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Project Mandala for Systems Change (2020-21)

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Guidance from Jacob Martin on the Mandala

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Guidance from Jacob Martin on the Mandala

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"I want you to try and produce an FKYC Mandala (of Systems Change), which is a Shared Vision of all five of you, and then share that with me, because I will base my next Coaching Session around it:

Topic: Improving Students' Well-being

Questions to Consider:

1) Practice: What are the things that you'd like to see students doing, either with each other or with teachers? What are the things you want to see actually happening that would improve students' well-being?

2) Capacity Building: Looking at the list of things in (1), is there anything that students would need some training, e.g. something that they would need to be taught how to do, or something that would support them in doing that thing?

3) Research: Is there anything we need to know more about? (E.g. Do we need to know more about what issues the students are facing? Or need to know more about some practices that the students will be doing?)

4) Community Building: How are you going to make them (e.g. teachers, students, parents) aware of what we're trying to do in terms of improving students' well-being? What kind of activities might help to get more teachers/students/parents involved? Are there anything that need to happen that will bring people together? It could also be just the community of the five of you -- what are we going to do to strengthen our community here?"

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“I would like to end by returning to the Three-legged stool.

If you think about the top part of the Mandala (Capacity Building and Practice):for us (in this situation), that is related to the students’ well-being.

What the Three-legged Stool does is describe what is on that Capacity Building side. It's emotional literacy, personal mastery.

What is on the “doing” side, the Practice – what do students do? They have reflective conversations, and they think in systems.

So in terms of an ingredients list for what you would like to see them do in the Practice list, the stool is a great place to start thinking about that.”

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3 legged stool model and Mandala for Systems Change

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To enhance student well-being, it is essential to identify activities that require training or guidance. Integrating mindfulness and self-help strategies can significantly contribute to this goal. Here are some key areas where students may need support:

1. Mindfulness Practices: Students may benefit from structured training in mindfulness techniques, such as meditation or breathing exercises, to help them develop self-awareness and emotional regulation.

2. Peer Support Skills: Training students in how to effectively support one another can foster a sense of community. This could include workshops on active listening, empathy, and conflict resolution.

3. Reflective Conversations: Providing guidance on how to engage in reflective conversations can help students articulate their thoughts and feelings, promoting deeper connections with peers and teachers.

By focusing on these areas, we can create a supportive environment that encourages students to actively participate in their well-being journey, ultimately leading to a more resilient and connected educational community.

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In the context of Community Building, it is important to define who the ‘we’ are. At the initial stage of our project, I prefer this group consists of teachers, students, and families who are actively involved in the school community ONLY.

However, we must also consider those who may feel excluded, such as marginalized students, disconnected parents, and community members outside the school environment, but not at first priority.

To raise awareness about our efforts to enhance student well-being, we need to actively communicate our goals and initiatives to all stakeholders. This can be achieved through:

1. Information Sessions: Organize meetings or workshops for teachers, students, and parents to explain our vision for improving well-being and the role mindfulness will play in this process.

2. Collaborative Activities: Implement activities that encourage participation from all groups, such as mindfulness workshops, community service projects, or wellness days that promote engagement and collaboration.

3. Peer-Led Initiatives: Create opportunities for students to lead mindfulness sessions or support groups, fostering a sense of ownership and encouraging their peers to participate.

4. Feedback Mechanisms: Establish channels for ongoing feedback from teachers, students, and parents to ensure their voices are heard and integrated into our practices.

5. Community Events: Host events that bring together diverse members of the school community, allowing them to connect over shared interests and experiences.

By focusing on these strategies, we can strengthen our community and ensure that everyone feels included in our mission to enhance student well-being. This collaborative approach will help us build a supportive network that addresses the needs of all individuals involved.

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In our approach to research, we redefine it not as a traditional concept but as a reflective process aimed at understanding our learning objectives and measuring our success. We need to ask ourselves: What are we trying to learn? and How can we tell if we’re successful? This reflective practice allows us to notice changes in the social field and understand how our efforts contribute to growth and evolution.Key questions to consider include:

Can students help themselves? Understanding their motivation and perceived barriers is crucial.

What do students believe might truly help them? Gathering their insights can guide our practices.

What are their current difficulties? Identifying these challenges enables us to tailor support effectively.

What opportunities exist for bringing students together with teachers? Collaborative initiatives can enhance community building.

By embedding this reflective process into our practice, we can continuously adapt and improve, ensuring that our research informs our capacity building over time. This ongoing inquiry fosters a deeper understanding of our community's needs and strengthens our collective efforts towards meaningful change.

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1. Collaborative Mindfulness Practices: Encourage students to engage in mindfulness exercises together with teachers, creating a shared space for reflection and relaxation. This could include group meditation sessions or mindfulness workshops.

2. Peer Support Groups: Establish peer-led support groups where students can discuss their challenges and share coping strategies. This would help build a sense of community and provide a platform for mutual support. To me, the Christian fellowship and other student society can serve similar functions.

3. Reflective Conversations: Facilitate regular reflective conversations between students and teachers to discuss well-being, academic pressures, and personal experiences. These dialogues can help build trust and understanding within the school community.

4. Community Service Projects: Involve students in community service initiatives that promote social responsibility and connection with others. Working together towards a common goal can strengthen relationships and foster a sense of purpose.

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Core area

The ability to understand themselves

reflective area should be allowed from students to teachers, as same as colleagues to colleagues

Continuous to develop a sense of respect

Tools

mindfulness

Iceberg theroy

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1. Implement the check-in-practice in class, including mindfulness/grouding practice, individual journaling and group sharing

a) Teach students and teachers how to do breathing execise.

b) design a booklet for each student for individual journaling with different guiding questions such as 'how am i today', 'who are you willing to be grateful for?'

c) students share in group

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1. Student can be more resistant to stress. They know how to stay strong under stress, and able to find proper way to release stress.

2. Student love one another. They can embrace every kind of people. No one will be left alone.

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Developing a relaxing environment in the school, including the area should have the following criteria.

1. respect everyone's choice

2. to keep the secret in the sharing session

3. able to "reject" the mental invasion

4. not only adult to adult but also among the students themselves

5. Positive support among the stakeholders

6. Training on the leader, maybe teachers and leader teams

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1. We can implement the check-in practice during powertime each month.

2. In the first few times, our memebers can take turns leading the check-in practice though the central announcement system.

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Do more practice in our meeting and in our classes

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1. We can do survey on students to assess how stressful are the students at the moment. And what do they usually do to cope with stress.

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The importance of understanding self by doing psychological tests

Self-Reflection: Regularly take time to reflect on your experiences, feelings, and actions. Journaling can be a helpful tool for this.

Values and Beliefs: Identify what is truly important to you. Understanding your core values can guide your decisions and actions.

Strengths and Weaknesses: Acknowledge your strengths and areas for improvement. This can help you leverage your abilities and work on personal growth.

Personal Goals: Set goals that align with your values and aspirations. Working towards these goals can provide a sense of purpose and direction.

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After verbal enquiries to my teaching class, I found that most students did have past mindfulness experience. Almost 40% of them found it "useless" and "time wasting".

I would like to find the key area

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1. Provide more resources on mindfulness, such as breathing exercises, mindfulness in eating, and mindfulness in relation to Bible verses

2. Ask CEL about different themes of journaling