Teacher Training Programme Outline

There are a great many problems facing humanity, both individually and collectively and of course the two are not separate. Throughout the world the importance of education as a means, perhaps the means, of solving our difficulties is increasingly recognised.

Educational reform is under discussion in many countries, ‘new’ educational structures are being looked at and governments everywhere are debating how to change the existing, inadequate methods. ‘New’ creative ways of teaching, a greater understanding of our-selves and by extension of the student’s in our care is required. Creative thinking, allowing teachers to deliver subjects in stimulating ways that inspire and energise students, instilling hope and self belief are essential if the children of today are to find within themselves the resources needed to re-shape society to meet the needs of the people.

Creative thinking, we could say is, thinking freed from conditioning; it is an expansive movement of the mind in which intelligence flowers naturally. An intelligence unrestricted by the limitations of knowledge based upon tradition, culture, ideology, religious or political dogma – conditioning.

An intelligence which has its roots in Love, not sentimental love, nor a transient emotional feeling which we mistakenly name as love, but rather that universal state of being which makes itself felt when the noise of the self is no more. So, perhaps unsurprisingly, Love is our goal.

We believe a main area to be addressed in order to bring lasting social change in developing countries, is training. We have designed training programmes to support and strengthen three prime areas of social need:

1) Teacher training. Broadening teachers working methods and extending their understanding of children’s fundamental educational needs over and above mere academic learning.
2) Social workers and support staff.

3) Parents. The programme methods will be designed specifically for each group, but will deal with similar basic issues as outlined in this programme.

The Create Trust proposes a training programme for the benefit of education workers, trainee teachers, teachers and tutors. The programme will run as a series of workshops, ‘key aspects’ of education and child- care will be identified. Related topics will be grouped together in modules and structured working methods organised. Fundamental aspects of education and childcare will be examined. We will attempt to establish the underlying purpose/s of education and child-care and the role of the individual teachers/careworkers. We will seek to identify what type of atmosphere is best suited to encourage the child to overcome his/her difficulties and grow in strength to fulfil his/her innate potential and to thereby make a valued contribution to society. A primary aim of this programme is to generate self-awareness in all involved, the teaching staff, co-workers and organisers. Conditioning imprisons us all, unless those responsible for educational programmes are seeking to understand the workings of the self, to become self aware through observation and growing self knowledge, then students will continue to be the victim of another’s conditioned ideas and values
All involved should approach the programme in the spirit of mutual investigation. For their to be significant educational development, the teachers themselves at all levels need to strengthen their understanding of themselves and consequently of those in their care, it has been said that it is in fact ‘the teachers who need teaching’ in order for the students to appropriately learn.

This programme is an attempt to aid in that process.

Programme Aims
1. Establish the means of helping to understand the child and his/her needs 2. Agree the basic principles/purposes of education and consistent values of child-
care. 3. Enrich the educator’s skill base. 4. Formulate helpful working methods in the education and care of the children.
Proposed ‘key aspects’ & framework
Key Aspects 1. Discipline & Self-expression 2. Creative independent thinking. 3. Self-Confidence/Belief. 4. Educational aims. 5. Play. 6. Social-integration. 7. Group responsibility.

Framework
The key aspects will be grouped together in two modules; schedule to be agreed. Module A) Individuality
Discipline. Self Expression. Play. Emotional Support.
Module B) The Group Self-Confidence/Belief. Group Responsibility. Social Integration.

Group Work
The key aspects are grouped together based on their connection to one another. We will discuss the relationship between these ‘key aspects’ and explore the connections.
Brief introductory, ‘key-note’ talk given by Graham Peebles outlining the themes, suggesting ideas and the structure of the workshop.
An important area of the training programme will be the work undertaken in groups. For the children’s care, to proceed in the best fashion a co-ordinated, group approach would seem to be favourable. The group personnel will be structured to bring as broad a range of experience as possible to each group.
In groups; 1. The ideas presented will be discussed and investigated. 2. Personal experiences related and later presented to everyone. 3. Individual groups will be asked to present their views to the larger Group for
investigation and consideration. 4. Groups will write any conclusions in the form of a brief paper for the benefit of
everyone.

Documentation It may prove helpful to others working in related fields if the workshops are documented and collected into a pamphlet. This could be made available to all concerned with this most important area of educational work

Summary

This is an outline only. The programme should be seen as an opportunity for group enquiry, the only authority in such an endeavour should be the authority of mutual understanding. For there to be sustained fundamental change within society the attitudes of those who make up the society need to develop, the training programmes we are formulating are an attempt to support that movement and, as a group to discover a new method of meeting the needs of the most vulnerable members of our society.

 

 

E T H I O P I A     S R I  L A N K A  I N D I A     P A L E S T I N E