Happiness & Success at School

Living Wisdom School of Palo Alto is overjoyed to announce the publication of a new book: Happiness & Success at School.

Our director, Helen Purcell, says, “It’s a wonderful book and fun to read. I hope that all parents who are seeking an education for their children that includes a balance of academic excellence and the development of indispensable personal qualities that will help to ensure their success in school and for all their lives will read this book.”

How to Read Happiness & Success. You can read the chapters online (see table of contents below), download the book as a PDF (62mb), or purchase a copy on Amazon.

Table of Contents

1. Introduction
2. Happiness & Success at LWS: Grades Tell the Story
3. Happiness and Success at Stanford and MIT
4. Happiness and Success in the History of Education
5. Happiness and Success at Harvard
6. Happiness and Success at Google
7. Ancient Secrets of Happiness And Success
8. Happiness and Success in Math Class
9. Happiness, Success, and the Science of Positive Feelings
10. Happiness, Success, and Feelings: a Brief Photo Essay
11. Happiness, Success, and the “Social Brain”
12. How Raw Emotions Interfere with Learning
13. It’s Time We Started Raising Organic Children
14. The Super-Efficient Classroom
15. Two Kinds of Feelings
16. A Conversation with LWS Second Grade Teacher Kshama Kellogg
17. A Conversation with LWS Kindergarten Teacher Lilavati Aguilar
18. How to Improve Schools Using Coaching Principles
19. Bill Aris’s Truth: Happiness and Success in Sports & the Military
20. Success and Happiness: the Love Plant Approach
21. Final Thoughts: On Choosing Your Child’s School
Appendix 1. Education for Life Resources
Appendix 2. Education for Life and the Living Wisdom Schools
Appendix 3. Research that Supports Education for Life

About the Author. George Beinhorn serves as our school’s web content manager. A graduate of Stanford University (BA ‘63, MA ‘66) he has been associated with the Living Wisdom Schools since 1976. George has enjoyed a long and fruitful career as a writer and editor with clients in technology, publishing, and academia. (Among his more interesting projects, he edited the “Best doctoral dissertation in computer science in 2008 at Stanford University.”) He is the author of The Joyful Athlete: The Wisdom of the Heart in Exercise & Sports Training.

Appendix 3: Research that Supports Education for Life

To obtain a PDF copy of this book with clickable hyperlinks, visit the website of the Palo Alto Living Wisdom School: www.livingwisdomschool.org. Follow the links to articles that support the principles and practices of Education for Life.

Most education research focuses on how teaching methods affect academic performance. But forty-five years of experience have shown us that practices that enhance a child’s inner development can powerfully contribute to their academic success.

(If you come across supportive research, please let us know. You can send us a message through the contact form on the website of the Palo Alto Living Wisdom School: www.livingwisdomschool.org.)

 

Teaching/Academics

Education for Life online teacher development: http://edforlife.org/courses/. For teachers-in-training, and for continuing teacher education.

Active Focused Learning Approach. Quotes: “I’m not really held back anymore, just sitting in class waiting.” “There’s not a lot of lecturing, which makes it easier to stay focused.” “I really like working with other students.” Students spend more time working in groups. The strategy is getting more students to achieve better in class.

Longer school day and year failed to improve test scores.

Task to Aid Self-Esteem Lifts Grades for Some.

Crisis in the Kindergarten: Why Children Need to Play In School (PDF)

The Heart in Holistic Education. (PDF) Educational programs based on new scientific discoveries about the heart lead to improved emotional stability, cognitive functioning, and academic performance.

Tutoring Tots. MSNBC News feature.

10 Ways to Improve Schools Using Coaching Principles. An important article by Tony Holler, a public high school honors chemistry teacher and football and track and field coach (Plainfield North HS, IL). Living Wisdom School has followed Tony’s 10 recommendations throughout its 40-plus-year history. And because we’re very clear that they’ve played a large part in our success, the principles are engrained in our school’s philosophy.

