Table of Contents (Book Length - 124 pages)
Section 1: The Idea
Section 2: Laying the Foundation
Section 3: The Lesson
Section 4: Creativity
Section 5: Materials and Ideas for In-Depth Work
Section 6: Additional Material for Teachers
Section 7: Alumni Perspectives
Section 8: Comments from Teachers
Section 9: The Journals
Excerpts from various sections follow
Introduction
The information in this book is presented primarily as a guide for teachers of children ages 5 to 12. Yet, it is meaningful for anyone who has ever struggled with a challenge or felt ashamed by a lack of understanding in any aspect of his or her learning. It addresses the inner dialogue of negative comparison that can take hold when ranking one’s own learning progress in a harsh and comparative tone. It can act as an inoculation or antidote to the sometimes thoughtless and hurtful comments of classmates. It can lead to a natural confidence that is underpinned by a realistic and honest understanding of one’s own gifts and challenges. The “lessons” in this journal were inspired by the idea that there must be a way to better protect the child’s right to learn at the speed and in the style that is most suited to each. In tandem with this thought is the emotional climate of the classroom as a whole must be strengthened so that it is an encouraging atmosphere for everyone. To me, this meant dramatically re-educating and awakening the sensitivity of all my students. It is my hope that these practices will not only make many classrooms safer places to learn, but as the children themselves absorb these ideas, they will ultimately become the guardians of their own emotional safety as they continue learning throughout their lives.
Section 1: The Idea ~ The Vision for Gifts and Challenges
The essence of this lesson has to do with revealing to children the simple insights needed for self- understanding and self- acceptance as learners. The vision is to make our classroom communities a safe place to be “in the process of learning.” The program is designed to foster natural confidence in all students, at all levels of ability, while they are on their way to becoming their true best selves. Begun in a working Montessori classroom in 1998, the ideas were inspired by the children themselves. The project has continued to evolve over the years with the input of both children and teachers. This lesson is a way into the heart of how children can begin to think of themselves as powerful learners, whether they are doing an activity that comes naturally or struggling to understand and perform a difficult task. It is a set of basic ideas about what is common for all human beings in the exploration of their own education. In this approach, education does not merely include the academic subjects but also encompasses creativity, kinesthetic abilities, people skills, virtues, and the world of nature.
Section 2: Laying the Foundation
In order to create a safe place for sharing feelings and being honest about our own gifts and challenges, a short series of lessons and talks is introduced at the beginning of the year. This will establish emotional literacy and build an atmosphere of mutual respect in the classroom community. The ideas in this section are an integral part of most Montessori classrooms. They are included here for use as a possible blueprint for those classrooms which have not already established these kinds of systems. The following “emotional literacy” tools are essential. They are presented here in hopes that these or similar ground rules will be firmly in place before introducing the Gifts and Challenges lesson. A framework such as this will give the lesson the best chance for remaining a positive on-going contribution to the emotional safety of your classroom.
Tools for Creating Emotional Safety in the Classroom ~ Feelings Vocabulary
At the beginning of the school year, it is essential to establish a common emotional vocabulary for the students to begin utilizing as they communicate during class meetings, problem solving, and in their daily conversations.
Section 3: The Importance of Acknowledging Gifts
Teachers need to know how to fully acknowledge their own and other’s gifts. To teach oneself and our students how to be thrilled by another’s abilities and accomplishments is a worthy and challenging endeavor. The idea is to be in admiration and support of others on their personal learning journey, while giving that same attention and consideration to ourselves. Underlying this task, is the unspoken fear that we are not enough as we are and that others are “more” in some unapproachable way. Hopefully, this work will shed light on the real truth of who we all are as humans—which is unique, valuable, and essential.
Emotional largesse comes out of natural confidence. This confidence comes from the deep understanding of one’s own unshakable “all- rightness” wherever one is in the learning process.
As the children begin to discover what their own personal gifts and challenges are, they are given a more realistic view of themselves. This balanced perspective allows for the development of natural confidence and true humility versus the extremes of over-confidence or self-doubt. From this balanced place, children can see and delight in their own wonderful gifts as well as take pleasure in the shining abilities of others.
