Training in Tough Times (IV)
The Pause...
Who am I?
Thom Nijstad: Student Teacher.
I am currently in the third year of International Teacher Education for Secondary Schools at NHLStenden University of Applied Sciences. My specialisation is Social Studies: History. I am also currently working on a minor in Applied Positive Psychology (APP) at Hanze University of Applied Sciences. My research interests are differentiation, multilingualism, and curriculum adaptation.
I started my on-site teaching practice at an international school in the Netherlands during the COVID-19 pandemic in October 2020 - what a time to start!
During my teaching practice, I had several assignments that needed to be covered, whilst also teaching my lessons. Initially, I struggled a lot with making the combination of teaching and doing research. At first, I focused mostly on my research, and this took a toll on my ability to connect with students and colleagues. This in turn led to me feeling isolated and alone, in an already difficult time for any student. I saw the difficulties my students were having, and realised that the mental wellbeing of students was taking a big hit.
Due to my familiarity with Positive Psychology Interventions, I decided to try and provide my students with the opportunity to take a break from the ‘automatic pilot mode’ that we all often operate in.
Minor and Mindfulness
Upon starting my minor Applied Positive Psychology, I set the intention to take better care of myself, in order to be able to help others better.
I was raised with the idea that you can not make others happy if you are not happy yourself, and it resonated even more with me since the outbreak of COVID-19. I felt disconnected from myself, and the minor APP has allowed me to recognise when I need a break from my own ‘auto pilot’.
By implementing something that is known as “the Pause” in positive psychology, I began paying attention to the world around me, starting to appreciate events I would not even register before. After giving a COBIS webinar on catering to the mental wellbeing of students, with Dr. Shannon Bruce Ramaka and Ms. Ines Schreiner for the International School of Carinthia, I also gave a presentation at the ECIS Leadership Conference in April 2021, where I spoke about the role of a ‘regular’ Middle School teacher when it comes to students’ mental wellbeing. The integration of mindfulness and elements of positive psychology can allow our students, and us as educators for that matter, to grow in one of life’s most valuable skills, self-appreciation.
Letting my students trust in themselves is the main objectives for me as a teacher-to-be. When I realised the benefits “the Pause”, awe walks, breathing exercises, and sitting practices had for me, I made the decision to try and integrate this into my own day-to-day teaching. However, this does depend on the willingness of (international) schools and school leaders to provide the time and space to do so. I have found that this often is difficult, but what matters most to me is the wellbeing of my students.
I can safely say that the integration of positive psychology into my own life has enabled me to shift from a predominantly negative approach to problems to an appreciative one.
I now tend to look at adversities and issues differently, focusing on the elements that are going well, and I think it would help my students grow in life if I provide them with the safe space to do the same.
Benefits for Students’ Mental Well-Being
Some of the benefits that I noticed myself can be linked to four main categories:
better attention and focus;
more effective emotion regulation;
greater empathy and perspective-taking, and last, but certainly not least, less stress.
All of these categories can be addressed by integrating mindfulness and Positive Psychology Interventions into the curriculum.
Shifting to a Positive Curriculum
I know that the curricula of international schools are difficult to change, but I see it as extremely beneficial to include activities for our students that allow them to develop outside of the content that we offer as educators.
This all starts with us as educators, and the same willingness to change and grow as a person that we strive to install in our students. If educators will be allowed to implement elements of mindfulness and positive psychology on a smaller scale, the transition will be eased significantly.
You could think of implementing small mindfulness activities into day-to-day teaching, such as a “Mindful Jar” or a “Mindful Break”.
When the curriculum is shifted to a positive curriculum, the growth in regards to teaching life-long skills will improve drastically.
Conclusion
Looking back at my growth since the start of the COVID-19 pandemic, rather than what has been difficult, I feel that I am now able to handle though situations better than before. This changed mindset is something that I will keep with me, and I intend to continue sharing it with my future students and colleagues.
By Thomas Willem Nijstad (The Netherlands)
Contact Thomas on LinkedIn HERE or Tweet him HERE.
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