Posts Tagged ‘Classroom’
* Soka Education - Humanitarian education for the new century
Posted on March 25th, 2008 by jill. Filed under jill.
Although many people consider themselves to be Soka Educators, there’s no qualification or obvious signifier which identifies an individual pedagogue as a Soka Educator. “Soka” means value creation, and the basic humanistic principle of Soka Education is that human beings always and necessarily have the potential to create value, and that fulfilling our potential to create value in our own way is what makes us happy. The difference in the Soka educator is that we believe in the intrinsic capacity of each child to be themselves better than anyone, and we respect them for who they are in themselves.
The idea of value-creating education was first formed by the Japanese educator Tsunesaburo Makiguchi (1871-1944) as a response to the trend in education at the time to train the children to be war-machines for the fatherland. Makiguchi had already written a (later) influential book “The Geography of Human Life”, showing the need for critical thinking and creativity to enable the individual to fully contribute to a free society. He had been strongly influenced by the American educator John Dewey whom he had seen speak in Tokyo, but the expansion of thought in Japan was seriously arrested by the increasing militarism which came to engulf all society and led to the terrible experience of war in China, and then the World War which culminated in the disaster of Hiroshima and Nagasaki. By this time Makiguchi had died in prison, where he had been taken for refusing to compromise on his pacifist beliefs, by now strengthened by his practice of Nichiren Buddhism.
His beliefs were continued by Josei Toda, also a teacher who had worked for many years alongside with Mr Makiguchi, had become a Buddhist with him, considered him to be his master in faith, and had gone to prison for also standing up against Japanese militarization of religion. Josie Toda went on after the war to reform the lay Buddhist organisation Soka Gakkai, extending its reach beyond only educational philosophy into all walks of life, and helping many people struggling to recover their lives in the devastation of post-war Japan. It was the current President of Soka Gakkai International, Daisaku ikeda, who has established the Soka Universities and encouraged the activities of educators within the Soka Gakkai.
So Soka education is broadly based on the Buddhist belief in the intrinsic value of and respect for all life and for each individual, and the Soka teacher bases his pedagogy on his Buddhist practice, challenging issues which arise by referring back to our Buddhist faith. There is no strict code of practise for the Soka educator, as the style of teaching will depend on the situation faced within the educational environment. The main thing is the unique importance of each individual child, and the refusal to make use of the child’s individuality for an external purpose, such as grades or the needs of employers. Each child is valuable in his or her own right.
Of course the Soka environment is notably happy and relaxed and the children have confidence and highly developed questioning and communication skills. The reputation of the highest achievers in the Soka Universities is beginning to serve as a testimonial to the success of this educational practice. However Soka educators are to be found all around the world, in the Makiguchi Project in Action in Sao Paulo, Brazil*, as well as in Malaysian kindergartens, applying effective solutions to areas with grave social and economic problems.
I first came across Makiguchi when I was training to be a teacher, and studied him in more depth as part of post-graduate research on classroom behaviour. The Soka method has comparisons in the systemic theory of education which is also having dramatic effects in problem classroom areas, and which is gaining respect in many circles at this time. Gregory Bateson (1904 -1980), who started the whole systemic theory, drew on the Buddhist ideas prevalent in Hawaii when he lived there. (G. Bateson “Steps to an Ecology of Mind” New York Chandler 1972; Molnar and Linquist, “Changing Problem Behaviour in Schools” Jossey Bass 1989). By applying his basic principles in the classroom, I was able to solve the problems of motivation, self-esteem and disruptive behaviour exhibited by my classes and lead them to begin to enjoy learning and start to think more as “global citizens”. but the reason I originally liked Makiguchi came when I read that when the poor children arrived from the frosty streets in the morning, Makiguchi had lit the stove and prepared hot soup for his pupils to eat as they dried their socks on the stove. The Soka Educator is first and foremost a caring human being and a fine example to his students.
Since 2005, Soka Educators worldwide have expressed their views and shared their findings on the international forum confernces which you can find through the link below or contact Stephanie at tansey@usa.net at the website http://www.soka.ed.jp/kyoiku/k0004.html or see the latest newsletter below.
______________________________________________________________________________
Carl Rogers on Humanistic education article
Note 1. **Some background (Thank you to Kwabena Siaka from Earth Charter Communities Education Forum) I
‘The MIA effort in Brazil is widely supported by the communities they are involved in. Not because of any directed attempt by the members to spread the word, so to speak, but by the participants and administrators of the schools in which they have or are working with. Schools contact them to ask for the MIA project to come to their schools. This process happens almost exclusively through word of mouth. The MIA program was also helped by a timely government initiative to help develop a more humanistic mode of teaching. It was felt by the new government that the traditional way of teaching was too narrow and that teachers should be reoriented to teach to the whole child. Therefore the government has initiated a requirement for teacher professional development of 2 hours a month, with pay. Furthermore, parents, who were excluded from the process, to a large extent before ( by the educational system) were not seen as a part of the solution. The relationship between teachers and parents could be characterized as quite hostile. This is not the case in MIA schools, today. Parents in the MIA program are welcomed and in fact, are given the same treatment, when possible, as the teachers. Parents involvement is seen as crucial to the long term impact and sustainability of the program. Family involvement (an important community factor) is a key element in Makiguchi’s paradigm.‘Classroom methods and process
The MIA approach is very subtle and very respectful. And at the same time very direct. During an art class session, for example, teachers are given an art project to work on individually. In one of the classes I visited, the project was to make a drawing, which they had to cut afterwards into a shape. Three to four assistance circulated around the class, encouraging and praising the participants (teachers) at various stages in the process. Parents were also welcomed to join the activity. Throughout the session (treatment) the lead moderator would quote something from the Buddhist perspective on life or teaching. There was no big lecture on teaching or anything of that sort. In fact, I was wondering when that would come. Instead, from time to time, the lead moderator would say something like this, “Every person is precious, each of us has a mission that only we can fulfill.” The content of these messages and the philosophical influences came from a variety of thinking such as Friere, Dewey, Jung, Ikeda, Toda, and Nichiren. The materials that the participants had at their disposal were kept to a minimum to encourage cooperation. The notion of interdependence was introduced in this way and a simple quote or comment was made to reinforce this point. No pressure or dictates were applied or given to the participants.‘Community involvement of non members
The interaction with the schools and the community is essentially a dialogical process. What I mean by this is that a process of negotiations (dialogue) begins as soon as a school contacts the program. The MIA have found that it is better to have a liaison situated within the school context. This key person helps facilitate the introduction of the program into the school “community”. Which includes the family as well. This person can advise the program on local concerns and customs. That is not to say that there is no resistance to the change. One of the common questions is “are you trying to covert us to Buddhism.” This question is dealt with head on by introducing the organization of SGI and its principles, goals and activities through a short 15 minute video followed by a question and answer session with the school community. This kind of dialogue continues throughout the project, which is conducted in four phases over a two year period, each phase lasts six months.’