Section 6: Additional Material for Teachers
One of the most important aspects of this process is the uninterrupted time component. The children need the reassurance that they will have the freedom to not only choose what they are going to do but that they will have ample time in which to explore and practice their Gifts. We teachers and parents are often tempted to orchestrate or manage time and activities, since that is such an integral and often necessary part of our job as their guides. However, it is a very powerful and moving moment when you witness the visible sigh of relief as it truly registers with the children that they will certainly have more than enough time to do what they love and what they are good at!
We teachers and parents are often tempted to orchestrate or manage time and activities, since that is such an integral and often necessary part of our job as their guides. However, it is a very powerful and moving moment when you witness the visible sigh of relief as it truly registers with the children that they will certainly have more than enough time to do what they love and what they are good at!
Section 6: Additional Material for Teachers
Gifts and Challenges and the Subject of Bullying
Although Gifts and Challenges did not come about as a potential aid to address the problem of bullying, there are many benefits inherent in the program which strengthen the abilities of all students by helping them to understand and deal with this issue.
Once children have a clear understanding of their own gifts and challenges and the commonality involved in this idea; it creates a more level playing field when students think about themselves in relation to each other. Working with Gifts and Challenges builds confidence and compassion through an increased understanding of what it is each student has to offer, what each student has to improve, and the knowledge that everyone has equal value. With this confidence instilled at an early age, it follows that children may be less vulnerable to taunts regarding abilities or skills, and that their general emotional resilience has the potential to be quite strong. With the compassion learned from being a support to someone facing a challenge, or from receiving such support, children can then generalize that understanding to anyone else who has a challenge versus distancing them as objects of contempt.
The incidence of bullying in the classroom will be greatly reduced or eliminated because the erroneous thinking inherent in bullying will be exposed early and be more obvious to children with this kind of training. Inoculated with this basic, yet powerful information, students’ ability to assert themselves during verbal confrontations, and to mentally defend themselves from the after effects of put downs or teasing, is greatly enhanced.
The actual experience of exercising your gifts in the company of admiring students or teachers, and coupled with practicing your challenges with a supportive friend, makes for an emotionally balanced classroom atmosphere. In this approach, no one is hiding with festering negative self-talk regarding their challenges. At the same time, one-upmanship regarding one’s gifts is not given room to breed as it is obviously based on the false premise that there are only a select few who are valued.
Section 7: Alumni Perspectives
The question came up as to whether former students would have any recollection of doing the Gifts and Challenges program. We wondered whether they might be using some of these ideas in their lives if they did recall it, and what they might be willing to share. Questionnaires were created for those who are now young adults as well as for some of the young teenagers. Following are excerpts from their responses:
Gaby, 13
It made me feel like there was something to take care of but also reminded me that no one is perfect and that I didn’t need to waste my time trying to fix idiosyncrasies that are just part of my personality.
… it helps identify my challenges and helps me overcome them. It also reminds me that you are who you are you can’t change anything about that and you’re still going to be yourself whether people like it or not.
Natalie, 14
I remember one year I was teaching a couple people how to draw a horse and they were so intent on what I was saying and what I was drawing that it made me feel really good that I was helping someone with one of their challenges.
This is a little saying that I thought of that I like to use.
“A challenge is a gift not yet discovered.”
Section 8: Comments from Teachers
Julie Macdonald, First and Second Grade
It is through the process of reflecting upon our own individualism that we begin to understand our purpose, as well as our vulnerabilities. “Gifts and Challenges” is a platform that begins this process with students at a very young age, a process that we, as adults, often struggle with.
In using this program in my own first and second grade classroom, I have watched students as they listen to teachers verbalize their own gifts and challenges. This is an enlightening process for students as they see that it’s all right to admit what’s difficult and ask for help to reach one’s goals. The converse is that they become highly engaged as they practice their gifts, losing themselves in the work that is whole heartedly part of who they are.
“Gifts and Challenges” models the lives of individuals within a larger society. Students begin to come to the realization that we are all interdependent. We may not be good at everything, but we are born with inherent abilities that are the tools for our life’s work. People within a thriving community support each other’s endeavors, use their own strengths for the betterment of themselves and society, and seek the gifts of others when needed. The same thing can happen in a classroom through the implementation of this program.