- Students were treated with maturity and respect and responded likewise to each other and their teacher
- The development of all aspects of emotional intelligence was carefully nurtured at all times
- Chris modeled highly sophisticated techniques by:
Being inclusive of all students’ contributions Validating all efforts whilst challenging misconceptions in a mature and constructive way Modeling a calm and purposeful approach Providing relevant and illuminating information to supplement the experience of learning in the outdoors Allowing students to adopt roles and responsibilities and act autonomously Ensuring that the process of learning involved trying things out and learning from mistakes Recognising that’s it’s OK not to succeed provided that the process is reviewed and future plans are established Being open and honest about herself and her fallibility Building in reflective moments when individuals could give constructive feedback on their own and other’s performance Allowing time for students to uncouple from the urgency of the day to day and enable their senses to respond to the environment and each other
- The lesson was built around clear and coherent criteria that were used flexibly in response to the situation and students’ attitudes
- A progressive sense of what mindfulness means and how this can impact productively on vulnerable students’ learning was extremely impressive and cutting edge. Based on Chris’ ground-breaking work, there are huge opportunities for this to be adopted across the age and ability range for the benefit of more students – and teachers – at the College and wider afield. I was delighted that Chris was able to take up an opportunity to talk on a national platform about her work – at the Children’s Media Conference in July.