In today’s fast-paced and ever-changing world, the role of teachers has evolved significantly. They are no longer just providers of knowledge but also play the crucial role of educators who shape the holistic development of their students. This dual responsibility has become more challenging in the face of increasing academic demands, societal pressures, and the growing recognition that future success hinges not only on what students know but also on their ability to adapt, collaborate, and manage their emotions.
As we prepare students for a future where competencies such as adaptability, emotional intelligence, and teamwork are paramount, the traditional focus on rote learning and knowledge acquisition is being re-evaluated. Educational research and real-world observations suggest that integrating mindfulness, emotional competencies, and stress management into the curriculum can significantly enhance both teachers’ and students’ lives. This approach not only boosts academic performance but also nurtures well-rounded individuals who are better equipped to navigate the complexities of life.
During the past week at Jump, we embarked on a journey that embodies the principles of teaching both ‘knowledge’ and ‘how to be humans.’ A delegation of teachers from Germany and Czechia united under our association’s banner to practice and learn tools aimed at improving their lives and those of their students.
On the first day, July 6, 2024, the course “Natural Born Teachers” was presented. This wasn’t just a passive presentation but a participative discussion about the current state of teaching. Teachers shared their challenges and feelings about the school and education systems. It quickly became clear that issues like work-life balance, bureaucracy, administrative work, and the unique challenges of the internet-born generation were taking a significant toll on teachers’ health and well-being.
Some participants spoke about their experiences with students facing difficult life situations, while others expressed the difficulty of pursuing personal life projects and activities after work hours. We realized that the physical, mental, and emotional effort invested in their work was not just impacting the teachers but also affecting the relationships around them.
The objective was clear: new tools needed to be implemented and boundaries set. Over the next two days, we explored emotional intelligence, mindfulness, and outdoor education in a practical, hands-on way.
Reflections from the sessions included insights like, “showing our vulnerability to students can encourage them to do the same,” “recognizing and understanding emotions can help us use them rather than being used by them,” and “non-formal and outdoor education are great ways to engage students in lesson planning, share responsibilities with them, and limit the organizational burden on teachers.”
Overall, it became evident that teachers are not just conduits of knowledge tasked with filling empty vessels—students—but complex human beings with thoughts, emotions, and personal experiences. These elements can significantly contribute to the educational process, helping students grow as individuals rather than merely memorizing information.
Sometimes, we must remember that we are human beings before assuming any role. Whenever we feel constrained by these roles, it’s not the time to make ourselves smaller but to expand and let our complex selves shine. As full individuals, we have more resources and tools at our disposal than we do when playing stereotypical roles.
Let out your greatness! Help your students do the same.
Bibliography:
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion.
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Neff, K. (2011). Self-Compassion: The Proven Power of Being Kind to Yourself. William Morrow.
Brown, B. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Gotham Books.
Web References:
Mindful Schools. (n.d.). Why Mindfulness? Retrieved from https://www.mindfulschools.org/about-mindfulness/why-mindfulness/
CASEL. (2023). What is SEL? Retrieved from https://casel.org/what-is-sel/
Greater Good Science Center. (2021). Mindfulness in Education. Retrieved from https://greatergood.berkeley.edu/mindfulness_in_education
Edutopia. (2019). How to Integrate Social-Emotional Learning into Academics. Retrieved from https://www.edutopia.org/article/how-integrate-social-emotional-learning-academics
Author: Giuseppe Perrotti – JUMP Trainer