We’re destroying our kids — for nothing: Too much homework, too many tests, too much needless pressure. A Salon article argues that we’ve gone overboard on academics, destroying the enthusiasm in kids that’s essential for academic success. The result? “Children are born curious, and it’s pretty easy to facilitate that, to groom it,” says Vassar College neuropsychologist Abigail Baird. “We’re doing the opposite. We’re squishing their desire to learn new things. And I think that’s a crisis.”

Impact of Homework on Academic Achievement (PDF).

Going in circles puts students on path to better choices. Quotes: “The goal is not so much to punish as to get students on paths to make better choices, to understand the impact of what they do, to deal with people better”… “We’ve become more like a family and not just kids who go to school together,” said freshman Leah Brito. “We’ve grown up big time in the last few months.” “One result of the new approach is that kids are giving more thought to the effect what they do and say can have on others,” she said. “In eighth grade, the he said/she said stuff was horrible when many of the students were together at Audubon middle school,” Brito said. “This year, there is much less of that.”

Is Test Prep Educational Malpractice? In many elementary schools there is little or no time for non-tested subjects such as art, music, even science and history.

Preschool Controversy – Academics or Play? Quotes: “People who attended play-based preschools were eight times less likely to need treatment for emotional disturbances than those who went to preschools where direct instruction prevailed. Graduates of the play-based preschools were three times less likely to be arrested for committing a felony.”

Why I pulled my son out of a school for ‘gifted’ kids. In this Mashable article, a mother tells how her son thrived after she transferred him out of an elite academically oriented elementary school in New York City. “If you are privileged enough to be selective about what schools your children attend, please consider how they are learning and not just what they are learning. School isn’t only about cramming as much as possible as quickly as possible into their little brains.”

Pressure Cooker Kindergarten. Quotes: “Kindergarten has changed radically in the last two decades in ways that few Americans are aware of. Children now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. Many kindergartens use highly prescriptive curricula geared to new state standards and linked to standardized tests. In an increasing number of kindergartens, teachers must follow scripts from which they may not deviate. These practices, which are not well grounded in research, violate long-established principles of child development and good teaching. It is increasingly clear that they are compromising both children’s health and their long-term prospects for success in school…. Kindergarten has ceased to be a garden of delight and has become a place of stress and distress…. Blindly pursuing educational policies that could well damage the intellectual, social and physical development of an entire generation…. There’s ongoing concern about American children catching up with their counterparts in countries such as Japan and China. Specifically in areas such as science, math and technology, schooling in those countries before second grade is “playful and experiential.” And youngsters in Finland, where teens consistently score high academically, also attend play-based kindergarten and start first grade at age 7 rather than age 6.”

School starting age: the evidence. An article on the website of Cambridge University. “In England children now start formal schooling, and the formal teaching of literacy and numeracy at the age of four. A recent letter signed by around 130 early childhood education experts, including myself, published in the Daily Telegraph (11 Sept 2013) advocated an extension of informal, play-based pre-school provision and a delay to the start of formal ‘schooling’ in England from the current effective start until the age of seven (in line with a number of other European countries who currently have higher levels of academic achievement and child well-being).”

What Americans Keep Ignoring About Finland’s School Success. The Scandinavian country is an education superpower because it values equality more than excellence.

One in Five Girls in Upper Secondary School Suffers From School Burnout. Quotes: “A sense of optimism during university studies along with high self-esteem tend to predict job engagement ten years later on, while an avoidance strategy tends to predict work-related burnout…. The more encouragement the students got from their teachers, the less likely they were to experience school burnout.”

Explaining Math Concepts Improves Learning. Quotes: “Teaching children the basic concept behind math problems was more useful than teaching children a procedure for solving the problems – these children gave better explanations and learned more,” Rittle-Johnson said. “This adds to a growing body of research illustrating the importance of teaching children concepts as well as having them practice solving problems.”

