I recently wrote this paper as a review of the literature associated with teacher stress & wellbeing, see for yourself the implications.
Coaching In Education
Coaching has been growing in the corporate business sector for some time and is finally making its way into education. AITSL, has put together an overview of coaching and the benefits it can have for educators. CLICK HERE to see this paper.
Christian van Nieuwerburgh, a leader in the field of coaching in education says educational leaders need to be “lead learners” (2012). This involves educational leaders to have the skills to know when to support someone through non-directive coaching as opposed to a more directive approach. This shift in approach requires new methods in professional development. Researchers are calling for professional development programs for mentors in order to improve the mentoring ability and support teachers as learners (Hudson & Hudson, 2010).
Jim Knight, the founder of instructional coaching for teachers, goes further to say that professional development needs to move away from lecture style presentations and move more towards one-on-one coaching (2012). This is where the role of the mentor using a coach approach can be of most benefit to the pre-service teacher. Instructional coaching uses tools in modeling best practice, observing teaching practice, collecting data from lessons and establishing collaborative dialogue between professionals. The results of schools who use instructional coaches have seen improvements in teacher performance as well as student achievement (2007).
Suzy Green, founder of the Positivity Institute in Sydney shares in an article how evidence-based coaching studies have shown how both youth and adults can shift from languishing to a potentially flourishing state of wellbeing as a result of specific coaching programs. The strategies used to do this include solution-focussed and cognitivie-behavioural approaches as well as structured coaching frameworks ( Green, Oades, Robinson, 2012).
Mindfulness in Education
More and more evidence is showing how mindfulness education can support and improve teacher wellbeing. Extensive work in the UK with Mindfulness in Schools Project is giving evidence based programs on how we can be mindful, teach mindfully and teach mindfulness.
To download the paper discussing the evidence of mindfulness in education & benefits for teacher, CLICK HERE.
Positive Psychology & Education
Geelong Grammar have been leading the way in Positive Education for some time and continue to do so.
Here are is a LINK to some extensive research they have conducted and summarised.
Emotional Intelligence In Education
- Increased EQ skills reduce discipline problems (Doyle) with better class interactions
- Improved EQ skills increase ‘on task’ behaviour (Rosenfield) providing purpose and direction
- People in good moods are better at inductive reasoning and creative problem solving (Salovey et al)
- EQ is directly related to academic success ( Jensen)
- EQ shapes up to 70-80% of success moreso than IQ (Corrie)
- The basic unit of human memory is information in context plus feeling (Elias)
Download these EQ papers?
- The Case for Emotional Intelligence in schools – produced by 6 seconds, an international EQ network
- Emotional Intelligence at work – produced by Langley Group
Hear directly from leaders in the field;
- Christian van Nieuwerburgh – Coaching In Education
- Jim Knight – what good coaches do
- Jim Knight – Instructional coaching
- Suzy Green – Positive Education
- Geelong Grammar – A series of simple research papers about Positive Education
There is not separation of mind and emotions; emotions, thinking and learning are all linked (Jenson)
Deficits in EQ skills have been linked to alcohol and tobacco use anxiety and depression, (Zeman 2002)
Children who can express their emotions effectively, both verbally and nonverbally, tend to adhere well to society’s rules and norms for communicating how they feel (Saarni, 1999)
Teachers who have difficulty regulating their emotions (and their classrooms) tend to have students who experience more negative emotions in class (e.g., sadness, shame, and guilt).( Sutton,2003)
Emotional skills training for teachers can create a more stable, supportive, and productive learning environment – one that encourages positive social interaction, active engagement, and academic achievement among students (Brackett and Katulak 2006)
People high in EQ will build real social fabric within an organization, and between an organization and those it serves, whereas those low in EI may tend to create problems for the organization through their individual behaviours.(Mayer & Caruso).
Initiatives to integrate Social-Emotioanl Learning programs into schools should provide training in these skills to both teachers and administrators in addition to students. (Bracket, Alister, Wolfe, Katulak, Fale, 2007)
The Six Second Model for EQ in Schools
Six Seconds is a global organization led by Anabel L. Jensen, Ph.D., Joshua Freedman, and Marsha Rideout helping all people learn the skills of emotional intelligence so businesses, schools, and people thrive. Six seconds have set out ten criteria for integrating EQ in order to facilitate a positive school environment. They suggest that if you look at any school’s mission statement, you will see that emotional growth, competence, and wellness are implicitly a part of the school’s purpose. There will also be a message about lifelong learning, pursuit of excellence, nurturing of citizens, or development of the future generations. The challenge schools often face is, “How do those ideals get translated into action?” As part of Six Seconds work to infuse emotional intelligence, into comprehensive school reform, they have identified several practices.
- Making time for emotions and the development of social and emotional skills.
- Listening to what is said and what is not said.
- Creating many choices and honouring the many ways that people contribute.
- Sharing power and decision making.
- Pursuing specific and actionable objectives that lead toward a noble goal.
- Resolving conflicts promptly, respectfully, and in person, starting with forgiveness.
- Celebrating the community, learning, and time together; serving within and around the school community.
- Setting high expectations for yourself and others while pursuing excellence.
- Learning by doing, playing, exploring, and sharing.
- Reflecting and assessing thoughts, feelings, and actions.
Further information about Emotional Intelligence click HERE