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(MM1, Wk1) teachers must be good leader. What is a good leader? (video notes above bc i loved this video)

someone who sees from others' perspectives

celebrates the accomplishments

guides but doesn't pour

Cultivating POSITIVE energy within yourself to uplift and ignite the energy in the souls around you

DON'T TAKE YOURSELF SO SERIOUSLY!!!

honor the possibilities of multiple perspectives

inspiring us to sound together

power to shed good light

be self examining and handle your own demons

hone skills that go inward and make the inner journey

leadership is about enlightening others to the depth of connectedness

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(MM1, Wk1) soul being the energy we have within us, our self, and how that connects and flows through our world and with others the depth and dimension of human experience

role of the teacher to know and understand students which requires seeing their souls

meaningful work and service help feed the dimensionality of the inner student and make connections to others' soul

approach spiritual growth through mindfulness which connects to silence and spirit

flow helps to connect our mind and body, heightening soulful experience

love and logic honors the soul

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(MM1, Wk1) Connections:

connects to SEL, role of teacher, service, meaningful work, and spirit in yearning for deep connection-both to themselves, others, and the world

Silence and solitude connection--something we need in order to process world around us

connects to themes, erdkinder, spirit,  field experiences, and project based learning through the search for meaning and purpose-we need education to provide both

joy and delight connects to the way we gather, work of hands and heart, field experiences, and flow-creating feelings of exaltation and ecstacy (connecting mind to body)

creative drive connects to PBL, flow, economy, erdkinder, meaningful work, and choice as we find inspiration through and from creativity

urge for transcendence-flow

need for initiation is met through economies, community celebrations, service work, and field experiences-each of which helps to initiate our youths into their society

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(MM1, Wk1) important to not that when we have gatherings of our school and community that these follow specific guidelines:

to celebrate the community

attend to business

not to recognize individual accomplishment

to emphasize the connectedness and beauty of the community

emphasize the whole not the parts

WANT TO have staff community meetings

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(IS, Wk6) see linked

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(IS, Wk6) see image for key takeaways on prepared env. more below:

connection to choice and clear limits-students know where to go and what they should interact with

allows for differentiation

allows for flow because student find what interests them

allows teacher to address most prevalent needs and others to help one another

valorization for students helping others and finding independence

allows the teacher to guide and facilitate

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Copy of Beningo-Week 6-Prepared Environment 2

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(IS, Wk6) We as instructors must transform spiritually to be the best guides. Key take aways:

spirituality feeds our soul and gives us room to look at/consider student souls

spirituality helps us and students connect to energy that bonds us

community benefits from spirit because spirit emphasizes and connects us to  relationships which drive community

being spiritual allows us to serve our students--no resentment and no feelings of superiority when in service to others

I am IN SERVICE to my student, this is how I contribute to my community and myself

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(IS, Wk6) Key take aways:

the roles of the teacher

teacher is the guide-facilitating knowledge vs just giving it

prepare the space

should understand all needs of the adolescent and how to address these

impart life long learning

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(IS, Wk5) Key Take aways:

silence allows the brain to clam and focus

becoming a greater need with constant bombardment now

connecting better to our internal environment and self

use of mindfulness and reflection to introduce silence

minimizing reactive states

connection to flow-better allows us to connect mind and body

connection to meaningful work--allows us to better focus and find meaning

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(IS, Wk5) providing opportunities for students to serve others. Key Take aways:

connection to values and SEL-allows students to broaden their perspective

connection to valorization--allows students to find place in larger setting

connects to meaningful work-there is a reason we do this, help address a problem students can connect to and that makes a difference IRL

connecting passion and needs of community

service learning helps connect to academic studies and give meaning to students

shouldn't feel like a burden

WANT TO TRY urban farming**

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(IS, Wk5) providing students with opportunities to plan and run small economies. Key take aways:

connection to valorization-independent and skill based

connection to meaningful work-allows them to participate in something they benefit from

noble work-can use profits to help others

connections to erdkinder if you do something with a garden but also in the economic sense-students becoming self sufficient

connects to adolescent development because it allows students to start becoming part of society

ideas

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(IS, Wk5) getting out of the classroom to connect with community and earth

benefits of field experience

opportunities for independence, teamwork, planning and student leadership

connects students past the classroom to real life/ real world

Students should be involved in all planning and preparation

during experience, students are doing hands on activities which relate to real life

connections to erdkinder, PBL, SEL, and meaningful work

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(IS, Wk4) projects with a connection to real-life issues, student led, with opportunities for choice. Key Take aways:

