Every time we get angry at a parent, student, policy, or the union, we are affirming that we want more of it even though our conscious mind is repelled.
Author Louise Hay once had a teacher who told her she could never dance because she was too tall. My gr.5/6 teacher told my parents I could never go to university. In both cases, we were guided by these negative affirmations that delayed or impeded our goals.
Our students know when we are happy and when we are stressed, indifferent, angry, or tired, this comes across loud and clear especially to behaviour problem students. I had a Principal once who did not have children but had dogs; she was a dog lover always making dog analogies for students. It was a bit much but one thing was true, dogs behave adorably around us when they sense we are calm and happy and if they sense fear and stress they will harass us. So that Principal’s analogies sometimes were relevant and helpful.
My favorite show of all time is Lost. The show was about an island mysterious by it’s magnetism. So it is with affirmations. They are mysterious. In our lifetime, we may never will fully understand them. But by just realizing the fact that consciousness is made of energy + the fact we already know that energy includes electricity and magnetism, we become open to infinite positive possibilities.
I want to share my ideas about affirmations in the life of a teacher with you. Love, joy, peace, and a sense of well being in our schools is the future and it has begun. We can change our classrooms for the better. Our thoughts are the tools towards this. An affirmation is anything you say or think. Positive patterns of affirmations bring about positive change. All we have to do is take responsibility. How many times have we talked about responsibility in regards to students. Every word and every thought we have create our classrooms. Our ability to create the best classroom is hindered by negative thoughts which are very tempting to have when we have stress in the classroom. But every time we get angry at a parent, student, policy, or the union, we are affirming that we want more of it even though our conscious mind is repelled.
Negative affirmations often win out because they are habitual. I spent a few years doing affirmations only once a year and with less feeling then my negative affirmations and sometimes I would go several days without saying any affirmations. This led to the opposite of what I wanted happening. We need to understand that our students don’t want to misbehave or fail an exam but they give off that impression if we do not consider the negative affirmations that are going on in their mind day in and day out.
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About the Book
This book is about affirmation-based pedagogy and affirmation literacy. Affirmation/Mindfulness based pedagogy for learner-centered teaching can make a difference in the lives of our students and our children. Mindful communication is the key to building insight and professionalism when modeling behaviour to students and colleagues. This book offers appropriate self-awareness and communication skills development and understanding of thinking patterns to develop goal-orientation and insight-orientation strategies. These strategies can enhance understanding of what it means to be successful by analyzing both psychological and sociological theories on approaches to the significance/influence of mental health on overall well-being. Students can develop strategies to consider constructive options that effectively solve problems in daily life. This book offers appropriate self-awareness and communication skills development and information on affirmations in general. By programming ourselves to be more positive in and out of the class so to our students will develop emotional and cognitive awareness and understanding; bodily awareness and coordination and interpersonal awareness.
About the Author
Rob D’Alessio began teaching for the Catholic District School Board of Eastern Ontario in 2001. He currently teaches high school full time at St. Thomas Aquinas Catholic High School in Russell, Ontario and teaches at Algonquin College in Ottawa part time. He tutors and teaches on line courses on the side as well. In 2010, Rob designed and taught a course for grade twelve students, the first of its kind: IDC4O: Interdisciplinary Studies- Mindful Healthy Living and is currently teaching this course. He has presented at workshops on affirmation-based pedagogy, affirmation literacy, "affirmation novenas" (which is the title of his next book), team building, "home-stretch resilience" and classroom websites. He serves on his local and provincial professional development committees and staffing committee for the Ontario English Catholic Teachers Association. He has been a differentiated instruction coach at his school. Rob is available for PD workshops. Rob is known as an exemplary teacher for his diverse and engaging teaching style, his contributions to affirmation-based pedagogy, and, most importantly, his commitment to his students. He helps plan and presents presenting at the "Educating for the Common Good" Conference in Toronto. See www.facebook.com/affirmationliteracy