Social Skills, Extracurricular Activities In High School Pay Off Later In Life. Quotes: “High school sophomores who … [had] good social skills and work habits, and who participated in extracurricular activities in high school, made more money and completed higher levels of education 10 years later than their classmates who had similar standardized test scores but were less socially adroit and participated in fewer extracurricular activities…. “Soft skills” such as sociability, punctuality, conscientiousness and an ability to get along well with others, along with participation in extracurricular activities, are better predictors of earnings and higher educational achievement later in life than having good grades and high standardized test scores…. Schools are increasingly cutting…activities that foster soft skills in order to focus almost exclusively on achieving adequate yearly progress on state-mandated standardized tests.”

Students Benefit From Depth Rather Than Breadth. Quotes: Teaching fewer topics in greater depth is a better way to prepare students for success in college science. Teachers who “teach to the [standardized] test” may not be optimizing their students’ chances of success in college science.

Task to Aid Self-Esteem Lifts Grades for Some.

Teacher Teaming. (Teachers routinely engage in “teaming” at Living Wisdom School, thanks to the integrated curriculum and school environment that encourages teacher collaboration.)

Teaching Resilience With Positive Education.

Ten Steps to Better Student Engagement. Quotes: Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. To learn and grow, one must take risks, but most people will not take risks in an emotionally unsafe environment.

Creating Positive Classroom Management. (A teacher developed creative ways to encourage positive attitudes and behaviors in younger students. The method and theory are very similar to the “Rocks in the Basket” game used at LWS and described in this video.) Quotes: “I’d spent years offering students rewards (stickers, tickets, tangibles, intangibles) for good behavior and I’d come to realize how they were often self-defeating…. One change I had already made was … I would celebrate ‘great work’ by reading aloud the child’s name and stating what they had done well. Often their classmates would give an actual round of applause – which was lovely.”

Learning and Motivation Strategies Course Increases Odds of College Graduation.

Recess Makes for Better Students. Quotes: Study finds getting enough of it [recess] each day helps kids perform better in classroom…. Children learn as much on breaks as they do in the traditional classroom, experimenting with creativity and imagination and learning how to interact socially…. Conflict resolution is solved on the playground, not in the classroom…. The more physical fitness tests children passed, the better they did on academic tests…. Walks outdoors appeared to improve scores on tests of attention and concentration.

Algebra-for-All Policy Found to Raise Rates Of Failure.

Lectures Didn’t Work in 1350—and They Still Don’t Work Today. A conversation with David Thornburg about designing a better classroom.

 

Physical Education

Physically fit students do better on tests. Quotes: “Physically fit students … are more likely to do well on … tests and have better attendance…. Fit students are less likely to have disciplinary problems.”

Schools use mind-body relaxation techniques to help kids fight anxiety. Quotes: “Mind-body relaxation, including yoga, can improve self-esteem and boost grades and test scores…. Regular exposure to the [relaxation] training boosted students’ work habits, attendance, and academic performance.”

Physical Activity May Strengthen Children’s Ability To Pay Attention. Quotes: “Following the acute bout of walking, children performed better on the flanker task…. Following acute bouts of walking, children had a larger P3 amplitude, suggesting that they are better able to allocate attentional resources…. The increase in reading comprehension following exercise equated to approximately a full grade level.”

A Fit Body Means a Fit Mind. Quotes: “Cardiovascular exercise was related to higher academic performance…. Regular exercise benefits the brain, improves attention span, memory, and learning … reduces stress and the effects of attention-deficit hyperactivity disorder…. Aerobic exercise pumps more blood throughout the body, including to the brain. More blood means more oxygen and, therefore, better-nourished brain tissue. Exercise also spurs the brain to produce more of a protein called brain-derived neurotrophic factor, or BDNF, which Ratey calls ‘Miracle-Gro for the brain.’ This powerful protein encourages brain cells to grow, interconnect, and communicate in new ways. Studies also suggest exercise plays a big part in the production of new brain cells, particularly in the dentate gyrus, a part of the brain heavily involved in learning and memory skills…. [Many] schools are cutting back on PE and reducing recess hours. It’s a huge challenge with budget restraints and No Child Left Behind.”

 

Joy in Learning

The Joyful, Illiterate Kindergartners of Finland (The Atlantic),  by Tim Walker, a former teacher based in Finland. He now cares for his two young children and writes regularly at Taught by Finland and Papa on the Playground. Research and school experience show that play time is crucial for children’s academic and social development.