Note 2
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* Ten Tips for Classroom Control
Posted on March 25th, 2008 by jill. Filed under jill.
Ten teaching tips for classroom control1. Own the room. It is your classroom, the students are guests. Your actions should be relaxed and confident, as if you are in your own home. Students should be asked to look after the room, not make a mess, sit properly on the furniture, tidy up after themselves. Your room should be decorated with your stuff ie displays to do with your subject and interests, as well as the children’s own best work.
2. There should be a clearly delineated start to the lesson. Decide how you want to do this. Experienced teachers may be able to have a relaxed atmosphere, then clap their hands and say ‘OK class, let’s get started.’ It is best if you enter the classroom before the children, giving them permission to enter your space. Whole school policy may ask that the children stand until asked to sit. In difficult schools, there may be an introductory task on the board for the ‘good’ kids to do while the others get settled. Once started, there should be no interruptions. If a latecomer arrives, or someone wants to change seats, or loses their pencil, you can assure them you will deal with it later.
3. Attention span is 10 minutes plus their age, up to 20 minutes. So a 14 year old will be able to concentrate for up to 14 minutes. People can’t concentrate for longer. They will react passively or actively, either going to sleep, drifting off or drawing, or talking to friends, calling out, dropping pencils, throwing planes round or some other diversion technique. It’s your fault: you’ve gone on for too long. Activities should last 10 - 15 minutes. You can have two or three different activities, but you must break it up. Working on their own or in groups can be for longer, because they will find their own breaks.
4. If you are boring, they will be bored. Become a personality so that when they see you, they will think about whatever it is you’re trying to teach them. What do you remember about your best teachers? My maths teacher had eyebrows shaped like Isosceles triangles. That’s the one with two sides the same lengths and two angles the same.
5. Everyone has a dominant learning style: visual, audio or kinaesthetic. You need to find out which of these learning styles a student has. If they look to the side, towards their ear, or close their eyes, they are audio. These students will listen to you. If they look up and to the right when you ask them a question, they are visual. You must provide a visual way for them to understand what you are saying. If they are kinaesthetic, they will have to move. If they can learn by movement, by signs, by drawing diagrams, by games involving movement and coming to the board, perhaps with the electronic whiteboard, they can keep up. Many children who have problems in schools are kinaesthetic learners. Most kinaesthetic learners are boys. If you don’t provide the right sort of learning opportunity and they don’t learn, it isn’t their fault, it’s yours. You must teach according to their learning style.
6. Lessons should be planned to progress: introduction which doesn’t give all the game away but tells them exactly what they can expect. What is the aim of the lesson? Write it on the board. The plenary should be a reminder of where you’ve got to, or a way of presenting the question you are intending to solve this lesson.
7. Teach one point at a time. Think what you want them to come away with. Even if it’s quite simple, it will be new to them. They will have to hear it nine times before they remember it.
8. Short term memory last three days, after which it will disappear unless reinforced. Do homework set between lessons, or a lunchtime club, mention it if they’re in your tutor group or you see them doing sport. Every time they see you they will think of it, so be around.
9. At the end of the lesson, the Plenary can check their understanding. Ask to give a signal, thumbs up for ‘yes I’ve got it’ horizontal thumb for ‘er I think I understand’, down thumb for ‘have I woken up too late for school, Mum?’ this should inform your next lesson plan. If lots of them didn’t get it, reassure them that you’ll explain it in a different way next time.
10. Take responsibility for their understanding. You are the teacher. If you have interested them, explained everything in a way which is appropriate and clear to them, set interesting and exciting work, and followed up with a fatherly care, they will lead a great life of success. If you fail, they will fail. You can’t let that happen. Keep finding ways to improve as a teacher. You’re the greatest! If you’ve read this far, well done. You’ve proved how good a teacher you are because you care.Good luck with all the lives in your hands.
Jill Rees
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* Seeking To Build A Community of Life Through Humanistic Education - SEIN Newsletter Volume VI, Issue 1 Sustainable Education Solutions by Jill Rees
Posted on March 16th, 2008 by jill. Filed under jill.
