GED 501 - Transforming Teaching & Learning Through Mindfulness and Restorative Practices

This course was developed based on the premise that educators and students want to be part of a learning community where students feel:

• focused and relaxed.
• connected and respected.
• engaged, curious and excited to learn.
• safe to take risks and speak authentically.
• supported to begin again after failure.
• challenged and willing to stretch their abilities.

In this course we will explore mindfulness and restorative approaches as foundational and interdependent practices central to developing this kind of vital learning community. Online material and assignments will challenge participants to not only become fluent in the principles, science and research that support them, but also examine how their own belief systems, biases and identities influence their teaching or leading. Emphasis is placed on each student’s unique teaching/leading styles, providing structure, resources and individualized support for the tricky, often challenging work of education while building community and attending to the social and emotional needs of students and staff. Finally, participants will experience the power of mindfulness and restorative practices as tools within a transformative and reflective practice, looking closely together at our professional and personal lives in a brave space.
 

Restorative approaches and mindfulness can be seen as interdependent. In a school where educators practice mindfulness, an environment of compassionate curiosity arises. From this compassionate curiosity a different way of responding to challenging situations and unexpected behaviors arises—externally and internally.  This “different way” essentially expresses the basic principles of a restorative approach: open and authentic communication with the goal of building relationships, developing trust and equity, learning from mistakes, repairing the harm done, and strengthening community. Further, the success of restorative approaches depends on a teacher’s ability to remain a grounded, mindful, nonjudgmental presence while students develop the skills of relaxed, curious focus—both of which mindfulness provides.  

Credits: 3 cr.

Miscellaneous Notes:
Priority given to those enrolled in the new Holistic Restorative Education Certificate Program. Interested graduate students not enrolled in the HRE program may submit a paper registration beginning 11/2 (matriculated students) and 11/16 (non-matriculated students). Juniors and seniors must also use the paper registration form and may submit it beginning 11/16. If seats are available, students will be registered in the order in which their forms were received.