How to Parent Like a German. German students excel, yet in German schools academics are balanced by other kinds of learning.

Stay Focused: New research on how to close the achievement gap (The Economist, UK). A review of How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, by journalist Paul Tough, a former editor at New York Times Magazine.

Psychologist explores how childhood play influences adult creativity. Sandra Russ’s new book, Pretend Play in Childhood: Foundation of Adult Creativity reveals how high-achieving innovative adults use methods learned in childhood play to help them achieve success.

Most 1st Grade Classes Not High Quality. Quotes: “Only 23 percent of classrooms could be judged to be of ‘high quality’ in both their instructional practices and social and emotional climate.”

Happiness Contagious as the Flu. Posted on the LiveScience website. At Living Wisdom School, we create a joyful, caring environment among the students. When a new student arrives, he or she immediately feels supported and positively affected. Parents routinely comment that soon after their children enter LWS they seem happier than at their former school.

 

Meditation, Breathing, Yoga, Affirmations

Meditation Program in the College Curriculum. Quotes: “[Meditation] produced significant freshman-senior increases in intelligence and increased social self-confidence, sociability, general psychological health, and social maturity.”

Self-Affirmation Can Break Cycle of Negative Thoughts. A report from the American Association for the Advancement of Science.

Meditation in the Treatment of ADHD. Meditation-training showed significant decreases in levels of impulsivity [and significant improvements in] selective deployment of attention and freedom from distractibility in the behavior of the children.

How Meditation Can Give Our Kids an Academic Edge

Meditation seen promising as ADHD therapy. Quotes: “The effect was much greater than we expected.” – lead researcher Sarina J. Grosswald, a cognitive learning specialist in Arlington, Virginia…. The children also showed improvements in attention, working memory, organization, and behavior regulation.

Faith rites boost brains. Even 10 to 15 minutes of meditation appear to have significant positive effects on cognition, relaxation, and psychological health.

Schools use mind-body relaxation techniques to help kids fight anxiety. Quotes: “Mind-body relaxation, including yoga, can improve self-esteem and boost grades and test scores. Regular exposure to the [relaxation] training boosted students’ work habits, attendance, and academic performance.”

Silence is Golden Mindfulness Meditation study).

Smacking Hits Kids’ IQ.

Smiles Predict Marriage Success. (Many parents report their children smile more after attending Living Wisdom School.)

Vedic Science based Education and Non-verbal Intelligence. (An increase in student problem-solving ability was found.)

Meditation and Assertive Training in the Treatment of Social Anxiety.

Meditation Effects on Cognitive Function. Meditation practice produced significant positive effects.

Meditation Program in the College Curriculum. Quotes: “[Meditation] produced significant freshman-senior increases on intelligence and increased social self-confidence, sociability, general psychological health, and social maturity.”

Meditation Improves Leadership Behaviors. Quotes: “Subjects who learned [meditation]… as a self-development technique improved their leadership behaviors.”

 

Social Skills

UCLA neuroscientist’s book explains why social connection is as important as food and shelter.

Psychosocial stress reversibly disrupts prefrontal processing and attentional control.

 

Music

Adolescents Involved With Music Do Better In School. Music participation has a positive effect on reading and mathematics achievement for both elementary and high school students.

Adolescents Involved With Music Do Better In School.

Music Education Can Help Children Improve Reading Skills. Quotes: “Children exposed to a multi-year programme of music … display superior cognitive performance in reading skills compared with their non-musically trained peers.”

Music Training Linked To Enhanced Verbal Skills. Quotes: “Music training … may be more important for enhancing verbal communication skills than learning phonics…. potential of music to tune our neural response to the world around us…. Music training may have considerable benefits for engendering literacy skills…. (Musicians have enhanced subcortical auditory and audiovisual processing of speech and music.)”