Seeking To Build A Community of Life Through Humanistic Education - SEIN Newsletter Volume VI, Issue 1 Sustainable Education Solutions by Jill Rees
In 2003, I was working as Head of Department at a school, in a depressing run-down town in the UK, which had just failed its inspection and was now in special measures. This was great for me, as it meant I could set up the department as I saw fit. The teachers were all new, and it was my responsibility to train them. Also, the government had just brought in two new initiatives which were fantastic, the National Framework and the Key Stage 3 Strategy. I had been teaching for 3 years, and was beginning to feel I knew what I was doing.
I had been to six-monthly sessions with the UK Soka Education Division at our national centre, Taplow Court, and had read the online Soka Education Newsletter. As I understood it, Soka education meant respecting each individual and adopting as the primary aim of education the happiness of each child. Of course, happiness is a difficult thing to define, and is different for each person, but it certainly involves following Sensei’s guidance about doing your best and determining to have victory in everything you set out to achieve. To transmit this attitude to the children in this under-performing school, most of whom were without ambition and often with little self-esteem, seemed difficult. Some of the children came from very poor and sometimes violent and abusive backgrounds. Their academic ambitions were slight, and their belief that they could make a happy and successful life for themselves non-existent. Unemployment in the area meant that opportunities for them were slim.
My department became the key to the whole school. I encouraged my teachers to work as a team by explaining about itai doshin and chanting for 2 hours each morning before work. Among other community based activities, I established an annual trip to France, to which over 80% of the year sevens subscribed, and a French exchange in liaison with the local partner school. My department led the next Government Inspection, in which the teachers were judged ‘excellent’, which is quite rare. The students showed great enthusiasm for learning languages, which is almost unheard of in British schools.
Late in 2003, I was offered the opportunity to take a Master’s degree as part of my school professional development, which would mean I didn’t have to pay! For the second part of this degree, I studied the systemic theory of education, which struck me as being essentially Buddhist. The principle of the systemic theory is that everything is interconnected, so if you change one part the whole changes, like a fisherman’s net. I felt I could attempt to establish Soka Education in my department by using some of the systemic ideas. I started using the systemic method with my classes, with good results.
When you teach systemically, your actions as a teacher are based on the idea that the class is a system, and other often unknown areas of the students’ lives are also affecting them; for example their home life, their other lessons, the ethos of the school, and their social experiences. If a child is under-performing, is demotivated, is misbehaving or is unhappy in the lesson, it is not seen as a fault in the child. Instead, a change within the holistic system is required. The child continues to be completely respected for themselves as they are, and the cause of problems seen as being systemic rather than the fault of the student. The teacher is always able to change, however, as is their own behaviour, and this will affect the whole class and each individual child. The teacher needs to work out the cause of the problem, and find a suitable solution. This isn’t always possible, as the teacher is lacking information, or hasn’t been able to perceive the true nature of the problem. However, any change in the teacher’s behaviour will then change the student’s behaviour. Either the problem will be solved, or it will change so that the teacher can get a better idea of what is going on. The teacher takes full responsibility for the problem and sets about changing the situation using the principles of Buddhist practice. By increasing one’s life-state, understanding and robustness to deal with the difficulties we face in teaching, the teacher can affect humanistic solutions.
I realized that these are Buddhist ideas, of cause and effect, of ichinen sanzen, and the interconnectivity of all phenomena. So, by creating systemic changes in the classroom, I was able to engage everyone and felt that each student was acting how they wanted to and taking control of their own way of learning. At first, however, I didn’t understand how this really worked. What was happening that enabled children with quite serious problems to become happy and to find confidence in their ability such that their assessment results improved so much? I felt this was beyond the scope of the systemic method I was using, that they had missed something.
The Soka Educators International Network (SEIN) forum is about humanistic and caring education. As I participated in such discussions with educators throughout the world, and chanted to find the deeper causes in what I was doing, I began to realize that something else was going on. By accepting each child as an essential part of the ’system’ - the class, as they are, and changing myself or the circumstances they were in rather than trying to change the child, I was actually deeply respecting and caring for each child’s life. I took full responsibility for their happiness and their learning in my class, and was willing immediately to do whatever I could to enable them to be more themselves. I had been able to discover in myself my fundamental respect for my students.
In trials in other schools, which I was studying as part of my degree, teachers and school managers had begun to apply systems theory, but had usually given up at a certain point. The view of the academics was that they hadn’t been able to take on board the philosophy behind systems theory, which is very profound and all-encompassing. However, I felt that it went further. The underlying principle of systems theory is Buddhism. The developers of systems theory had found truths which they were unable to access more profoundly because the Buddhist principles which understood the importance of enabling each individual to live an amazing life and develop his or her full potential were misunderstood. Before I went to work, I would chant to enable each child to be happy as if they were members of my district. The students were encouraged to think of themselves as the foundation of the society of the future. I would take time to explain that they would be the people who decide what the world will be like. They came to think of themselves as more connected to life outside school, and to think more positively about what they will do in the future. If they had difficult circumstances at home, I would encourage them to realize that they will one day be able to set up their own home, which could be a good one full of love. I began to introduce some of Sensei’s guidance for young people into my assemblies, and was amazed at how the naughtiest boys listened so carefully to guidance to work hard, do their homework and change society for the better. (They didn’t actually do their homework, thank goodness, or I might have died of shock!)
Many of the students changed their attitudes in other classes too, and teachers reported to me that such-and-such a child had stopped messing about and started working. The results were really miraculous. However there were other consequences. The children became used to speaking out, to being listened to, and to their questions being answered. Some teachers found this very challenging. At this point, the Soka teacher may face obstacles. These obstacles are proof that we are humanizing our part of education. They are the ‘persecutions of the votary’ which try to prevent humanism and enlightenment from spreading and which therefore impede Kosen Rufu.