Using choice and being student driven (valorization and choices)

using self and peer assessment to strengthen ideas (connections to dialogue and SEL)

can more readily inspire flow because students become invested in it and passionate about it

this is meaningful work (connection to community)

guidelines

teacher is facilitator

my passion projects (REVISIT)*******

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(IS, Wk4)

connection to adolescent needs

appreciation for land

appreciation for the reward of hard work (connection to flow and valorization)

connections with life and their role (SEL and spirit)

connection to meaningful work

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allows for independence which connects to valorization

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(IS, Wk4) Debate, discussion, and dialogue are all ways to converse with different purposes and outcomes. Key take aways:

differences and purpose of each

dialogue allows us to find common ground

when we problem solve with students, dialogue teaches skills of compromise, seeing others' perspectives, and safe exploration of ideas

a lot of social-emotional connections too, allowing students to fully understand how their actions affect others and compromising

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(IS, Wk4) Key take aways:

examples, provide two choices which then allows limits

provides clear path

helps students improve self management skills

leaves little/ no room for mis-interpretations

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(MM1, Wk2) four planes of development describe the ebb and flow of development over its course. Along with the key characteristics of each phase and their main purpose. Provides depth and understanding of adolescents

third plane of development age 12-18

phase of progression: developing sensitivities ,

phase of retrogression: following the max of development,

creative and calm periods (red and blue)

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(IS, Wk3) allowing for uninterrupted periods of work. providing an environment where adolescents can manage time, choice, and self regulate when appropriate

FLOW is being invested and connected to work in a way your forget everything else

inviting flow requires a healthy environment

flow allows a deeper and more meaningful connection to work

flow requires "inspiration" // students need a connection or a reason for the work--by connecting to self or community

tech interrupts flow-lesson inspo

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(IS, Wk3) providing environment with multiple modes for learning that works for multiple age levels to interact with. Key take aways:

benefits of differentiated environment

opportunities for student leadership

nobility of helping others

providing a space student work through at their own pace

better allows independence and collaboration

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(IS, Wk3) Grace, Courtesy and Civility. We can incorporate spirit on our classroom through values and principles. Key Takeaways:

created an assignment for students on grace, courtesy, etc

teaching values helps to make clear how you should treat others

there is a place for these at every phase in life

Not one dimensional--includes how we view ourselves, others, and the whole

important for me as the teacher to be well enough to display all three consistently

*worth coming back to assignment 1. Great info on what all three look like throughout life

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(IS, Wk2) Meaningful work...noble work, cannot be done unless social, emotional, and spiritual needs are met. Key take aways:

spirit does belong in the classroom-students are not just empty vessels

allow student expression in work

provide opportunities to share how they are feeling

provide lessons and conversations which address appropriate problem solving skills

mindfulness and helping students connect with how to respect others and their environments

community meetings (IS, Wk3)

*Would be worth revisiting in the future to remind myself of best practices when using SEL and incorporating spirituality

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(IS, Wk2) Meaningful work-providing opportunities that students can connect to and that are relevant in their lives. Key takeaways:

community based opportunities (grand river, mel trotter, museums, local issues)

use of themes to connect learning to other subject areas  and life overall

provides perspective toward one's role in the larger scheme

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(IS, Wk2) Nobility of work includes social and emotional components. Work of the head, hands, and heart. Valorization is possible through meaningful work opportunities in the classroom. Key Takeaways:

provide learning opportunities that combine 2/3 head, hands, heart

use community based needs to tie in the heart

emphasize the links between students lives, their interconnectedness to others and world, and the work they're participating in

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(IS, WK2)children of the earth. Key takeaways:

meeting needs to allow for focus to be on learning

physical-sustinance

social-opportunities to build confidence

emotional-opportunities to understand themselves and how they work

intellectual-increasing capacity to learn and learning, need for self expression

spiritual

Valorization in erdkinder

farm stands

hotels

exchange shops

etc--giving students the opportunity to be self sufficient building the understanding that they are worthy and useful components of a greater good