 

Other Articles and Papers

It’s Official: To Protect Baby’s Brain, Turn Off TV (from Wired online). Quote: “A decade ago, the American Academy of Pediatrics suggested that parents limit TV consumption by children under two years of age. The recommendations were based as much on common sense as science, because studies of media consumption and infant development were themselves in their infancy. The research has finally grown up. And though it’s still ongoing, it’s mature enough for the AAP to release a new, science-heavy policy statement on babies watching television, videos or any other passive media form. Their verdict: It’s not good, and probably bad.”

The Human Brain: Wired for Values? This article was published as a sidebar to an article in Mothering magazine that strongly praised Living Wisdom School.

Lack of Playtime Killing Joy of Learning.

Smart and Good High Schools. A “Report to the Nation” from the State University of New York)

The Heart in Holistic Education. (PDF) Quotes: “Educational programs based on new scientific discoveries about the heart lead to improved emotional stability, cognitive functioning, and academic performance.”

After Abuse, Changes In the Brain. Quotes: “Affectionate mothering alters the expression of genes in animals, allowing them to dampen their physiological response to stress. These biological buffers are then passed on to the next generation. [There is] direct evidence that the same system is at work in humans.”

Loneliness Spreads Like a Virus. (At Living Wisdom School, feelings of connectedness and joy spread like a virus.)

Positive Action Program. (The program focuses on helping students be aware of which behaviors are positive and will increase their happiness in the long term.)

National education standards can end up hurting students.

Self-Control Is Contagious.

Nature Makes Us More Caring.

College prep math failure full study. (PDF) Quotes: “This study indicates that artificially pushing children beyond their current capability is counter-productive.”

Studies Reveal Why Kids Get Bullied and Rejected. The researchers’ recommendations for teaching children social skills uncannily reflect how LWS teachers practice conflict resolution during playground time.

Mothering magazine praises Living Wisdom School.

Education in the Age of Energy. Human awareness is becoming less materialistic and more energy-aware. How will schools adapt? Living Wisdom leads the way.

National education standards can end up hurting students.

Nature Makes Us More Caring, Study Says.

When Friends Make You Poorer. Quotes: “Students tend to gravitate to a major chosen by more of their peers. And the students whose choice was driven by their peers were then more likely to end up in lower-paying jobs that they didn’t like.”

Kids Get Worst SAT Scores in a Decade.

APA review confirms link between playing violent video games and aggression.

Exposure to TV violence related to irregular attention and brain structure.

School Starting Age: The Evidence.

 

 

Appendix 2: Education for Life and the Living Wisdom Schools

As of this writing, in mid-2018, there are six thriving Education for Life Schools: in Palo Alto and Nevada City, California; Portland, Oregon; Seattle, Washington; Ljubljana, Slovenia; and Assisi, Italy.

(You can find brief descriptions of the schools on this page: http://edforlife.org/about/#schools.)

The appellation “Living Wisdom School” refers to schools that follow the Education for Life philosophy, and that were founded under the auspices of Ananda Sangha. (The first school was started at Ananda Village in 1972.)

Thanks to the success of these schools, the good news about this inspiring new broad-spectrum approach to academic excellence has spread to organizations that have started or plan to start their own schools that will be based on the Education for Life philosophy and methods, but that will not be formally associated with Ananda. These schools can be generally referred to as “Education for Life Schools” but are not, strictly speaking, Living Wisdom Schools. At this time we expect at least three new schools will be started in the coming year (2018-19).

Because this book is based on the experience of the original schools, the terms “Living Wisdom School” and “LWS” are used throughout.

Ch. 21: Final Thoughts — On Choosing Your Child’s School

Many schools with a heavy academic focus, perhaps aware of the growing demand among parents for a more balanced education, are now claiming to offer a blend of academics and joy. We sincerely hope these claims are true! But ultimately we feel that parents should make their own comparisons. Request a tour of the schools. Speak with the teachers. Above all, observe the children. Then visit a Living Wisdom School and choose for yourselves. We’ve been practicing the Education for Life methods for a long time!

