THE EDUCATION FOR LIFE TEACHER

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The most important thing about an Education for LifeSchool is the Education for Life teacher. —J Donald Walters

True learning does not develop through the intellect, but through the heart.. The subtle transfer of magnetism that occurs between student and teacher makes a powerful and lasting influence on the child's life and a teacher's love and encouragement can be the motivating force in each child's growth.

Chosen primarily for their high level of personal integrity and ability to communicate with young people, the teacher is not only the implementer of the curriculum; in a real sense the teacher IS the curriculum, because it is by example that children learn most. Through creating a positive environment, through love and encouragement, prayer and visualization, teachers draw out the highest potential of each child.

The individuality and unique teaching style of each teacher is respected. Teachers are attuned to the methods and underlying goals of the Education for Life Curriculum, yet they are also encouraged to draw upon their own experience and creativity. Some have been influenced by the Waldorf method; some by Montessori or Reggio Emilio; and others by the IGE (Individually Guided Education) or other methodologies. Teachers are encouraged to draw from various traditions and to use what works! What they do share is a common-sense approach to education and an experiential approach to teaching character development.

EFL teachers are trained to appreciate that life itself is a school and the events that come our way offer a series of lessons that can lead to an ever-deepening sense of personal fulfillment and happiness. The primary goal of formal schooling thus becomes the development of the skills and attitudes that will help children take full advantage of these life-lessons.

In every instance, an EFL teacher will strive to help students discern whether their responses to new events produce an expansion or contraction of consciousness. Specifically, the teacher will guide students from reactions of fear toward courage, from judgment toward compassion, from sadness toward joy. In our school’s philosophy this directionality of attitude is referred to as Progressive Development.

While addressing all standard topics of modern education, the EFL curriculum is child-centered in the sense that the teacher looks primarily to the students’ readiness in determining the specific activities that will take place in the classroom. By knowing each student’s interests, talents, and potential, the teacher is able to present the lessons in a manner that maximizes student involvement and progress. Although teachers bring appropriate lesson plans to class, there is always a readiness to embrace and make use of whatever special experiences a particular day presents….an unexpected visitor, unusual weather, or a spontaneous incident from the playground.

Because a close relationship between each student and the teacher is essential, an environment must be created where that relationship can be developed and maintained. Only in a small group is this process possible. Therefore, at Dihika: Living Wisdom School, we limit our pupil / teacher ratio to 10:1. In preschool, this may be significantly lower.

I consider properly organized schools as gardens where infant souls are grown and nurtured. The gardeners should be well-selected and cooperated with by parents and the public. The teachers should never be neglected for they are moulders of the soul. The care and spiritual nourishment of the early life of a human plant usually determines its later development. — Paramhansa Yogananda

CHARACTERISTICS of an EFL TEACHER

- manifests stabilizing influence, providing a "safe harbor" that children can depend on in times of stress;
- works with students' energy;
- makes classes expansive, occasionally moving beyond the physical boundaries of the classroom.

Priya McDivitt with her charges