As Nichiren wrote in The Opening of the Eyes: “But if I utter so much as a word concerning it, then parents, brothers, and teachers will surely censure me, and the ruler of the nation will take steps against me. On the other hand, I am fully aware that but if I do not speak out, I will be lacking in compassion, p.64….
I have considered which course to take in the light of the teachings of the Lotus and Nirvana sutras. If I remain silent, I may escape persecutions in this lifetime, but in my next life I will most certainly fall into the hell of incessant suffering. If I speak out, I am fully aware that I will have to contend with the three obstacles and four devils. But of these two courses, surely the latter is the one to choose.” Page 239 The Writings of Nichiren Daishonin.
The stark choice facing Soka educators today is whether to continue resolutely with faith, until the victory of humanistic schools is achieved, or to give up on Sensei’s vision in the educational aspect of Kosen Rufu. Time and time again I have heard Soka educators tell me how they found obstructions in their attempts to introduce humanism in their school, and how they fought to overcome them. Victory is our continued struggle - the actualization of Kosen Rufu in education may lie in the eventual actions of our students in the future, but for them, we must carry on. Every time we deal in a humanistic way with a child is a victory for kosen rufu and a cause for a more humanistic education in the future.
Before I left my last school, the children in my class decided that when they were adults, they would work in their children’s schools to recreate what they had experienced with me. Some of these will be leaders of education, and it is certain that schools will change when our students in turn make this sort of vow.
In systemic theory, it is advised that the whole school adopt the method. Authority over a class is based on soft power and may be mistaken for loss of control by traditional teachers. The child too may take time to change. Sometimes, children have lost confidence in teachers’ desire to genuinely have their interests to heart. It may be that a child doesn’t change in the way you hope, but you have to accept the decision the child makes as he or she becomes more self-aware. The children are beginning to create value, and where value is not the school’s aim, the value created may be to change certain aspects of the school. If the whole school was systemic, these ideas would be listened to, and a co-operative environment established. Because the class and the school is part of the wider community, I began to understand that a truly systemic education would involve more than just the school itself. Systemic education is often called sustainable education, and can be an essential part of our attempt to make life on earth more sustainable.
As I was beginning to have these thoughts, the SEIN Forum returned, this time discussing the Earth Charter. At the same time, my Head Quarters put on the Earth Charter Exhibition and I took an active part in this. This enlarging of my understanding of the role I might play in the world led me to feel I had a global mission, just as Sensei says! I am in the process of designing a programme for teacher training which I hope will be used throughout both the developing world, where the method can help set up in new schools, and in the first world where changes are also needed for the new world of the future. Systemic, or sustainable education, is a way to implement Soka education principles and methods within current educational institutions. It can be an instruction manual for how to actualize the happiness of each child.
Buddhism in society through the medium of education, which is the one of the key remits of SGI. Sustainable education will be used as a humanistic method of education which creates collaborative learning for the modern world, and just as soft power has taken over from hard power practices, systems theory will become increasingly accepted in the mainstream. This type of method also can serve well in places where Soka schools are not yet an option, and can be introduced immediately by Buddhist educators wherever they may work. It has academic credence and is secular, although based on Buddhist principles. For the individual teacher, using the systemic method in the classroom transforms the attitude of the students and makes teaching a joy once more.
Tags: Art, Buddhism, Classroom, Design, Evil, Exchange, Fantastic, France, home, Humanism, Humanist, jill, jill, Leader, Network, News, Philosophy, Practice, Rain, Reading, SGI, Soka, Sun, Theory, Truck, War, Work, WritingRelated posts
* Sustainable Education Solutions
Posted on March 16th, 2008 by jill. Filed under jill.
In 2003, I was working as Head of Department at a school, in a depressing run-down town in the UK, which had just failed its inspection and was now in special measures. This was great for me, as it meant I could set up the department as I saw fit. The teachers were all new, and it was my responsibility to train them. Also, the government had just brought in two new initiatives which were fantastic, the National Framework and the Key Stage 3 Strategy. I had been teaching for 3 years, and was beginning to feel I knew what I was doing. I had been to six-monthly sessions with the UK Soka Education Division at our national centre, Taplow Court, and had read the online Soka Education Newsletter.
“But if I utter so much as a word concerning it, then parents, brothers, and teachers will surely censure me, and the ruler of the nation will take steps against me. On the other hand, I am fully aware that but if I do not speak out, I will be lacking in compassion, p.64…. I have considered which course to take in the light of the teachings of the Lotus and Nirvana sutras. If I remain silent, I may escape persecutions in this lifetime, but in my next life I will most certainly fall into the hell of incessant suffering. If I speak out, I am fully aware that I will have to contend with the three obstacles and four devils. But of these two courses, surely the latter is the one to choose.” Page 239 The Writings of Nichiren Daishonin.
The stark choice facing Soka educators today is whether to continue resolutely with faith, until the victory of humanistic schools is achieved, or to give up on Sensei’s vision in the educational aspect of Kosen Rufu. Time and time again I have heard Soka educators tell me how they found obstructions in their attempts to introduce humanism in their school, and how they fought to overcome them. Victory is our continued struggle – the actualization of Kosen Rufu in education may lie in the eventual actions of our students in the future, but for them, we must carry on. Every time we deal in a humanistic way with a child is a victory for kosen rufu and a cause for a more humanistic education in the future.
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* Update
Posted on December 23rd, 2007 by jill. Filed under jill.
Wondering about my friends in Abuja and what the weather is like, as they all told me it would be cold. As they were shivering when it was 25 degrees however I wonder what cold is for them.
I hear I have a little following who love my articles in the Leadership newspaper where I write a Sunday column. Most of the articles are on this site under ‘articles for Leadership’. I’m also still writing for UK publications on a variety of subjects.
