The staff farewell session on the last day is a fixture at every school I've worked in. The previous year was the same. One thread emerged as the speeches started to come in, and that was the message of kindness and acknowledgment. The "feel good" component was how benevolent and helpful everyone was, even though it was nice to recognise our peers who assisted us and shared expertise with us.
I started to consider the value of compassion in educational settings. Is that fair? What does that mean in reality? How does that appear in real life? Is being nice limited to softly speaking to everyone? Is it enough to care about someone while they are in front of you or in your class? Can we use kindness to assist our wards learn more effectively? Instilling kindness is crucial in the current environment and during these trying times, but it all starts with you. The best school in Indore can provide everything directly.
"There are always more effective methods to handle a matter than just criticism or ignorance."
Build a relationship by being kind.
Do we offer compassion to pupils who are struggling? Particularly after the class has moved on and they still don't understand the idea, or when they have forgotten their assignments, equipment, or other things. Yes, they must be taught discipline, but keep in mind that forgetting a few times is not significant in the grand scheme of things. Even if your child has a persistent behavioural problem, showing kindness in the midst of difficulty can frequently help them grow more empathic, even if they don't express it at the time.
Dr. Stanley Greenspan proposes in The Science of Floortime that when toddlers are empathised with, empathy frequently results. According to the Random Acts of Kindness (RAK) Foundation, the following are some immediate advantages of being kind to kids:
Higher social and emotional intelligence in test circumstances (e.g. self-control, decision-making, communication and problem-solving skills).
More optimistic perspectives about oneself and others (e.g. self-concept, self-esteem, pro-social attitudes toward aggression, and liking and feeling connected to school).
More virtuous social actions (e.g. daily behaviours related to getting along with and cooperating with others).
Less behavioural issues (e.g. aggression, disruptiveness).
Emotional suffering is not as intense (i.e. anxiety, depressive symptoms).
Higher academic performance (percentile points in the 11th to 17th range on student achievement test results) - (Durlak et al., 2011) .
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