A second factor to consider in choosing a school is how the teachers are trained. The Living Wisdom Schools are extremely selective in the teachers they hire. Teacher training is long and rigorous. Impressive academic credentials alone are not sufficient; they must be accompanied by highly developed skills in understanding all aspects of the child—body, heart, will, mind, and soul—and a high degree of expertise in guiding each child to take the next, natural step in the unfolding of their individual success and happiness.

New teachers spend a year of internship with another teacher, absorbing the culture, language, and methodology. They also take a three-month intensive course in yoga that includes instruction in Hatha Yoga and basic meditation techniques.

Last, but far from least, every teacher in the Living Wisdom Schools is expected to have a lifelong commitment to a personal spiritual practice, whatever their religious affiliation. This is an extremely important requirement, as it enables the teachers to understand that happiness is an internal quality, that it is the indispensable foundation for success in school and life, and that its source is Spirit.

Prayer and meditation help the teachers form a soul bond with each child. By offering themselves daily to the highest source of love, wisdom, and joy, the teachers are able to serve as channels for those qualities to help the children, and to help them form their own inner connection with that source.

Ch. 20: Success and Happiness — The Love Plant Approach

By George Beinhorn, Palo Alto
Living Wisdom School web content manager

In the late 1980s, I wrote a short article about an experiment by the elementary school children at the original Living Wisdom School near Nevada City, California.

Here is the complete thirty-year-old article. I present it with two thoughts in mind: as an example of how the LWS teachers encourage children’s expansive feelings, and as a reminder that love is the ultimate key to helping children thrive, both personally and at school.

 

The Love Plant

The primary school children of Living Wisdom School, age five through eight, have scientifically investigated the power of love.

In an experiment suggested to them by their teacher, Peter Kabir MacDow, the children planted five seeds in each of four pots.

In one pot, the “Dark Plant” received only water and was kept in a closet with no exposure to sunlight.

In a second pot, the “Too Bad Plant” received sunlight and water, but no extra soil nutrients or other attention.

A third, the “Everything But Love Plant,” got sunlight, water, and soil nutrients—the normal care a good gardener would give it.

The Love Plant got the same care as the Everything But Plant, plus the added ingredient of love.

It’s 9:30 in the morning. The children are working quietly at their desks. Peter asks them to bring the four plants to an open area on the rug. The children respond eagerly, smiling as they gather in a circle. It’s obvious that this is something they’ve been looking forward to.

First the plants are watered, then the Dark Plant is returned to the closet, and the Too Bad Plant is taken back to the window sill. The Everything But Love Plant is fussed over amid a discussion of the nutrients a plant needs to grow.

Peter: We’re going to focus our attention on the Love Plant now. This is the one we want to give our attention to. I’d like someone to explain what this experiment is all about—someone who’s been centered this morning. Tara, would you explain what the experiment is?

Tara: It’s to watch the plants grow and see what they do when you put them in different places, like put them in the sun, and put them in different kinds of soil, and put them in the dark.

Peter: None of us can really grow without all those things—the water and the sun and the air and the good soil—and something special is there, too.

(Several children begin talking at once.)

Peter: Let’s sit up, please. Sit up nice and straight. Now look at the plants. Look at them closely. You can see how well they’ve done. We’ve started these plants from seeds, and they’ve depended on us to take care of them and help them grow. Now, the plants that we gave a little bit to, they grew a little bit. The plants that we’ve given a lot to, they’ve grown a lot, they’ve grown a lot more than the rest of them. What we give is what has helped this plant; and we’ve been giving our love, which is one of the most important things that it could have. So we want to give it some more right now.

We can start by sitting up. Close your eyes. Inside of your mind, try to see the plant. Do this: Try to see the plant inside—it’s green, and it’s leafy.

As we sing, we’re going to try to feel that it’s pulling the plant up, making it great and big. All the leaves are spreading out and branching out and getting big. The blossoms are starting to come out on the plant, and the flowers.

(The children sing to the plant while projecting loving feelings toward it.)

The flowers this plant has are its gift to us. We give it love, and it gives us its beauty. Ready? Have the plant in your mind. As we sing, we can feel that we’re bringing it up. We can even bring our hands over it. Here we go, just bringing our energy up as we sing.

