Peer through the doors of any early childhood classroom and what do we truthfully observe when we watch the classroom day unfold. At a glance we see the teacher and the students interacting and going about the routines of the day - an insight into their behaviours and how they physically move, yet do we consider the depth of these relationships and how this supports their learning? We may get a glimpse into the children’s innate essence of who they are and what they bring that is nurtured through their every movement and expression.
When we discuss behaviour within the context of classroom settings, we often focus on how children act, how they are listening, how they follow instructions and how well they can stay focussed on the task at hand. Our observations are often judgements of how they are complying compared to what is expected (their behaviour), yet have we connected to how they feel and what they offer in their expression that then supports how they learn within any classroom context and thus impact on their behaviour?
Can we possibly consider allowing the unfolding of the essence rather than managing the movements?
As teachers we often go to behaviour management strategies as a means of managing the movements of our students that don’t comply with the classroom expectations. Teachers are encouraged to respond to the observations of these behaviours with consequences rather than allowing the space to discern why they are moving in that manner and how this is impacting on the quality of their essence and expression with others.
So, what does it mean to discern? How often do we truly observe the quality in which our students are expressing? Is it a quality that the child naturally has in their expression and how they are learning with those around them? When we discern, we take notice of another level of awareness where we see beyond the physical and connect to the precious essence that lies within us all. This quality may look and express differently from that of our peers but it is the glue that binds us together in our uniqueness and strength when used to support one another.
What would it look like if we used this quality in our reflection with each other? The classroom space could be a place that supports each student and teacher in unfolding their essence. By observing and reflecting the moments where challenging movements are felt, we are appreciating the unfolding and the honouring of each other and our collective imperfections. Allowing the space in the classroom to come together to express these movements highlights the importance of understanding how they impact on our essence. This is a collective understanding that holds all responsible for their own reflections and the possibility to change what no longer supports.
When we become aware of the power of our movements, we become aware of how we support the unfolding of our innate essence.
THE EFFECTS OF PHYSICAL EXPRESSION ON VERBAL EXPRESSION
Take a typical scenario of a child not listening in class and being given reminders for their ‘behaviour,’ a movement that is not in line with the expectations set up for the classroom. As teachers we can pull out a million and one strategies to ‘manage’ the behaviour in order for it to not escalate and interrupt the other students, yet have we stopped to observe how the child is feeling that has led to this movement and then to the disruptive expression?
What are the build-ups of physical movements in the day that have led to the body moving in disharmony that then impacts the classroom and those working within it?
These movements reflect that there is a tension, an underlying unease that is not with the flow of their natural physical expression. As teachers we have the opportunity to discern these movements and gather an understanding of how they are far removed from the expression of the child’s true potential. Could we consider asking them to share these feelings and identify how their movements have changed in the day impacting on themselves and others? This would ask the child to become aware and accountable rather than judging and communicating a ‘fix it’ model of consequences.
When we offer this level of communication and transparency, our students are being met in their levels of tension and offered a moment to reflect back to their true essence. They are given a choice to review what truly supports the quality within themselves that then impacts the quality of expression they offer outwardly to another.
So herein lies the question: why are we not questioning in this way?
Our essence put simply is the quality that resides in us all. A quality that holds an expression that is true to our movements that work in harmony with another’s movements.
As teachers our purpose is to allow and support the unfolding of the essence.
Our essence is our inner revelations of who we are. It holds the depth that has no need for improvement or modification as its quality holds equality in its offering.
OBSERVING ESSENCE OR OVERRIDING ESSENCE
Our essence is our inner quality that varies in its expression yet is equal in its depth. In contrast education continues to drive the ‘push and produce model’ of individualism. This model’s version of success is based on the need to change and override what needs no ‘fixing’. As teachers we too can be part of this tension and feel the expectations that can impact on our movements and expression. Behaviour Management strategies are often brought in as a ‘control’ mode and a safe option to take the lead yet have we stopped to consider how we override our essence instead of using it purposefully to observe and support ourselves and others.
APPRECIATING OR MANAGING MOVEMENTS
How do we nurture children to appreciate their essence when the behaviour management system follows an approach to manage movements that don’t follow the norm? There is no teacher that has not had their ‘run of the mill bad days’. How often do we allow the opportunity to regularly value the need to observe and appreciate that uncooperative behaviours are coming from disconnection from our or their essence and hence leads to a quality of the behaviour that is unsupportive rather than serving the all?
As teachers when we have a greater understanding of our own essence, we are able to understand the child’s essence. Taking every opportunity in our classroom teaching to understand that the child’s essence is valued is the core to building relationships that honour and support their peers and teachers.
When we offer our students relationships that are based on our quality of care, we then receive the essence back from the child. As teachers we then offer a natural holding of the other in their own expression that comes from within. We are thereafter making a choice to confirm children in their essence rather than ‘fixing’ the uncooperative behaviour. This is the simple key we can choose to support the unfolding of the essence instead of managing the movements.