There is no such thing as a neutral presence – this is true in most fields, but especially in schools. Every teacher and worker at a school has an impact on the child they come in contact with. I can’t think of an environment where the ability to engage purposefully is more important than it is in schools.
Schools consist of intricate and delicate networks of transformative relationships between role players including parents, teachers, learners and governing bodies.
As transformative relationship guide, I help schools to ‘slow down’ so that the education and growth of learners can proceed on the grounds of dignity, recognition and rich, purposeful collaboration between parents, teachers and learners and that teachers can be nourished on a personal level to continue their work with compassion. The truth is that any school can only meet its parents and learners as deeply as it has met itself.
I also help schools to recognize and act on their responsibility as guides when it comes to the development of learners’ dynamic intelligence (DQ) and not only static knowledge. DQ is ultimately what learners will need to become mindful, emotionally intelligent adults, with the ability to collaborate with others and engage in meaningful reflection, creative thought and problem solving, as well as mature relationships.
