Respect and Indigo Children

cane 1During my time as a school teacher, I have heard things from various different teachers, parents and external stakeholders which can be summed up as phrases such as;

“Students don’t respect their teachers anymore”,
“There is no discipline in schools these days” and
“Students walk all over teachers as they have more rights than teachers”.

What is it that is raising these concerns in teachers, parents and members of the general public? Are teachers and parents really feeling that disempowered because of a ‘lack of discipline’ in schools and at home? Is it because there are new rules that protect children from harm that mean that ‘authority figures’ cannot impose their authority onto those who are not conforming?

Quite the contrary, really. In all honesty, we are witnessing the evolution of the human species. We are moving beyond the need to control others and exerting power in ways that are harmful; physically, mentally, socially, emotionally, spiritually, and psychologically. Let’s face it, Indigo Children can detect truth internally and ever so easily and naturally, whilst Crystal Children are drawn to those with open hearts.

If our children are a part of systems which are not based upon principles and foundations of integrity and honour, then who are they to be named and shamed for doing what could be considered ‘wrong’? Students walk out of class, refuse to do work, speak up and voice their truths, which sometimes escalates into arguments and defiance. What do we make of the situations involving these children, when they simply do not feel comfortable attempting to learn what is not feeling right for them?

Let’s consider Indigo Children at school for example. A teacher is teaching and prior to the lesson informs the students that what they are doing is boring and they need to do it just because they have to. How do you think an Indigo would respond in this situation?

“Teacher, you can’t make me do it. I don’t want to do it. It’s boring”

“Do it now. (Raising Voice). I’m the teacher and you must do your work”

Would a teacher make them do the work? As we write this, we are picturing an image of an Indigo being backed into the corner with their own personal space and integrity boundaries being overstepped. Volcano gives out the tremors and BANG! Books closed, angry words and mood and straight out the door!

3._School_EventsOr what if the school principal is someone who only punishes students without listening to their side of the story? What if the school principal only acknowledges academic pursuits or plays favourites with certain students and families? What kinds of levels of respect will Indigo Children have for them?

Reflecting upon the two scenarios given above, it could even be quite likely that our sample Indigo Child has more respect for the school janitor than the classroom teacher or school principal because the school janitor might be someone who likes to joke around, admire this student’s artworks and enjoy a good conversation with them. This might not fit in with the old ways, but personally, I think it’s a pretty genuine and honest way to demonstrate respect for another.

In the past, it was taught and generally expected that we would grow up and respect our elders, respect those with titles in front of them, those with more money than us, those who wear a particular style of clothes, and so on. With Indigo Children, we are moving to a different level of understanding what respect actually is. Respect is a thing which needs to be really earnt with Indigo Children and not just expected because of age, titles, social status and so on. Let’s bear in mind that many Indigo Children are old, wise souls who may have more experience and wisdom than you yourself even realises. So simply believing that they MUST respect you just because you are older is something that needs reconsideration. We are being taught to respect ourselves, believe in ourselves and what we do, so that these examples can be mirrored and reflected in the ways that we interact and deal with others.

Indigo Children won’t false friendships just for the sake of it, nor will they show their respect just to be nice. You’ll notice the differences in their behaviour and enthusiasm around different people whom they innately get along better with – people whom they appreciate and people who appreciate them.

In our older models of life, whether it be business, family, education, social structures and so on, we were operating under an inbalanced perspective of operating from distorted Masculine (Yang) energy. Masculine energy is outward projecting and focuses on action, logic, practicality and striving. In its distorted form, Masculine energy tends to look like things such as competition, demand, pushiness and struggle. Right now, we are moving to the return of the Feminine (Yin) energy, which is timely with the arrival of Indigo and Crystal Children. Feminine energy turns inwards and focuses on our sensitivity, receptivity, creativity, emotions and intuition.

In other words, what we are literally saying, is that in the past, it would’ve been generally considered the logical thing – older people – younger people. Older people deserve more respect and are always right, whilst younger people must always obey. The dominance of the Masculine energy saw to it that children were pushed and controlled in ways that came from a place of fear.

indexAs we move into an era accomodating the return of the Feminine energy, we are remembering that the world operates on a simple yet profound basis on the law of attraction. Rather than competing for our dominance over others and making children obey, we manifest it through the law of attraction and understanding our own needs and their needs. In doing so, we become more responsive to building positive relationships with students and families and we understand the significance of each others’ roles. We come to a mutual understanding and most importantly, we come from a place of love and respect.

In all honesty, listen to what children have to say. Listen to them voice their feelings, their emotions, their opinions and ideas. They have great wisdom within them that is not simply ruled out or irrelevant just because someone has been on this planet longer than them. Age in Earth years certainly does not absolutely mean that they have been ‘alive’ for a longer time.

indexMother Mary says “in order to teach the world and its incoming generations about respect, then we need to see each other in the world on an equal playing field. In truth, we are all holy children of the Universe, here to make an impact and a profound difference. Love is where each of us is from. Whether we are a man or woman, a child, an animal, of the elemental, the angelic, the crystal kingdoms, of this world or another, it matters not. There is a common thread of unity that unites each and all in one way or another. Respect yourselves and respect each other, honouring what each has to say and honouring each one’s unique way. Live the life that you were born to live, and live your life in service of all that you can give. Receive and accept to Heaven’s fate, of the world you live in, love overruling hate. In this life here and now, the holy presence of life all around.”


