Patricia Jennings: “Education for Peace”

Resumen realizado por Meisy Llobenes 

Affiliation system

How we feel connected to one another, it’s one of our survival systems. We wouldn’t survive if we were not connected between each other. 

At schools we could use this system to help them flourish.

When we feel that we belong we feel seen for who we really are.

Belonging means given opportunities to make valuable contributions to our community and there feel recognized

Honoring all the value of diverse facets of humanity

Recognize the value in diversity the importance of bringing light to our uniqueness. 

Not try to make our children fit into certain box, instead open them the door to free themselves and actually be who they are meant to be

It is important to distinguish when do we activate the systems in which context and for which matter because they could be an obstacle for us. 

  1. Threat response: survival system. When we are physically threatened this system provides us extra energy to cope with it. In education system we use threat as a strategy 
  2. The drive system: be creative, build something new, it motivates us to make something unique 
  3. The affiliation system: the soft skills. They are survival skills, we do need them to be increased and more present at school. This one helps keeping the brain on task

Stress conspires against developing a healthy self-emotional regulation 

Children nowadays are under adverse and high stress situations due to family crisis and they respond with stress, feel threatened, don’t work well at school, they are aggressive. They develop this aggressive “disorder” They don’t feel safe and have an affiliation disorder. Children need to learn to trust, to feel connected and calm down there they can focus and pay attention 

Students come to schools and rather than getting what they need that is belonging to a community that really listens to them and includes them for what they are we try to place them in a box

As a school we can create safe places, places where they can feel connected and they can actually learn something. 

Attentional and emotional demands for teachers: 

When teachers gets stressed out they misperceive what is actually happening in the class. They can have a difficult time in getting the right perspective. Some children when they feel threatened they just freeze, some do a fight response externalizing what they feel 

Teaching is one of the most difficult professions: we have to make many decisions in an environment that we cannot leave which sets our minds under stress

That’s why teachers social emotional competence to improve child outcomes 

Classroom management and teaching social emotions skills to students plays a strong part in developing the best environment for learning to happen.

Jennings “I feel surprised that we never did anything about this” 

Burn out cascade: demands-emotional exhaustion-teacher reactivity-classroom disruption (this is a circular model)

When teachers are depressed the classroom organization is poor, her response to students is poor. Stress in teachers is contagious amongst teachers. 

Mindfulness and self-compassion in teachers generates a better environment for learning. 

As an adult our emotions are powerful and our positive emotions are also contagious and if we could be more aware of how we are feeling and how that affects our students, we should use it as a way to engage our students and make them feel safe and connected to learn

Altruism in teachers: is not about the money, it’s about their commitment with the love for the children and giving them their best. If we could engage teachers back again into their passion and this altruism competence they would feel driven again. 

“Cultivating awareness and resilience in education” 

Program “Care”

Self-care is a necessity for teachers. For us to demand these skills we have to care for ourselves

When they are feeling stressed this interferes with their perspective, when they see this happening they can make a decision which is more aligned with what is really happening instead of what they feel it is happening. This is developing self-care and understanding our reactivity and transform it. It means teachers would work in their self-regulation. Bringing consciousness to what they are feeling that is why they need a spiritual. A Practice to feel supported and safe. 

Catalyze: New program she is developing: Making “Care” for teachers and “PSE” for students. 

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