Do as I Do not Do as I Say

Children are far more intelligent than they are given credit for. For many adults in previous generations, it was a common concept to think of children as vessels to be filled with knowledge; fit to a mould, a system, follow the directives and regurgitate information and do as they were told. Sure this sounds ideal from a teacher and parental perspective, to have children who comply with and do as they are asked. However, this is not fitting in with the need to understand child’s behaviour or to meet their needs.

Let’s take this idea and apply it to the concept of thinking as a child is an individual, each with their own needs. In this day and age, there is really no limit to the way that a child has been able to express himself or herself. I think this also comes with the decrease in the use of authoratative, physical punishment that was phased ou in many places around the world.

Now we are brought to the context of teachers and parents facing the need for new ways of raising, communicating and dealing with children. A much more positive direction towards liberating children from using fear based tactics to rule over them.

Today we are facing the question of children “not having enough discipline“. Well it is not about being able to control them, for we are, in truth, not here to control anyone else except for ourselves and the ways that we respond to the different things in our lives. So for the sake of answering the statement of not having enough discipline, it is true – we are moving away from the model of needing discipline to control children and young people today. What about this defiant kind of attitude and behaviour that is sweeping across classrooms, homes and society? How about social models that fit their needs based on understanding?

Instead, rather than the need to focus on discipline, how about we be the role models who set the examples of what is expected for children? For example, in a society that condemns violence in the home, school and society, how can we set rules for them when we condone such things in video games, films and children’s toys? Or how can there be rules for illicit drugs when there are other things just as addicitive considered the norm? How do we overcome these kinds of behaviours?

We would like you to consider this today, as some food for thought as to what you have the potential to model to yourself and the children around you. Think about the ways that you set an example and you are a teacher by living and leading by these principles that guide your life.

As for my Indigo Brothers and Sisters, we would like to finish by saying – “Make your own living experience an example to live by and to learn and grow from. Let a personalised experience that you apply to your life be what you set your life to and form your own understanding to get the most out of it. You are your own individual self who is here to shine in your own personal and unique way. You are beautiful, blessed and full of potential.”

 

Blessings and love,

Nathan and Friends

Evolving Children, Consciousness, Curriculum and Pedagogy

Following on from our previous blog entry introducing Indigo and Crystal Children and their impacts on evolving consciousness, we wanted to discuss what this means for education, because it is a very, very significant topic, one which I feel we are only just beginning to skim the surface of.

266741_432497386785370_1858548808_oSomething common between all the generations of newer children arriving here on Earth in more contemporary times is that they are more sensitive and intuitive than previous generations. Because of this sensitivity and connection to their innate nature, represented is a deeper connection to their feelings, their creativity and visual processing. In a physiological sense, Indigo and Crystal Children tend to be more right-brain dominant. Brain scans of these children would show more electrical activity going on in the left part of their frontal lobe, which would indicate a higher proportion of information processing in this brain hemisphere. Reflecting on the right-hemisphere of the brain,it is the side of our brains responsible for creativity, emotions, psychic abilities, intuition and visual information processing.

Having said that, would it not be correct to say that as we evolve, our education models need to evolve too in order to reflect the changes that are occuring in the development of children? Traditionally Left_and_Right_Brainspeaking, many current and previous education models are built upon models of left-brained, analytical, logical, phonetical and problem-based styles of thinking, which had its place and its purpose several generations ago, however, as children evolve physically, physiologically and psychologically, the curriculum and pedagogy delivered in the school systems need to reflect on this.

One example of where I have seen the cracks in the old education model start to appear have been in standardised testing. Recently there had been media discussions about the performance and thereby, ranking of, elementary and secondary school students in Australia in a standardised literacy (reading and writing) test. From our understanding of these reports, it was trying to suggest that the results of students in these tests had been at its lowest in years. There were mixed views on this article, with some perspectives criticising students for not being intelligent enough, while others were criticising teachers who were not doing a good job and should be given paid bonuses as incentive to explicitly teach students to do these tests more effectively and so forth.

Whilst on the topic of literacy, we do feel that learning to read and write, especially in spelling new words, is very difficult for many children who are learning phonetically – sounding out words, memorising them and learning them through repetition and rote learning. Learning does not seem contextualised even if students are learning to sound out the words, memorise how they are spelt and then write their dictionary meaning or write them into a sentence. In Early Childhood Education they are doing this and it surprises me to see that this stops at a sudden certain age in one’s education, but using visuals, sounds, rhymes, colours and games in learning reading and writing, resonate so deeply with these sensitive, feeling oriented children, who are right-brain dominant and can take images of these things in their photographic memories.

