So I had found my “battle”. I researched more child-friendly education methods and discovered that a whole lot had already been tried. Through my years in some of the child-centered Wild-inspired schools in Europe, I developed the New Learning Culture approach – an approach that takes the most child-friendly elements from alternative education approaches and synthesizes them for teachers to learn how to provide child-directed learning environments.

On my path to becoming a consultant for child-directed learning, I was surprised with countless blessings. All my needs have always been met even during the times when my young business did not bring in enough to pay the rent. My family and friends reached out to support me during the times when I set up my course programs. I miraculously found a house with affordable rent. People were open to trading with me for my services when I did not have enough money to pay for their services. And this was validation for me to pursue my new passion.

By following my vocation, I experienced the help of many many people and each time I received a miraculous blessing, I knew it was the force of evolution itself that supported me. And it is still happening.

Obviously I don’t know if it will be the same way for you. But I do think the power of the pure heart devoted to finding a solution to the immense unnecessary suffering that is happening is irresistible! The additional intelligence you develop when stopping emotional drama and survival fear while dedicating your time and effort to a cause is going to help you manifest a livelihood. All surroundings are spontaneously compelled to support you because they know it’s reciprocal and they also support themselves and their own children by helping you.

Your passionate compassion turned vocation can change the world. If you’ve let anything stop you up until now, and don’t do something starting now, you’ll never know what might have been – and it is the people you could have helped that will suffer the most.

Lynn Scheurell – the wonderful owner of this blog can help with business questions. I met her over 5 years ago, when she offered me and a few inspired friends a special connection in order to give our business wings. We haven’t looked back since – thank you Lynn!!!

About the Author
Carmen Gamper is founder of New Learning Culture Consulting and passionately serves as an international advocate and consultant for innovative child-centered education. She combines elements from Montessori, Waldorf, and Reggio Emilia education, as well as the new sciences of epigenetics and neuro-cardiology. Carmen is part of a new European wave of “enhanced” Montessori teachers who are inspired by Rebeca Wild, Claus-Dieter Kaul, and Joseph Chilton Pearce. She co-created two K-8 private schools in Europe based on child-directed learning within healthy boundaries. www.NewLearningCulture.com

Non-Invasive Teaching

“Non-invasive teaching” is a term I developed to describe 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 our books…”. I developed guidelines for non-invasive teaching” based on Maria Montessori, Klaus Dieter-Caul, Reggio Emilia, and Rebeca and Mauricio Wild’s approaches. All non-invasive teaching supports the unique physical, emotional, and intellectual state of a child by using a variety of teaching skills and tools. here are a few insights into the many ways we teach at Rebeca Wild based (RWB) schools.

a. We prepare hands-on learning environments.
Environments can inspire the natural acquisition of academic, practical and social skills. The classroom becomes a ‘third teacher’.

b. We let children play.
We prepare environments for pretend play, dramatic play, imaginary play, block play, and movement play. We don’t interrupt children’s play unless it is necessary – learning and emotional processing naturally occurs during play. We assist free play with clear boundaries and help during potential conflicts.

c. We nourish genuine curiosity and willingness to learn.
We offer group and individual lessons by asking each child if they would like to participate. Only the children who are genuinely interested join the lesson. This way disciplinary issues are minimized, and our teaching remains non-invasive.

d. We let children imitate us.
We collaborate with the children’s natural instinct of imitation and genuinely enjoy what we teach. We show a new concept or skill as often as needed. We narrate your activity step by step, and give instructions in simple terms. By narrating simultaneously, terminology becomes clear and can be correctly absorbed.

e. We 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, they receive a chance to self-correct.

f. We use non-invasive, non-manipulative language.
E.g. Instead of “Look at this house!”, we often say “What do you see?” . We ask friendly questions, accept a different point of view, and also allow a child to say “no” to our offer.

g.  We use compassion, empathy, and authentic communication instead of punishments and rewards.
We are aware that punishments can create deep, unforgettable wounds that can condition a child for life, so we eliminated all punishments from our schools. Of course, we educators state boundaries and expectations. However this happens in kind and firm ways by informing a child as often as needed, and by helping a learner process root emotions and causes as well as establish different behaviors.

Of course, in RWB schools, we adults are also constantly learning and growing along-side the children. We learning companions meet regularly after school hours to support each other and give each other helpful feedback. We keep in touch with our own inner children to better understand our students, and it is not always easy! Yet, it’s worth it! Our schools truly are learning places for everyone not only the children.