(The children sing again, then Peter leads them in a prayer. The quality in their voices is startling—it’s as if they are praying with one voice—vibrant, rich, enthusiastic. No voice wanders or lags; the children’s full attention is on what they’re doing.)

Peter (followed responsively by the children): Bless this plant. Fill it with Your love. Help it to grow strong. And beautiful.

 

The Love-Plant Model for School Success

In education, the worst mistakes generally begin with a tiny brain hiccup. Instead of nourishing the Love Plant in children’s hearts, we ignore its needs—we put it in the dark, in a feverish obsession with test scores and grades. We burn its joyful fronds with a deadly-boring standardized curriculum. Or we ignore the quiet instinct of our hearts that is telling us what the individual children in the class need in order to thrive.

There’s a current that runs through the Living Wisdom Schools. It’s a constant theme, that the right thing, in school and life, is to engage with love, and never limit the classroom instruction to force-feeding these young plants with barren ideas. The inborn excitement of math or science or history or English, beautifully taught by teachers who are free to be creative and independent and strong, infects the kids with a love and enthusiasm for learning that empowers them to blossom.

Our students do extremely well when they enter the San Francisco Bay Area’s most academically challenging public and private high schools. Yet parents who inquire about our school are often skeptical.

They worry that their kids will fall behind academically, because we spend so much time cultivating their hearts.

Or they raise reasonable objections.

Surely we’re successful because our students come from smart, successful families. Surely we accept only the top students. Surely our kids do well because of our fabulous nine-to-one student-teacher ratio. Surely our system, which spends so much time on “soft skills,” won’t help the kids compete when they enter the harsh, dog-eat-dog world of high school.

It’s true that many of our kids have highly educated parents. It’s true that our student-teacher ratio is as low as six to one in middle-school math, when the middle school teacher and two adult math aides are present in the classroom. But the truth is, we also accept students who are academically average.

Our successes are not due to those external factors; they are the natural outcome of an approach to working with children that takes account of each child’s hopes and dreams.

The high-pressure K-8 academic prep schools in the area don’t evoke our envy. To put it kindly, their results are no better than ours, because our philosophy is rooted in the Love Plant approach. A saying at our school is “Kids who are taught with love, love to learn.”

Our philosophy is based on the idea that life has meaning, that life’s meaning is reflected in school, and that the principles that work in life—at Harvard, MIT, Stanford, on sports teams, in the military, and at Google and other top corporations—are the same principles that help children thrive from kindergarten through college and beyond. Following these principles gives children two things that all people have craved since the dawn of time: continually increasing happiness, and regular, ongoing experiences of success.

If there’s a single core truth that we’ve learned in the forty-five-year history of the Living Wisdom Schools, it’s that, at school and in life, expansive attitudes of love, kindness, compassion, and joy improve performance, while negative, contractive attitudes and feelings destroy happiness and impede success.

Ch. 18: How to Improve Schools Using Coaching Principles

If teachers were allowed to be coaches, our schools would rapidly become inspiring centers of learning, populated by happy students and their happy teachers.

In Tony Holler’s thirty-eight years as a teacher, he’s seen the best and worst of public education.

Tony teaches honors chemistry at Plainfield North High School, in the greater Chicago area. Tony laments the way teachers today are hamstrung by the mandate for a core curriculum, and by national policies such as “No Child Left Behind” that force them to give their students a standardized, lock-step education that ignores the students’ individual needs.

Tony says, “Schools force-feed the curriculum to students every single day. The political ‘war on education’ has forced schools into an all-consuming quest for higher ACT and SAT scores, disregarding the toll it takes on the students.

“I work at an excellent school. My principal asked the teachers what our school was doing well. My answer: ‘The trains run on time.’

“This was not the answer my principal expected. I would give my school an A-plus for organization and discipline. It’s the education that bothers me…. My own best teachers were artists. They didn’t paint by the numbers.”

Tony’s views on education are biting, but they are fueled by a desire to see young people thrive and be successful and happy, and a distaste for the obstacles that politically motivated policies place in their way.