Perhaps for me as I observe high school education and compare it to the years of primary and early childhood education that I have experienced, I am noticing a lot of note-taking from the whiteboard, textbooks and teacher’s voice, and I am seeing many more disengaged, disinterested learners. It’s not the students who are lazy, incompetent or unwilling to give things a go, and we’re certainly not putting down secondary education or its teachers either, because they have very important roles to play in society. What we are suggesting however, is more variety to engage different senses in education.

Consciousness, Children and Education are evolving and whilst certain things outside of them have been changing to influence them, I have also seen things which have just been thrown right in just for the sake of it, for the sake of the curriculum, the results, policies, and not the students. Sure it may take a bit more getting used to, to break away from comfortable patterns of teaching and reteaching the same units of work, year in, year out, but we really need to evolve curriculum and pedagogy to reflect the changing needs of children, regardless of their age.

Hohendorf, JP mit DorflehrerAs an example, technology is something which has made such an impact on education and even more so in the past 20 years. Over the years, I have seen students using iPads and laptops as notetaking devices and accessing online textbooks and teachers’ pre-written material, which has then led to students becoming easily distracted by other games, apps, music and videos. This kind of implementation defeats the purpose of bringing educational technology into the learning environment in the first place, for education could take place without iPads and laptops in the first place. The same old thing is happening but it is being delivered in a different way!

Then we are given other scenarios that we have witnessed with tech-savvy teachers with devoted time, energy and attention into developing and integrating technologically based learning programs for teachers and students to successfully engage a variety of senses, teaching and learning styles and individual learning needs through well-researched application of technology in learning and continuously broadening our knowledge.

Education needs to evolve if we are to address the changing needs, behaviours and expressions of the children coming to us today. We have the tools and the knowledge available to us and it is up to each and every one of us as teachers, parents, leaders, students and community members, to engage with learning, ask more questions, try more different things and to explore beyond the horizon. My hat goes off to the models of balanced education that empower tomorrow’s children to soar, like Montessori, Steiner and Warldorf. Explore some alternatives and open your hearts and minds to some of the great minds empowering the children of today and tomorrow. Education is only continuing to evolve and change and I envision a world where education grows into something more beautiful and blessed today and all our tomorrows!

My Indigo and Crystal Brothers and Sisters, you are far wiser than you could ever imagine. Your intelligence is what gives birth to so many wonderful ideas and you are all so talented. Gifted beyond your years you are, each of you shining brightly like illumined stars. You are all different and all have your own needs, so rather than comparing yourselves to others, enjoy who you are and embrace every single bit about you. You are a beautiful being with a grand song to sing!

Blessings and love,
Nathan and Friends O:)

Moving Beyond Labelling Children (part 2)

For a child to be labelled as different or not ‘normal’ from the other kids in the class can have a range of different effects. Let’s have a think; how do you define normal? Are we not all different and unique in our own ways anyway?
Today we’ll discuss some of these and the impacts that labelling or diagonsing children can have. I for one believe in seeing the child first rather than seeing the label placed on them and with what there is to follow in our discussion today, you’ll soon be reminded of why this is so significant.The child may ask questions to themselves or parents and teachers –

index“Why me?”
– “What’s wrong with me?”
– “What did I do to deserve this treatment?”
– “Am I broken?”
– “I’m not like the other kids so whatever I do isn’t going to be worth my time or theirs is it?”
– “Maybe I should just stop caring?”

Labels have a serious impact on a child. Think about things in their shoes. How would you like to be treated like an alien in a world where everyone is human just like you are? Think of the impacts that this has on self-esteem and self-worth. Is there a way around this without creating these vorticies for children to fall into? Is there a way out of this trap? How do the other children respond to labelled children? Is there a need for these children in question to feel like they have to prove their worth to gain the admiration and respect of their peers? Does this create the lust for attention that comes with Indigo Children and ADHD children? Do they crave the attention because they feel that they are not good enough the way they are and need to do other things, sometimes things that get them on the wrong side of the fence?

Have a think about these things and how they impact on a child. Is the child the naughty child and treated as the naughty child? Is this creating a viscous cycle that consumes the good nature of the child? We’d like to remind you, that no one is born “bad”. They learn behaviours and do the things that reflect on their inner nature developed through their upbringing in their environment and the interaction with those in it.

