A Heartful Teacher

A Heartful Teacher will be a role model, one who is inspired and nurtures
inspiration in students. Here are some specific qualities

Manifestations: Measuring Impact in Classroom

Emotional Intelligence: Practising the Heartfulness methodology will have a positive effect on ‘Emotional Intelligence’ in teachers, e.g. self-awareness, self-regulation, social skills, empathy and motivation.

• Number of questions asked during class.
• Number of times the teacher smiles in class.
• Number of times the teacher appreciates the opinion of a student.
• Emotional perception: Number of times the teacher ‘felt’ the needs of students and responded appropriately.

Resilience: Practising the Heartfulness methodology will have a positive effect on ‘Resilience’ in teachers, where Resilience is defined as the time it takes to bounce back from adversity and challenge.

• Number of times the teacher takes a pause to respond effectively instead of immediately reacting to the situation.
• Number of times the teacher displays ‘poise and grace’ in a disruptive classroom.
• How long does it take to resolve any conflict or disruption in class?
• How long does it take the teacher to bounce back from an incident?

Attention: Practising the Heartfulness methodology will have a positive effect on ‘attention’ in teachers,
where attention is a measure of ability to concentrate and remain focused for a period of time.

• Eye contact:
  • Is the teacher attentive to any student who is responding?
  • Do the teacher’s eyes pan the classroom to engage attention and create rapport?
• Body language: how often is body language tense or closed versus relaxed, open and inviting?
• Number of times the teacher is distracted in class.
• Number of minutes spent listening to students during class.

Classroom Management: Practising the Heartfulness methodology will have a positive effect on ‘classroom management’ in teachers, e.g. time and space management, effective communication, conflict resolution, discipline and structure.

• Classroom Climate:
  • Does the teacher involve students in creating routines in the classroom?
  • Is the teacher able to delegate tasks to students?
  • Do students hesitate or are they forthcoming with requests and questions?
  • Is the classroom ‘lively’ and at the same time ‘orderly’?
  • How do students feel in the classroom: joyful, afraid, bored?
• How many practical or experimental activities are included in class?
• Number of minutes that students are allowed to ‘present’ in class.
• Peer learning: number of times students learn from other students.
• Orderly and creative arrangement of items and displays of work in the classroom.