Back to School: Teacher Edition

“Shifting inner mindset to show up differently for children in the classroom.”

Here’s an excerpt from Chapter 1 of my book, Raise Your Hand!

A sea of students shuffle through a locker-filled hallway laughing and carrying on as an upbeat teen anthem plays in the background. They slowly make their way into the classroom and take their seat in a row of numbered wooden desks, rummaging through their backpacks for pens, pencils, and notebooks. A bell suddenly rings, and the anthem cuts out. Silence fills the room.

The teacher, a matronly woman, wears large, black-rimmed glasses, eyebrows raised, waiting impatiently. Her ruler taps on the pale green chalkboard, gesturing to the homework assignment from the night before. As she begins her lap around the classroom and subsequent lecture, we pan to the students’ once lively faces. One throws his hood over his head and pulls the drawstrings tight. Another lays their head down on the desk. The rest stare straight forward, their eyes glazed over.

No one is listening.

No one is engaged.

The bell rings and students shuffle out as the teacher shouts the homework for the evening.

Sound familiar?

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Traditionally, many of us, whether a parent, student, or teacher, have encountered learning spaces like the one vividly painted above. The traditional role of a teacher has been someone who disseminates knowledge to a group of students. This concept has sustained itself over generations, with teachers being the main point of access of information for children. However, this way of teaching has now become one thing: unconscious.

With the digital age, or “Fourth Industrial Revolution,” times have changed. The increase? in usage of technological tools has led children to have more access to information than ever before. Thus, the definition of a teacher has evolved.?

So the question is — what is a conscious teacher's new role in the classroom?

Throughout my experience as a middle school math teacher, this question came up for me frequently. Over a span of five years, I went from managing a classroom from the front to leading from behind, allowing students to take ownership of their learning.

Here’s the definition I’ve come up with for a conscious teacher:

A teacher who allows the children to find the answers for themselves. It’s someone who does not disseminate information, but guides the child to become a curious learner on their own.

As Dan Jones, a thought leader for teachers, mentions, “We cannot carry our students through the curriculum that we are teaching; we must allow them to experience it for themselves” (Jones 2015).

However, the idea of becoming a guide for children is easier said than done. In order for teachers to truly see themselves as “not solely as masters of a subject matter…but inspiring a love of learning” (Lanier 1997) it starts with a mindset shift.

I’ve found that when educators reflect on their inner selves, unconscious barriers are broken down. This leads to intentionality in the classroom and can result in guiding children whole-heartedly.

So how do we shift the inner mindset to evolve from a teacher to a guide?

Here are my recommendations to become a conscious teacher:?

Reflect on Your Own Experience with Teachers

Many of us have had teachers that influenced our educational pathway. The teachers we encountered were foundational in who we are now and how we show up for our own students in the classroom.

As an educator, ask yourself these questions to end unconscious patterns that may be standing in your way as you shift your role as a teacher in this new era:

1. What teachers did I resonate with growing up?
2. What skillsets did they bring that were inspiring??
3. Was I used to teachers taking the lead in the classroom?
4. How has my own experience of teachers evolved over time?

Cultivate Validation from Within

As a teacher, I realized that so much of what I wanted my students to do was to see me as their “favorite” or the “best.” I kept seeking validation from them, aspiring to be their role model. This unconsciously led me to be in the front and center of the classroom at all times because it guaranteed all eyes on me. However, when I began to validate my inner self with love and kindness, I saw a shift in my teaching. I cared less about “likability” and cared more about supporting all children in their learning.?

Three questions to start asking yourself:?

1. Do I need external praise from my students to feel good at my job?
2. Am I in the front so I feel seen or heard? Does it give me some feeling of power??
3. Can I cultivate self-love to show up better for my students??

Create Inner Trust to Relinquish Control?

Growing up, I always encountered teachers who were punitive and controlled their classrooms by instilling fear in their students. However, I saw this lead to diminished intrinsic motivation. When we build trust with ourselves and children through authenticity and love, control slowly gets relinquished. This gives permission to children to take ownership of their own learning.

This level of autonomy can include:

1. Leadership Roles
2. Less Teacher Talk Time
3. More Project- Based Learning
4. Creating More Flow instead of Resistance

This is a slow process, but a highly rewarding one. When we are comfortable leading from behind, children become leaders on their own. This goes hand-in-hand with relinquishing control and developing inner validation.

So how do you lead from behind? It’s by truly seeing yourself as a guide, not a provider of knowledge. Any child can be a leader, and they are ready to take on that responsibility when given the opportunity to do so by the adults leading them.?

Develop a Mindset of Mutual Listening?

The expectation is children should listen to us. However, we should also be listening to children. When we become intentional active listeners, we create mutual understanding in our classrooms.?

?A way to know if this is a growth area is to ask yourself,

“When was the last time I intentionally asked for feedback from my students?”

“Did I take up more or less space today?”

When we see children as equals, we are able to create a mutual learning environment filled with love and understanding.

To evolve from a teacher to a guide takes time and reflection. It is a constant process. When we shift our inner mindset, we begin to create an authentic space for autonomy and empowerment. The right guidance will lead our children to be capable of guiding themselves.

?*Parents - share this with the teachers in your school sphere that are interested in this work.*

Click here to receive a free reflection tracker including additional questions to support you on your guided journey!?

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Want to know more about my story??Click Here .

Conscious Education Starter Kit

Komal’s book “Raise Your Hand! A Call for Consciousness in Education”

Spotify Playlist for Conscious Education

References:

Clinton Golding (2013) The Teacher as Guide: A conception of the inquiry teacher, Educational Philosophy and Theory, 45:1, 91–110, DOI: 10.1080/00131857.2012.715387

Jones, Dan. “Guide on the Side(Lines).” Edutopia. 2015 May 22. https://www.edutopia.org/discussion/guide-sidelines

?Laniar, Judith Taack. “Redefining the Role of the Teacher: It’s a Multifaceted Profession.” Edutopia. 1997 July 1. https://www.edutopia.org/redefining-role-teacher

Wilson, Ryan. “Teachers as ‘guides’: inside the UK’s first Montessori secondary school.” The Guardian. 2017 15 July. https://www.theguardian.com/teacher-network/2017/jun/15/teachers-as-guides-inside-the-uks-first-montessori-secondary-school