For a child to be labelled is to trap them into believing certain things about themselves. This is no way is to empower them, because if everyone around them is telling them a certain thing about them, then who are they to believe at such a young level of innocence? We ALL need to be reminded of who we are and what we are – perfect, holy children of the Divine light. The Creator didn’t create ADHD, medical communities did. 

For all parents, teachers and educators of children, I would like to remind you that just because someone has a title or some letters before their name and they are classified as a professional, that doesn’t mean that they don’t or can’t make mistakes. For anybody that is seeking to learn more about their children, please, please get a second opinion and don’t always take the first ‘diagnosis’ as gospel or the truth of all matters. Do your research, look for alternatives and know that there is always a way beyond the labels, drugs and ‘traditional’ perspectives.

Sure it might not ‘win’ too many people on your side at first, but when you see the benefits of your child’s life flowing through from your home environment to your child’s school, social, and other environments, then you’ll know that you’re empowering them and not trapping them to a label or something outside of them. The law of attraction will seriously bring you all the people and experiences that you need to overcome any challenges. Know that you are powerful and you can make a difference. Your child has chosen you to be their parent for a very particular reason. It’s time to remember love because that’s what they’re here to show you too.

As a finishing statement, I’d like you to think about Indigo Children and the school setting. Many of them don’t fit into existing school structures because of their behaviour, spontaneouty and many other factors, and usually they find themselves struggling or in a lot of trouble. Many of the ones whom are finished school and are all grown up are very successful because they are given the freedom to experience life outside of the box. They are driven, passionate and full of ideas. Then there are some who just couldn’t get out of that cycle and are trapped in a neverending whirlwind of self-abuse through thinking, actions, substances, anti-social behaviour and so forth.

You as a parent and as a teacher have such a great impact on the life of the children who have come to you. Please look beyond the box and beyond the label, please!

My Indigo Brothers and Sisters, it’s time to remember who you are, what you are and where you are. Your time of awakening has come. You are perfect, whole and complete and I love you and so do many others. You are destined for great things. It’s your time to shine. Forgive the past and rejoice in who you are right now!

Love from Nathan and Friends O:)

Indigo Children who Start Too Many Things at Once: Toys all over the floor, unfinished projects and the need for the latest gadgets

How many times have you seen one of the Indigo Children in your life, go from one thing to another, perhaps without even finishing it? They start one thing and then they start another and another. Or they may be the children who always want the latest toys, games and gadgets?

“Why?”, you may ask?

Well simply because Indigos go with their feelings and do what they feel they need to do at the time. To some, this may look like one of the characteristics saying that they have defecits in attention and cannot concentrate. It is quite contrary to this however, because Indigo Children feel that driven by their feelings and their focus, combined with the fact that they are old souls, who recognise that time on Earth is limited. Add the two together and you have a person who feels like everything needs to be done (or started) in as short amount of time as possible.

For some Indigo Children, they can be overwhelmed by the amount of creative outlets or ventures that they wish to express themselves. Like water flowing into a cup from the Universe, you could think of Indigo Children as people who have their Crown Chakras open with information flowing through constantly. Whether they choose to tune into this or not is up to them and up to how their gifts are accepted, celebrated and nurtured.

Because of this overflowing cup, it is like their is a constant flow of energy, creativity and flow that needs to come out into the world. For parents and teachers, it is really important to be able to support this high level of expression. Encourage their interests and give them time and space to break things down into smaller parts and tasks so that their outpour of information does not contribute to a feeling of being overwhelmed, hence perhaps leading to the creation of unfocused attention in some cases.

What we are witnessing with Indigo Children is an evolution in cognition rather than children who cannot pay attention in class or home and focus on one thing. Their ability to literally envision so many different things at once is exciting! Teach them how to break things down. Teach them to write down all the ideas that come to them so that they can refer back to this later. By doing this, Indigos are given a chance to keep a record of the ideas that have come to them. This may give them a chance to focus on and actually finish tasks and projects without beginning too many at once. Step by step they can return to what ideas they had in mind and it gives them a chance to feel like they are achieving something. It is empowering and inspiring at the same time!

Let them go with their feelings but also support them in developing concentration through their passions. These are children who are simply not fitting the old models of education and need a bit more freedom in the ways that they learn and express themselves. 

To all of my Indigo Brothers and Sisters, your creativity is a blessing. It is one of your greatest gifts. There is nothing wrong with your imagination, it is just that many around you had forgotten about this great skill in itself. Use your imagination and create wonders in your worlds, in your lives, in your hearts. Share the love and may all of your dreams come true.

Love from Nathan and Friends.