Still plugging on with the Education Handbook. Basically it’s done except that I am unsure how to present it ie is it for a day course? A week? how much depth? What is aim etc? When I know the exact nature of a project or what to do with it, it can be easily adapted to a given thingy.
At the same time, I’m extending the idea into a book form, where it will be about systemic and humanitarian education and will be good for a teacher training or professional development course, also will enter the general affray about education today. I think it will be good. Not only that but I am the only person with this idea as an organised whole, because of my particular experiences which haven’t been restricted by being just in the classroom or just in the academic world, also being involved in Developing communities stuff, I’m able to put together the various ideas going around in a cohesive way, which should be useful and kind of healing. Our government and indeed worldwide education is surrounded by ideas of creative learning, multiple intelligences, sustainability, life-long learning and the ideas from the systemic theorists, but there is no development of what underlies all these ideas. That’s what I am doing, and making it a useable handbook for teachers, trainers, school leaders, government advisors and so on.
Meanwhile it looks as if I’ll be arranging my return later in the year to Abuja soon. At the moment I’m going off to Austria at the end of January with a teaching company. I’ve wanted to work for them since working with River in the summer. You go off and teach English in a team in an Austrian school. the week ends with a show the kids put on. It’s collaborative teaching and quite creative and I’m really looking forward to it.
My first assignment is for 7 weeks. You go to an airport and they give you a brown envelope with your tickets, resources and details of the week’s mission. At the end of the week they give you another envelope and you make your way to the next school. You can see it has enough of the James Bond element to satisfy my sense of adventure. And surely there’s not much I can get embroiled in in Austria - it’s in the EU! although my daughter has been mumbling about neo-Nazism, so you never know!
Christmas Eve, off to hospital to have two bottom wisdo teeth out. Won’t be able to eat over Christmas. Or drink. We adventurers have to get this sort of thing done when we can though.
Tags: adventures, Africa, Art, Article, Book, Classroom, Friend, jill, Leader, Leadership, News, Newspaper, Rain, Sea, Sun, War, Work, WritingRelated posts
* Ten teaching tips for classroom control
Posted on November 26th, 2007 by jill. Filed under jill.
1. Own the room. It is your classroom, the students are guests. Your actions should be relaxed and confident, as if you are in your own home. Students should be asked to look after the room, not make a mess, sit properly on the furniture, tidy up after themselves. Your room should be decorated with your stuff ie displays to do with your subject and interests, as well as the children’s own best work.
2. There should be a clearly delineated start to the lesson. Decide how you want to do this. Experienced teachers may be able to have a relaxed atmosphere, then clap their hands and say ‘OK class, let’s get started.’ It is best if you enter the classroom before the children, giving them permission to enter your space. Whole school policy may ask that the children stand until asked to sit. In difficult schools, there may be an introductory task on the board for the ‘good’ kids to do while the others get settled. Once started, there should be no interruptions. If a latecomer arrives, or someone wants to change seats, or loses their pencil, you can assure them you will deal with it later.
3. Attention span is their age in minutes, up to 20 minutes. So a 14 year old will be able to concentrate for up to 14 minutes. People can’t concentrate for longer. They will react passively or actively, either going to sleep, drifting off or drawing, or talking to friends, calling out, dropping pencils, throwing planes round or some other diversion technique. It’s your fault: you’ve gone on for too long. Activities should last 10 - 15 minutes. You can have two or three different activities, but you must break it up. Working on their own or in groups can be for longer, because they will find their own breaks.
4. If you are boring, they will be bored. Become a personality so that when they see you, they will think about whatever it is you’re trying to teach them. What do you remember about your best teachers? My maths teacher had eyebrows shaped like Isosceles triangles. That’s the one with two sides the same lengths and two angles the same.
5. Everyone has a dominant learning style: visual, audio or kinaesthetic. You need to find out which of these learning styles a student has. If they look to the side, towards their ear, or close their eyes, they are audio. These students will listen to you. If they look up and to the right when you ask them a question, they are visual. You must provide a visual way for them to understand what you are saying. If they are kinaesthetic, they will have to move. If they can learn by movement, by signs, by drawing diagrams, by games involving movement and coming to the board, perhaps with the electronic whiteboard, they can keep up. Many children who have problems in schools are kinaesthetic learners. Most kinaesthetic learners are boys. If you don’t provide the right sort of learning opportunity and they don’t learn, it isn’t their fault, it’s yours. You must teach according to their learning style.
6. Lessons should be planned to progress: introduction which doesn’t give all the game away but tells them exactly what they can expect. What is the aim of the lesson? Write it on the board. The plenary should be a reminder of where you’ve got to, or a way of presenting the question you are intending to solve this lesson.
7. Teach one point at a time. Think what you want them to come away with. Even if it’s quite simple, it will be new to them. They will have to hear it nine times before they remember it.
8. Short term memory last three days, after which it will disappear unless reinforced. Do homework set between lessons, or a lunchtime club, mention it if they’re in your tutor group or you see them doing sport. Every time they see you they will think of it, so be around.
9. At the end of the lesson, the Plenary can check their understanding. Ask to give a signal, thumbs up for ‘yes I’ve got it’ horizontal thumb for ‘er I think I understand’, down thumb for ‘have I woken up too late for school, Mum?’ this should inform your next lesson plan. If lots of them didn’t get it, reassure them that you’ll explain it in a different way next time.
