A Colourful Blank Canvas

As a teacher, I have often had parents comment that their child does not listen to them at home, or is very hyperactive, but he or she seems to sit and listen diligently at school. It is often the case that children will listen to their teacher more willfully than to their parents, and through the experience of having my own children, I concur. Every school and class teacher have a behaviour policy in place, in order for teachers to have consistency of rules and encourage positivity.  Children are aware of authoritative figures, and are concerned about the perception that their peers may have of them, and therefore, are careful to follow the rules.

Whether in the classroom or at home, a child focuses a lot better if their emotional needs are met and if they are given reflection time and guidance for their thought process.

As adults, we are aware of the importance of constructing sentences in a manner that produces the best outcome. Yet, due to our commitments, the process of word selection is not always given the importance it requires. Take for instance, a classroom setting of 30 students, 30 different personalities and different abilities. The teacher is working with a group of students for Literacy, and as most teachers can be fully tuned in to what is happening around the classroom at the same time as working with a group of students, she realises that Sam has just pulled Rita’s hair. The phrase the teacher uses to respond to the act in that moment, will have a different effect on Sam’s understanding of his action. She could either say:

“Sam, do not do that.” or

“Sam, do not hurt Rita!” or

“Sam, do not hurt Rita please. How do you think Rita felt when you hurt her? Would you like it if someone did that to you?”

The questions have been asked and although the group work has been interrupted, if this situation was not dealt with promptly and with clarity, it will likely re-occur. It often takes time to deal with a child’s emotional or social needs, but in order to teach a class of 20-30 students, for a teacher to be able to turn into a counsellor within a few seconds is a vital component for a child’s  growth. These 30 students are part of a larger world. At the moment, the classroom and home environment are their worlds.

Further explanation, critical analysis  and reflection carries on through to their thought processes beyond the immediate situation. Emotional and social intelligence is primarily learnt through such experiences, and can further be studied through a range of other educational mediums. Children do not have this knowledge and are often unable to introspect, hence our role in teaching them.

As a parent, I can understand and empathise with the challenges we have to overcome in this fast-paced world. Whether at home, or in a classroom setting, listening to a child’s emotional needs is the first requirement to gaining their trust and establish a positive relationship with them. Personalities differ and children need to be treated in a just, yet fair manner in which they are able to thrive in this world where time does not halt and many people are often too busy to really listen to them.

The child attains tranquility and clarity when they are given time to process their thoughts. Every day when I go into a classroom, I ask my students to visualise and meditate. Starting off with a blank canvas in our mind takes time to practice. The ability to create a world where the impossible becomes a possibility, is immeasurable. Time, well spent.