WELLBEING
What exactly is spirituality?
with the hearts of our young people, growing the minds time for transition into and out of class. Ms Weaver
of our students. These young people will inherit a very explained: “Beginning a class with a playful activity
complex planet, and they often spend more time with or a moment of silence to help them become present,
teachers than any other adults in their lives. Also, as the to process what has just happened in the hallway, to
structures of culture have changed, students experience engage their bodies. This can help students awaken
less stability in the home and in their communities. their brains and feel ready to learn.”
“Teachers are a wonderful potential source of Ms Kessler tells me that students yearn for a
connection for students. What if every student felt really curriculum that invites them to share what matters most
truly known by at least one teacher in the school? Think to them. Such learning comes alive with connections
of how that would truly change their lives. But in order that bring meaning, higher order thinking skills and
to do this, we need to take other pressures off teachers, motivation.
so that they don’t continually feel they are being asked She believes that the four most important qualities
to do more and more with less and less support.” are compassionate discipline, being present, emotional
Ms Weaver also warns that our collective failure range, and an open heart, all of which combine to evoke
to provide strong role models could have long-term the “teaching presence” in the classroom. What is a
ramifications both personally and in society, and feels teaching presence, then? It is that aspect of teaching that
that we have to wake up and recognise the crucial role goes beyond curriculum and technique.
of the teacher as a mentor. This is something that Prof King fully supports.
She added: “When students don’t find real-life heroes She says that children emulate and respond to passion
and mentors, they search them out in the media and in and commitment, and that teaching must be personal,
their peer communities. They often find these cultural interactive and proactive to reach the parts of kids that
heroes espousing the values of consumerism. Our culture will inspire them to dig deeper.
needs to re-invent our relationship to teachers, for whether By making subtle mind shifts, and engaging in
we like it or not, they are mentors for our students.” teaching practices that open the hearts and minds of
It is fair to say that overburdened teachers may not our students, an interest in learning can be renewed
welcome the responsibility of awakening the souls and and students develop the compassion, understanding
minds of their pupils. However, the techniques that and basic humanity that encourages them to become
PassageWorks teaches tend to benefit both teacher and members of a sound and healthy community.
pupil, and the stronger relationship that evolves aims to Opening up a student to what lies around and within
make teaching easier and more satisfying. them is a unique tool that can be used for multifarious
PassageWorks helps teachers to offer students ends, and which can help to ensure the happiness,
practices that support their search for meaning, purpose, wellbeing and success of all involved. Opening their
self-knowledge and the longing for relevance through mind to something other than a computer screen or a
a variety of means, including deep-listening and textbook may also bring the hope and belief they need
authentic speaking practices, the inclusion of silence, to press on in positive directions. SecEd
the use of reflective focusing activities to support
students’ learning readiness, the cultivation of reflective • Karen Sullivan is a psychologist, childcare expert
practice through journals and art, the inclusion of “big and author.
questions” in the classroom, and the exploration of
themes relevant to students’ lives.
Further information
What is more, they acknowledge that students need www.passageworks.org
Headteacher's
PA of the Year
Awards 2009
etc). There are certainly other factors – stress, isolation, Feeling compelled to “hide” and unable to connect on
grief, pressure from school and parents, and socio- a genuine level can not only be dispiriting, but it can
economic factors, for example, which can lead to self- compromise a child’s development, as they learn to
An opportunity to recognise and celebrate the people
destructive choices, but we feel these all emerge from suppress their own unique characteristics in order to fit
the deep sense of disconnection students feel.” in, and to ignore their own interests, enthusiasms and
who are at the heart of a successful school
Adolescence is a period in which children are concerns for fear of being different.
constantly evolving and changing – experimenting This is one thing that PassageWorks sets out to
One of the most vital jobs performed in
with their identities according to their influences, as change. Ms Weaver says that one of the keys to
any secondary school is that of the PA to
encouraging connection and a sense of spirituality in
the headteacher. The PA is invariably the
kids is through the creation of caring communities,
confidante of the head and a key link with the
‘
where it is safe and appropriate for students to drop
Teachers are a
staffroom, the governors, parents and pupils. Good PAs are
their masks. They believe that when young people
are supported through vulnerable transition times, and
an invaluable asset and few schools can operate efficiently or
acknowledged by caring peers and adults, they are more
effectively without them.
wonderful potential
able to constructively move through major identity
shifts, and discover new capacities and insights.
In acknowledgement of this essential and important role,
source of connection Ms Weaver continued: “We invite students to
SecEd is proud to organise for the fourth year running, in
develop a sense of what they value so that they can
association with the DCSF International School Award,
for students. What if
understand when the choices they are making are which is managed by the British Council, the SecEd
actually sabotaging what they most long for. In the Headteacher's PA of the Year Awards 2009, which will
every student felt really
presence of their peers and a mentor/teacher, students celebrate the achievements and success of the modern
are invited to share these values, hopes, dreams and
headteacher's PA.
truly known by at least
questions.”
There is plenty of evidence, too, that getting the
Only personal assistants to the headteacher of a
emotional and spiritual side of children’s lives sorted
one teacher in the
secondary school, state or independent, may be
is paramount to academic success. Ms Weaver sees
entered. Nominations will only be accepted by the
academic and social-emotional learning goals as
school? Think of how
“integral”. She added: “When students are engaged in
head or deputy head. To enter, a statement
school on a social and emotional level, they are more
of not more than 700 words must be
open and available to learning – brain research and
written, explaining why the
that would truly
learning theory acknowledges this connection between
nominated PA deserves
emotions, engagement and learning.”
the award.
change their lives
the responsibilities, freedoms, and challenges
’
This is a process that starts with the teachers,
and herein lies a considerable problem. Today, many
Nominations should be
teachers have lost their zest for teaching through petty
sent to Pete Henshaw by
bureaucracy, unruly and disaffected students, exorbitant
no later than October 1, 2009.
of early expectations, a confined curriculum, league tables and
For information and guidance for
adulthood begin. Too often these moments of transition general stress, to mention just a few factors.
nominators is also available.
are ignored, trivialised or feared by adults, and youths Something has to shift before teachers can be
Email pete.h@markallengroup.com,
are left to their own resources, creating “initiation” rites, fulfilled, relaxed and, indeed, connected enough to
which often involve risky and dangerous behaviours. touch beneath the surface of their students, and find
write to SecEd, MA Education, St. Jude's
Many kids, too, adopt a “social mask”, without ways to build meaningful relationships with them.
Church, Dulwich Road, London, SE24 0PB
which they feel unsafe. However, this mask may, in “Teachers are the heroes of our communities,” Ms
or visit www.sec-ed.co.uk
fact, not be remotely relevant to the person behind it. Weaver said. “They are the ones in the trenches working
pa 2009.indd 1 23/3/09 15:49:07
SecEd • June 25 2009 9
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