10. Take responsibility for their understanding. You are the teacher. If you have interested them, explained everything in a way which is appropriate and clear to them, set interesting and exciting work, and followed up with a fatherly care, they will lead a great life of success. If you fail, they will fail. You can’t let that happen. Keep finding ways to improve as a teacher. You’re the greatest! If you’ve read this far, well done. You’ve proved how good a teacher you are because you care.
Good luck with all the lives in your hands.
Jill Rees
Related posts
* Report from Abuja Nigeria
Posted on October 29th, 2007 by jill. Filed under jill.
Every Sunday the Abuja District meet for chanting and other activities. This morning 11 members and 5 guests chanted for 1 hour, then slow gongyo as some members are quite new to gongyo, then the 2nd part of our study of the meaning of Nam Myoho Renge Kyo given by the incredibly clear Gody, who has been practising for many many years, some in the US. We sang a strange song called The Power of the Gohonzon, Do your Chantin’, Do your Gongyo, Nam Myoho Renge Kyo for ever, and so on.We had bananas and nuts, which is the tradition here and I must say a lot healthier than jaffa cakes.
Some of the guests had studied Buddhism for a while and decided to start to practise. The others stayed on for chorus. We found a song in Efi, one of the African languages, and bizarrely or not, one of the guests was an Efi speaker who helped us understand the meaning. As resident poet, I translated it into singable English. Another guest, a young man, used his experience in Church choir to help with the arrangements, and Princess Omo my new friend who we bumped into at a swimming pool the first week when we had a meeting with Dr Afolabi the Head of SGI Nigeria, just boogied and enjoyed it a lot. We’re going to perform it at next week’s meeting. Then we planned for our Song of Nigeria, of course For The Sake of Peace. First I read the words and blubbed as usual because it moves me so much, then we listend a couple of times to the DVD which came with AOL, then learned it. You know it’s really hard to sing, very high and very low, so we had guidance on inspiring and motivating the audience as well as ourselves. I told Rees’ story about the song at Trets at New Year. We plan to translate the title into lots of languages including some African languages, and sing it at the Nigeria AGM in 3 weeks time. Then at New Year the children (did I mention our 4 Dove Division members?) will do the fade out at the end. It’ll be lovely. I promised to report about this song to A Certain Person in Somerset.
We are doing lots of Study, which has been lacking here, and next week I’m giving the Gosho study on Happiness in this World of course - frightening as I’ve never done study on my own before. We in education division are preparing the first study exam here, which is more or less the English one, and the Core Study group we’re forming is to take the exam on November 18th same as you guys. In Lagos. By we I mean myself and Bob and Stephanie Tansey of the Soka Educators International Forum. They are mystically here with me in Abuja having made the cause to be together in previous lifetimes as well as at the local Chinese in Penel Orlieu Bridgwater two years ago when they visited. Some of you were there. They send their love. The SEIN AGM is online this week, if you’re interested let me know.
I’m having the usual karmic excitements and once again my job is on the line due to a dramatic scandal in the House of Representatives of Nigeria. The Speaker is in the process of being kicked out for fraud, she took 65,000,000 naira to furnish her house which had only been done 1 year previously. I think this money was used to finance my school, as corruption is the norm here, and my boss the Honorable Wole Oke if you want to research it online is very close to her. They are from the same tribe down south. Tribal links really matter here. He is trying to become the speaker. Meanwhile, my salary has been held as well as the school funding, and the live wire from the generator is still dangling around the classrooms. They’re trying to threaten and bribe me into taking less money, being demoted and so on. I’m the only trained teacher here and the only expat, so if I go the project grinds to a halt. It is very difficult. I’m doing a 5×5 (five hours chantin’ a day for 5 days) to overcome my crapland karma and manifest the Pure Land, as it’s interfering with my mission now. tomorrow Monday at 2pm is the big meeting, anyone who has time to chant please do so, for me and also for education in Nigeria.
Meanwhile I want to ask anyone who has textbooks, reading books for young people and babies, or educatinal toys they are chucking out to consider taking them to Rees to send on to me as resources are very very limited here and we are unable at the moment to order some for the little kids we have. Education is very much below the UK levels here, although the parents and children really value it. It’s very exciting and like the 50s where ordinary people really tried to become educated and raise their opportunities. We aim to educate really well including critical thinking, in fact I’m going to tout after school criti thinkiing around Abuja in other schools to help develop their minds. Our children are starving for books to read, and delighted when you find some for them.
Also if it’s not too much, if you have accidentally bought 2 copies of anything on Buddhism from Taplow, or have any spare butsugu or Buddhist paraphenalia, really they have nothing here, we’re providing as much as we can and using the net, but should you be able to spare anything it would really be appreciated and would help kosen rufu in Nigeria tremendously.
The editor of the local intelligent rag has commissioned an article from me which I’m still finishing, so I’ll meet with him this week. I’ve put stuff on my website but haven’t had time, also there’s no broadband here yet, and can you remember what it was like before broadband? So bear with me, but check it out if you like http://www.jillrees.com/
Otherwise I’m STILL in a hotel as my appartment isn’t built but thinking of finding a cheap house in a nearby village perhaps, will go and see it this week. I have to have security for obvious reasons. (White) Everyone including locals has secure walls and gates and hires security guards for 20,000 naira a month. Tip them or the gate will start to mysteriously stick. I’m driving a Chevy around ha ha, have joined the gym and otherwise made good friends, met some expats and boy are they wierd and drunken in part, been on a sponsored walk for an orphanage, met an American diplomat whose armoured car got smashed up when he was fishing and had broken down on the side of the road in Abuja, not too secure, America, is it? VERY nice simple guy we had met at an Embassy party previously. Also spent Sat lunchtime with an Israeli spy! Very interesting account of various wars in Israel that he’d been in, has lived in Nigeria for 15 years. We had a good talk and it helped my article.
