Hannah Whitall Smith, mother to seven, speaker, suffragist, and author, wrote The Christian’s Secret of a Happy Life in 1875. I found her timeless wisdom to be refreshing, challenging, and grounding to my soul that teetered on the fulcrum between the eras of modernism and postmodernism.
We are shaped by the ideas that are seeded in us and the relational air that we breathe. And we are continuously exhaling ideas and relational air which those around us will inhale. The question is “What’s in the air?”
How do we inspire and support a sense of caring, duty, thankfulness, and sacrifice? How are the influences of our modern world misdirecting our youth? As a teacher and a parent I have to ask myself, “How am I contributing to the problem?”
In education, as in every human endeavor, there exists the possibility of erring to the left and erring to the right. We live in an age in which the responsibility of adults to be intentional and diligent in the formation of children’s habits is largely forgotten.
For us and our students, the element of beauty, order, offering one’s best, the achievement of accuracy, respect for others as they view or use the work, perseverance, joy in accomplishing something of quality and durability, and other similar benefits are seen in doing quality work. To develop this habit, it is important that we hold high expectations for our children’s work.
Fondly do we consider the two presidents whom we honor this month. As young men, both were brash. But they allowed life to season them, and being humbled, they became humble. And, by the end, worthy of admiration.
The brain is plastic. It molds, changes as we learn. Though lacking the benefits of modern technology, one hundred years ahead of her time, Charlotte Mason recognized the importance of neuroplasticity.
As an Ambleside teacher, we often discuss our “paradigm shift’ – from textbooks, grades, and stickers to “living books,” “narrations,” and “habits.” It’s difficult, for many of us. We’re not just learning about a method of education; we’re learning again how to learn.
When a child whose relational guidance system is malformed, such that he doesn’t recognize certain behaviors as being inappropriate or hurtful, it is important to make the distinction between two different kinds of disobedience: Defiant Disobedience and Supra-conscious Disobedience.
As an Ambleside teacher, we often discuss our “paradigm shift’ – from textbooks, grades, and stickers to “living books,” “narrations,” and “habits.” It’s difficult, for many of us. We’re not just learning about a method of education; we’re learning again how to learn.
