Education for Life Methods
Ideal Attributes of an Education for Life Teacher

This list describes the central qualities associated with successful teaching at an Education for Life School. It is not a question of mastery in every area, but whether growth in these directions is compatible with the temperament and life goals of candidates.

• They relate to teaching as a ministry and truly enjoy being with children. They are in touch with their own childlikeness (that is, have a playful streak).

• They feel "at home" with the Education for Life philosophy and are inspired by the opportunity to develop a class in accordance with these ideals.

• They develop a relationship with each of their students that balances an impersonal interest in the soul's evolution with a loving concern for the personality.

• They have a strong, enduring type of energy that is comfortable with long rhythms of growth. Because their sense of self-worth doesn't depend on the children's friendship or approval, they are able to risk the children's disaffection to provide appropriate guidance.

• They have plenty of energy and enjoy the challenge of trying something new and of using their own creativity to express the Education for Life ideals in the classroom.

• Their life situation permits the time commitment required of teaching (planning hours outside the classroom and time for personal spiritual practices).

• They recognize and encourage the strengths of each individual child. They find more satisfaction in empowering children to accomplish things than in accomplishing things themselves.

• They have personal experience of using a spiritual practice (such as meditation, yoga, or practicing mindfulness) to center themselves and to deepen awareness. They manifest a stabilizing influence, providing a "safe harbor" that children can depend on in times of stress.

• They develop their own Tools of Maturity and are able to provide classroom experiences in all four areas (body, feeling, will, intellect).

• They work with students' energy, using the principles of Progressive Development.

• Their classes are expansive, occasionally moving beyond the physical boundaries of the classroom and comfortably involving guests, parents, and other teachers and Education for Life students.

• They are familiar with standard practices of pedagogy and are able to select from the various curricula and theories those that are compatible with Education for Life principles and appropriate for different learning styles. They guide children in achieving mastery of the skills needed for academic success.