Creating a learning culture where the teacher moves from being the source of all knowledge to the point where children define more of their own learning goals and process. Teachers become facilitators. Classroom hierarchy flattens, communication is based on trust and honesty. Everyone in the class, no matter what their ability, is able to learn at their pace and level.
If we ask teachers this question, “what are your long term goals for the students in your class?” there is such a wide scope of responses we could hear: wishing for independence, kindness, community, communication, respect for each other, happiness, creativity, fun, playing, peace and much more besides.
These factors very often have little to do with actual academic subjects. You don’t often hear a teacher saying, “I wish my kids would all know the periodic table when they leave school”. Teachers are aware that their job is more than just teaching information, and that it is a lot about helping to shape people of the future. What teachers would like to do, and what they have to do doesn’t match up. Herein lies the fundamental chasm between what teachers want to be and what they have to do. It affects how they organise their classroom and communicate with their children. It affects how they teach, and how aligned they can be with themselves in the process.
The purpose of bringing the Human Potential Assessment into a school and the coaching that goes with it, is to help the teachers bring about the alignment of teacher being-ness and doing-ness. Why would this help? In creating space for this dialogue by helping teachers let go of control, judgement, open to conversation or be willing to play – we help teachers realise more of their potential in the class, we help them close the gap between what they do and what they would like to do.