Also with Princess Omo we may be starting an online Mandela shirt business, and perhaps marketing African paintings online too. Or I may be home soon, jobless and despondent. Depends on if the Gohonzon works or not - watch this space, or don’t bother if you already know and have no doubts!
REALLY missing you guys, thinking of you and I’d really appreciate your news and views. Love you ALL (Dame Edna?) Keep well, Keep on Do your chantin’ Do your Gongyo, Nam Myoho Renge Kyo, for ever………………..clap clap clap
Jill
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* Humanistic education for the world - Soka Education
Posted on September 10th, 2007 by jill. Filed under Uncategorized.
Although many people consider themselves to be Soka Educators, there’s no qualification or obvious signifier which identifies an individual pedagogue as a Soka Educator. “Soka” means value creation, and the basic humanistic principle of Soka Education is that human beings always and necessarily have the potential to create value, and that fulfilling our potential to create value in our own way is what makes us happy. The difference in the Soka educator is that we believe in the intrinsic capacity of each child to be themselves better than anyone, and we respect them for who they are in themselves.
The idea of value-creating education was first formed by the Japanese educator Tsunesaburo Makiguchi (1871-1944) as a response to the trend in education at the time to train the children to be war-machines for the fatherland. Makiguchi had already written a (later) influential book “The Geography of Human Life”, showing the need for critical thinking and creativity to enable the individual to fully contribute to a free society. He had been strongly influenced by the American educator John Dewey whom he had seen speak in Tokyo, but the expansion of thought in Japan was seriously arrested by the increasing militarism which came to engulf all society and led to the terrible experience of war in China, and then the World War which culminated in the disaster of Hiroshima and Nagasaki. By this time Makiguchi had died in prison, where he had been taken for refusing to compromise on his pacifist beliefs, by now strengthened by his practice of Nichiren Buddhism.
His beliefs were continued by Josei Toda, also a teacher who had worked for many years alongside with Mr Makiguchi, had become a Buddhist with him, considered him to be his master in faith, and had gone to prison for also standing up against Japanese militarization of religion. Josie Toda went on after the war to reform the lay Buddhist organisation Soka Gakkai, extending its reach beyond only educational philosophy into all walks of life, and helping many people struggling to recover their lives in the devastation of post-war Japan. It was the current President of Soka Gakkai International, Daisaku ikeda, who has established the Soka Universities and encouraged the activities of educators within the Soka Gakkai.
So Soka education is broadly based on the Buddhist belief in the intrinsic value of and respect for all life and for each individual, and the Soka teacher bases his pedagogy on his Buddhist practice, challenging issues which arise by referring back to our Buddhist faith. There is no strict code of practise for the Soka educator, as the style of teaching will depend on the situation faced within the educational environment. The main thing is the unique importance of each individual child, and the refusal to make use of the child’s individuality for an external purpose, such as grades or the needs of employers. Each child is valuable in his or her own right.
Of course the Soka environment is notably happy and relaxed and the children have confidence and highly developed questioning and communication skills. The reputation of the highest achievers in the Soka Universities is beginning to serve as a testimonial to the success of this educational practice. However Soka educators are to be found all around the world, in the Makiguchi Project in Action in Sao Paulo, Brazil*, as well as in Malaysian kindergartens, applying effective solutions to areas with grave social and economic problems.
I first came across Makiguchi when I was training to be a teacher, and studied him in more depth as part of post-graduate research on classroom behaviour. The Soka method has comparisons in the systemic theory of education which is also having dramatic effects in problem classroom areas, and which is gaining respect in many circles at this time. Gregory Bateson (1904 -1980), who started the whole systemic theory, drew on the Buddhist ideas prevalent in Hawaii when he lived there. (G. Bateson “Steps to an Ecology of Mind” New York Chandler 1972; Molnar and Linquist, “Changing Problem Behaviour in Schools” Jossey Bass 1989). By applying his basic principles in the classroom, I was able to solve the problems of motivation, self-esteem and disruptive behaviour exhibited by my classes and lead them to begin to enjoy learning and start to think more as “global citizens”. but the reason I originally liked Makiguchi came when I read that when the poor children arrived from the frosty streets in the morning, Makiguchi had lit the stove and prepared hot soup for his pupils to eat as they dried their socks on the stove. The Soka Educator is first and foremost a caring human being and a fine example to his students.
Since 2005, Soka Educators worldwide have expressed their views and shared their findings on the international forum confernces which you can find through the link below or contact Stephanie at tansey@usa.net at the website http://www.soka.ed.jp/kyoiku/k0004.html or see the latest newsletter below.
Note 1. **Some background (Thank you to Kwabena Siaka from Earth Charter Communities Education Forum) I
‘The MIA effort in Brazil is widely supported by the communities they are involved in. Not because of any directed attempt by the members to spread the word, so to speak, but by the participants and administrators of the schools in which they have or are working with. Schools contact them to ask for the MIA project to come to their schools. This process happens almost exclusively through word of mouth. The MIA program was also helped by a timely government initiative to help develop a more humanistic mode of teaching. It was felt by the new government that the traditional way of teaching was too narrow and that teachers should be reoriented to teach to the whole child. Therefore the government has initiated a requirement for teacher professional development of 2 hours a month, with pay. Furthermore, parents, who were excluded from the process, to a large extent before ( by the educational system) were not seen as a part of the solution. The relationship between teachers and parents could be characterized as quite hostile. This is not the case in MIA schools, today. Parents in the MIA program are welcomed and in fact, are given the same treatment, when possible, as the teachers. Parents involvement is seen as crucial to the long term impact and sustainability of the program. Family involvement (an important community factor) is a key element in Makiguchi’s paradigm.