My Indigo Brothers and Sisters, you are all beautiful. We are all connected by a cosmic web of love and light. Let it shine and let yourselves shine. Acknowledge the light in you as the light in me.

Love from 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:)

Indigo Children, Defiance and the Classroom: “Why do we have to do this at School?” “I’m Bored” “I’m Outta Here”

Do really we have to do this Miss?” I asked.
I BEG YOUR PARDON?” said the teacher.
I feel this isn’t important because I won’t need to know it when I grow up”.
“HOW DARE YOU! STAND UP AND GO OUTSIDE!”

I can clearly remember saying this scene clearly in mind as if it were last week. I can remember getting reprimanded for speaking my mind and speaking my truth. I knew that I wasn’t interested in what i was learning in my Grade 3 Religion lesson. I was being honest and I was punished. “What relevance did this have in my life and future?” I wondered. I could feel and see that it didn’t. I knew. However I still didn’t get my answer and I am pretty sure it’s still a common thing going on in classrooms and schools today. I am grateful that as a visiting teacher, we are given a bit more freedom with what we can do during the day at school.

First things first, I know that kids can naturally get bored and seek out more engaging things. It happens all the time. Even if they don’t say it they might act out or refuse to do anything. Today I’d like to talk about this from an Indigo perspective.

In older generations of schooling, sure we may have gotten bored, however there may have been a higher tendency to reserve or stuff down feelings in fear of getting reprimanded or punished verbally or physically and usually the response to “do we really have to this Miss or Sir?” would be “yes it’s in the curriculum and you have to do it because you have to.” Naturally kids would say “Okay”, and continue with what they were doing.
Things were a bit different back then in terms of the school system, disciplining children and the ways that children were taught.

Reflecting upon these and comparing this with the  more diverse needs of students and teachers these days responding to a simple, honest question of a young person in a classroom withindex “because you have to” simply isn’t going to cut it. Remember that Indigos can detect truth in the words, feelings and responses of those around them, themselves included. They are also quite intuitive so they’ll have an inborn sensitivity and greater level of extra-sensory perception. So what if they really are seeing in their futures that they won’t need to know what they’re being taught in school?

So if you think about a teacher who simply tells them “because they have to“, do you really think an Indigo Child is going to believe them? How about the Indigo can sense that he or she won’t be needing to recall any of this knowledge in their future? What if these children can sense in the teachers, that they too know that this knowledge is irrelevant or not important in the future? Where does that leave the teacher and the student?

Well for the Indigo who acts upon their feelings, then they’re not going to pay attention or they’re not going to be very interested in what’s going on. If there’s no relevance in their lives then perhaps they may even feel compelled to leave the learning environment, and in older kids, they may skip classes or school, play up in the classroom or tune into their own world.

It’s not to say that school education is insignificant to these children, moreso, they are seeking answers and we need to be prepared to answer them or to ask them more questions to guide them along their own inquiry of life. Perhaps as a teacher you could focus on what skills and values they are actually learning and link this into their everyday life experience. Integrate learning into contexts which are significant to them. Think carefully about what you say to them, because if you’re coming from a place that is uncertain, then how can they trust you and what you’ve got to offer?

Also keep in mind that learning new skills offers them the opportunity to open up and access neural pathways. Expanding their awareness and their skill sets rather than simply filling them with facts and figures. Explore different ways of teaching. There are many different styles to teach, not simply just chalk and talk, textbooks and reading, writing and arithmetic.

Another thing to remember is that discipline in some cases only reinforces a child’s behaviour, ironically, making them aware that they can get out of doing something by not doing it in the first place and thus being removed. It also has implications of coming from a fear based perspective (eg. do something this way or else this outcome will happen to you), so how about being a teacher by living and leading by example? If you want the children to be interested in what you’ve got to teach, make sure you’re interested in it too. Make sure you make it engaging and inclusive for everyone!

Be creative in your teaching and allow your students to be the same. Let them genuinely express themselves and their ideas and experiences of education. I understand the work of a teacher and the fact that they need to meet the standards of syllabus documents and such and I have much respect for the work that you do. It’s time to see Indigo Children and or ADHD children as a generation of emerging and developing cognition. Think outside the box and remember that just because you are a teacher, that doesn’t mean that you are no longer a student. The kids in your classroom are your teachers as you are theirs. Be the one who empowers them to seek answers and ask questions in their learning and be the one who encourages them to explore through connecting with them and what they hold in their hearts.

Sometimes school is unable to cater for some people whose interests are aligned elsewhere. That’s absolutely fine and just because school isn’t your thing, that doesn’t make you a failure of the system or a failure of life. I know many Indigos who felt alien in the school system and since leaving formal schooling they’ve excelled in their passions and are giving life all they’ve got. They’re the ones making a difference, showing the younger ones that when you find what your heart calls for you can achieve anything.