Three things we should be taught in school
Yesterday, I had the incredible opportunity to join the dynamic ELSA team, committed to empowering young minds for the realities of the professional world.
This marked my third participation in these invigorating sessions where students temporarily step away from their regular schedules to delve into mock interviews and absorb insights from diverse workshops facilitated by professionals, including myself, as a business owner.
Centring my workshop on the theme of "Your Life Plan," I aimed to guide these young individuals in exploring their overarching aspirations—a concept echoing Stephen R. Covey's "Begin with the end in mind" from his renowned book, The 7 Habits of Highly Effective People.
With nearly two decades of teaching experience in various schools throughout England, standing in front of a class no longer daunts me. However, this session diverged from my usual lessons; it was about assuming the role of a life coach rather than a traditional educator. As anyone who has worked with teenagers can attest, teaching in itself is an inherent challenge. Yet, encouraging adolescents to contemplate their future and engage in self-reflection, especially within the confines of a classroom surrounded by their peers, adds an extra layer of complexity. Drawing from my extensive background in some of the most demanding schools nationwide, I felt well-equipped to navigate the expected challenges of crowd control.
Teaching goes beyond the mere imparting of knowledge—it necessitates adept class management as a prerequisite for any meaningful learning to take place. This is a skill I've honed over the years and one that many educators find challenging, a topic worthy of further exploration at another time.
I've often wrestled with the current state of education—truth be told, I’ve never held it to a high standard, not even as a student myself. I firmly believe that our education system is lacking in many aspects, still predominantly geared towards shaping children for employment while leaving them ill-equipped to navigate the complexities of their financial and personal lives, extending far beyond merely securing a job.
However, in defence of teachers—often the ones who bear the brunt of criticism for the shortcomings in our education system—I must emphasise that teaching is undeniably one of the most formidable career choices. A teacher is not just expected to possess extensive subject knowledge; they must also embody understanding, patience, adept time management, and the ability to navigate the diverse needs and personalities of hundreds of different children—all while ensuring continual academic improvement.
Adding to this already challenging mix is the weighty responsibility teachers bear for the overall well-being of each child. They're tasked with delivering not only their curriculum subjects but also vital life skills such as sex education, promoting healthy living, and guiding students on online safety. And when all these aspects are considered, teachers still need to find time to mark assignments, prepare classes, write reports, manage their own career development, update their skills, meet with parents, navigate sometimes unprofessional senior leaders, and, oh yes, attempt to maintain a semblance of a personal life!
So, this leads me to my point, maybe teachers shouldn’t be tasked with all of these different responsibilities and maybe we should let teachers teach, after all isn’t that the whole point?
If we're genuinely committed to readying our children for the practicalities of life, particularly those who may not have ideal home environments, shouldn't we make an investment in bringing individuals with specific expertise into schools?
These specialists could serve to inspire each child, encouraging them to reach their full potential - something organisations such as ELSA and Not Going to Uni (NGTU) do very well.
If I had a chance to reshape our education system, I'd insist on integrating essential self-development skills into every child's learning journey. I'd introduce them to influential teachings such as 'The 7 Habits of Highly Effective People' by Stephen Covey, 'Think and Grow Rich' by Napoleon Hill, and 'How to Win Friends and Influence People' by Dale Carnegie. And, without wanting to sound too boastful, I'd also suggest including my own work, 'How Did I Get Here?' by Anna Zannides.
As I elaborate in my book, the overarching theme instilled in us during childhood takes the following shape:
In reality, life doesn't unfold in the neat, linear narrative we're often led to believe. Even if one manages to construct such a linear path, it by no means ensures happiness.
Hence, I'd assert that the foremost aspect we ought to overhaul in our education system is this notion of a linear life. Presenting our children with this storyline does them a disservice. We're essentially peddling a fairytale that's bound to conclude in disappointment.
During my workshop yesterday, I underscored the significance of understanding our end goal. To drive the point home, I prompted them to consider this image:
In summary, I suggest that to give our children a fair chance of succeeding in life we should teach the following three things in school:
Begin with the end in mind:
Life isn't a straight path, but if we set a clear end goal and keep our focus on it, we can navigate through whatever challenges come our way. Those obstacles aren't there to halt our progress; they're just a temporary slowdown.
Cultivate Self-Awareness:
However, all of this hinges on self-awareness, a quality often underdeveloped in children. Practices like mindfulness can assist in directing children's attention to their inner world rather than solely focusing outwardly. Note: When referring to mindfulness, I mean the intentional act of 'paying attention, on purpose, and without preference,' not the misconception of a passive 'bliss out' experience.
Foster Self-Belief:
The foundation of any significant achievement rests on a profound inner self-belief. It's crucial to teach children to have confidence in their inner voice and to be guided by the passion that resonates with them the most. True accomplishments arise from an unshakable belief in one's capability to succeed.
In conclusion, I'd like to share two noteworthy observations from my visit to this particular school.
Firstly, it holds significance as the school attended by George Michael. It was essential for me to highlight the predominant trait that almost guaranteed his success: his unwavering belief in his talent. George knew he was exceptional, maintaining a vision for his life that he never lost sight of—a testament to the importance of having a clear end goal.
Perhaps, even more poignant, were the wise words of a young individual already navigating personal challenges from his disability. This resilient individual expressed their life ambition—to 'live a stress-free life'—a truly admirable aspiration.
Read about my book, How did I get here? or talk to me about how I can help you introduce essential life skills to your organisation - email anna@annazannides.com