For Tony, the flipside is that he is intimately familiar with a side of public schools where happy, motivated students learn to perform at high levels of excellence every single day.

Tony Holler with nine-time Olympic gold medalist Carl Lewis during a training consortium where Tony and Carl were featured speakers. Tony’s ideas on training sprinters reflect his beliefs about learning in the classroom—that it should be challenging and fun but not grimly stressful or drearily mechanical.

The methods used on that side of the school campus look remarkably like the Education for Life approach of the Living Wisdom Schools. The problem is, you’ll rarely find these extremely successful, comprehensively proven methods practiced in the classroom.

Besides teaching honors chemistry, Tony coaches track and field. In sports, unlike academics as taught today, what matters isn’t test scores but solid results. On the football field, there are no test scores to distract attention from the scoreboard. Coaches must either adopt methods that bring out the best in every kid, or risk being fired.

Tony believes that if teachers were allowed to adopt coaching methods, it would transform our public schools overnight into vibrant centers of learning, populated by motivated, happy students.

Those methods are on display every single day, right under the noses of the school administrators and government policy makers—yet nobody is paying attention.

When Tony coached freshman football from 2010 to 2015, his teams went 49-4, averaging 44-plus points per game. When he taught at Harrisburg (Illinois) High School, his track teams won the state title in the 4×100 a remarkable four times. In 2018, his Plainfield North High track team won the 4×100 title in an Illinois state record time of 41.29. An hour later, a 15-year-old PNHS sprinter ran a state record in the 100 (10.31). The team won four gold medals and placed third, close behind two much larger track powerhouse schools.

Tony knows what it takes to nurture winners on the track and in the classroom. What follows is Tony’s overview of the principles that earned him election to the Illinois Track and Cross Country Coaches Association Hall of Fame, and that he believes should be adopted in school classrooms everywhere.

Sports are not graduation requirements. Kids play sports because they are challenging and fun. Advanced Placement courses should similarly “sell” themselves, and not be forced upon all of the students by government decree.

Coaches don’t spend 80 percent of their time with the 20 percent of kids who can’t do the work. Students should be helped to succeed at their own level. A one-size-fits-all definition of success is ridiculous, and is bound to fail.

Coaches aren’t told how to coach. Schools should give teachers the freedom to tailor the curriculum to the needs of the individual student.

Sports programs are promoted. Kids play sports because they hear rumors about the great team culture on a football, basketball, baseball, or track team. Teachers should be allowed to make their courses exciting and attractive to the students—whatever it takes.

You play to win the game. Too many schools are diploma mills. Schools should set themselves no lesser goal than to help every single student experience the greatest possible success at their own, individual level of ability.

All men are not created equal. Every student is talented, but not in the same way as other students. The obvious fact of individual differences should be given primary consideration in the classroom.

Coaches don’t give grades. Grades are meaningful only as they measure each student’s progress. Grades should not be held up as the goal, or used as a motivator—or, worse, as a punishment.

Failure is not an option. Great coaches make sure that every player has daily experiences of success. This is the way to create excitement and enthusiasm for learning. How to give each student daily success experiences? By challenging them at their own level.

Coaches are leaders, not bosses. Rigid, authoritarian teachers are obsolete. Teachers must have the flexibility, skills, and experience to make learning exciting and to introduce every student to the thrill of overcoming challenges, again and again, every day.

Coaches don’t need advanced degrees. The value of an advanced degree has been artificially inflated in the teaching profession. Good teachers know how to help kids succeed, regardless of their academic credentials.

Tony concludes:

“I’ve spent thirty-eight of my fifty-nine years going to high school and hanging out with teenagers. As I enter the twilight of my teaching career, I dream of better schools. I dream of independent students who are bold and assertive. I dream of students who have the enthusiasm of athletes. I dream of teachers who run their classrooms like coaches, tailoring courses to the talents and interests of their students. If schools were more like sports, maybe kids would love school.”

(Excerpted with permission from “Ten Ways to Improve Schools Using Coaching Principles,” by Tony Holler: https://www.freelapusa.com/ten-ways-to-improve-schools-using-coaching-principles/.)