‘Classroom methods and process
The MIA approach is very subtle and very respectful. And at the same time very direct. During an art class session, for example, teachers are given an art project to work on individually. In one of the classes I visited, the project was to make a drawing, which they had to cut afterwards into a shape. Three to four assistance circulated around the class, encouraging and praising the participants (teachers) at various stages in the process. Parents were also welcomed to join the activity. Throughout the session (treatment) the lead moderator would quote something from the Buddhist perspective on life or teaching. There was no big lecture on teaching or anything of that sort. In fact, I was wondering when that would come. Instead, from time to time, the lead moderator would say something like this, “Every person is precious, each of us has a mission that only we can fulfill.” The content of these messages and the philosophical influences came from a variety of thinking such as Friere, Dewey, Jung, Ikeda, Toda, and Nichiren. The materials that the participants had at their disposal were kept to a minimum to encourage cooperation. The notion of interdependence was introduced in this way and a simple quote or comment was made to reinforce this point. No pressure or dictates were applied or given to the participants.
‘Community involvement of non members
The interaction with the schools and the community is essentially a dialogical process. What I mean by this is that a process of negotiations (dialogue) begins as soon as a school contacts the program. The MIA have found that it is better to have a liaison situated within the school context. This key person helps facilitate the introduction of the program into the school “community”. Which includes the family as well. This person can advise the program on local concerns and customs. That is not to say that there is no resistance to the change. One of the common questions is “are you trying to covert us to Buddhism.” This question is dealt with head on by introducing the organization of SGI and its principles, goals and activities through a short 15 minute video followed by a question and answer session with the school community. This kind of dialogue continues throughout the project, which is conducted in four phases over a two year period, each phase lasts six months.’
Note 2
SOKA EDUCATORS INTERNATIONAL NETWORK
Volume V, Issue 3
Seeking to Build a Community of Life through Humanistic Education
SGI-USA 2007 Culture Department Conference:
Together with our
Reflections by Stephanie Tansey
The members of the SGI-USA Culture Department gathered together with other members of the Culture Department
We understood again how vital it is to produce and become promising, capable and compassionate people equipped with faith and intellect for the development of our country, and towards the development of Buddhist humanism. The Culture Department can help us to help one another become courageous and wise people brimming with hope based on Nichiren Buddhism.
We also recognized that we all need to study Buddhism more deeply and seriously than ever before and to become profoundly capable in our respective professions, so that we can become leaders in our fields. Masao Yokota, former director of the Culture Department and now president of the
We have to become self-reliant and independent but at the same time connected in the depths of our lives. Mr. Yokota gave an example in biomimicry and showed how we can learn from nature. Scientists poured specially treated water on the bark of a tree that was robust and they discovered the water many trees away in a tree that needed it. In this way we can see the lifestate of bodhisattva that all life possesses he said. Humans are a very young and aggressive species but we will learn to be like this. We have many ethnic groups, cultures, ideas, but we are all common mortals and possess the lifestate of bodhisattva and so can develop a harmony among all the different groups. This harmony is the foundation of the just, sustainable and peaceful global civilization we are creating.
We do not have to travel to be a great global citizen. We can have the same influence if we develop awareness in our local community that such a future is possible in this deep and anxious time. It is essential to have the courage to appreciate our differences and engage in open dialogue with an open mind.
There is no need to manipulate dialogue, because then it is not dialogue. Creating the relationship that enables the other person to want to practice by his/her own initiative is real shakubuku and real dialogue. With you as the good friend, this person will learn to practice and study independently, discover his/her mission through the development of faith, and support and benefit from the spread of Buddhist humanism. In this way shakubuku can continue to be a joyful activity and deeply rewarding for everyone. It becomes as natural as waves in the ocean and you will naturally create the meaningful and right words to share with others.
Mr.Yokota went on to explain that Sakyamuni never gave monthly lectures or sermons. No one sent out calendars about lecture dates! People were attracted to him because of the power of his enlightened compassion. He taught one to one and life-to-life. Let’s go back to the life of a Buddha. People are attracted to those who really practice.
A healthy mentor disciple connection is only possible if the disciple is inspired to choose the mentor Mr. Yokota stressed. Nikko Shonin chose the Daishonin. Josei Toda chose Mr. Makiguchi. Daisaku Ikeda chose Mr. Toda. This is a deeply motivated and inspired act of choosing. All of us can develop this deep motivation and inspiration through a natural and correct practice. Then we can be the example for others as well.
Mr. Yokota especially admires President Ikeda’s “go for broke” spirit – the spirit that “I am 32 years old” spirit. Never giving up. Never staying back. After one success he start the plans for the next. The foundation of faith lies in seeing the cause and effect in our lives. The cause comes from your voice, from your encouraging voice. From the deeper awareness of the value of cause in your intent. It is important that you create depth-of-life causes so you enjoy the right and powerful effects. This is how to become capable and a leader in your field.
In this way Buddhist humanism will gradually develop, through our own skill at dialogue and the development of our personal integrity as a human being.
The SOKA EDUCATORS INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Soka Education in different ways. The Newsletter’s new goal is to create a robust network of Soka educators to support the growing development of humanistic education. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@usa.net.
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Buddhist Quotes
Kyo’o’s misfortune will change into fortune. Muster your faith, and pray to this Gohonzon. Then what is there that cannot be achieved? There can be no doubt about the sutra passages that say: “This sutra can fulfil their desires, as a clear cool pond can satisfy all those who are thirsty”, and “They will enjoy peace and security in their present existence and good circumstances in the next.”
—
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