The role of the teacher is undeniably complex and remains a critical factor in assessing school effectiveness. Despite their inherent adaptability, creativity, and resourcefulness, teachers work tirelessly to refine their skills and practices, often pushing themselves to do more and more.
As the demands and complexities of the classroom intensify, there is a growing need for educators to reassess and rethink their personal approach to teaching and leading.
While the essence of teaching has always been rooted in a deep love for the profession and a commitment to making a meaningful influence on students’ lives, the current educational climate sees teachers spinning a many number of plates laden with intricacies that are unprecedented. In light of this, a critical transformation in educational practices is essential. This shift calls for moving beyond traditional methods to embrace a more mindful and holistic approach that not only enhances teachers’ skills and understanding of their students’ behaviours but also fosters a deeper connection with and understanding of themselves.
The Prepared Adult
In the early 1900s, Maria Montessori coined the notion of the “prepared adult,” emphasising the crucial role of educators to be not only knowledgeable but also emotionally grounded and self-aware. Montessori emphasised that for education to be truly transformative, the adult — whether a teacher, guide, or caregiver — must embody calmness, confidence, and a profound awareness of their own emotional state.
This idea was paralleled by William Glasser’s in the mid 1900s where his assertion that “the only person you can control is yourself.” These principles emphasise that in order to effectively develop relationship with students, educators must first focus on understanding and regulating their own responses and behaviours.
By being attuned to their own inner workings, the adult creates a stable, supportive atmosphere that allows children to develop the skills to self-manage and thrive.
This self-preparation ensures that the adult can respond to the needs of the children with empathy and clarity, fostering a learning environment that nurtures and respects the individuality and potential of each student.
Mindful Teaching in Practice
Mindful teaching and leading are not abstract concepts but actionable practices that can transform classroom dynamics and professional experiences. Research indicates that strong, effective relationships are at the heart of successful educational outcomes.
Translating this evidence into practical strategies involves creating environments where both teachers and students feel valued and understood. Understanding that we have direct control over our thoughts and our actions, is imperative in working towards such an outcome.
By guiding educators to explore their inner workings, we help rekindle their intrinsic motivation for teaching and deepen their connection to their core purpose and ‘why’. This approach emphasises the importance of intentionally focusing on aspects within our control, such as responses, attitudes, and approaches, rather than being overwhelmed by the many external factors beyond our control that can dominate our mindset.
By guiding educators to explore their inner workings, we help rekindle their intrinsic motivation for teaching and deepen their connection to their core purpose and ‘why’.
Equipping educators with the tools to integrate contemporary neuroscience research and behavioural mindfulness into their daily practices is crucial for ensuring their long-term success and retention. This involves providing techniques for self-regulation, strategies for cultivating quality relationships, and methods for creating engaging and supportive learning environments.
By focusing on these areas, teachers can transition from fear-based or reward-centric approaches to fostering a classroom atmosphere that inspires and engages both the mind and the heart.
Jane Newman has spent more than 25 years working in various teaching and leadership roles in primary schools and across the Early Childhood sector. In 2022 she became the proud Principal of Grovely State School leading the Montessori inspired school and with this came a great enthusiasm and energy for this way of learning.
Jane is a strong advocate for teacher and leader wellbeing and is passionate about working with people to grow and expand into the best, mentally fit versions of themselves. Having completed her Diploma in Montessori and coupled with her years of educational experience and leadership, Jane launched ‘New Core, learning starts within’ — providing training, coaching, and consultation to schools, early childhood settings and organisations to transform and maximise the functioning of their biggest assets — the people!
