“If I wanted to predict your happiness, and I could know only one thing about you, I wouldn’t want to know your gender, religion, health, or income. I’d want to know about your social network – about your friends and family and the strength of the bonds with them”. (Review, Goleman, McKee, George, and Ibarra, 2018).
In an ideal classroom, the teacher may not teach happiness, but rather produce happy students. The teacher should create a bond with the students, to know more about the students, listening to them. An ideal classroom should help students to find their passion and make it their purpose. An ideal classroom should totally be for positive education, which aims to develop student’s wellbeing and promote happiness. There is more and more evidence suggesting it can help young people achieve more at school. The research of the 14th Headmaster, Director of Wellbeing of Positive Education and a member of St Peters College in Australia, White, Murray and Seligman (2015) gives evidence that positive education can bring out the best in students. White, Murray and Seligman (2015) reinforce that positive education prepares students for fundamental parts of their lives, helping them to become effective members and respectable citizens of the world.
It’s important to teach students skills of positive education from an early age. Serani (2013) outlines that there is a high statistic of young children suffering from depression. Positive education is designed to help students to develop skills that help with resilience, to avoid illness. Many students have to deal with the stress of life and may never show signs of depression, but deep inside they are hurting. Mindfulness can help students to prepare for life in a more balanced and sensible way. Norrish (2015) states that mindfulness can help students feel more content, focused and at peace for the demanding and busy lives ahead of them each day. Practicing the skill of mindfulness at the beginning of their formal education can equip them with a much happier life in the future (Norrish, 2015).
Teachers should help students flourish, they should understand the importance of their legacy. Positive education can leave the teacher and students feeling a little more accomplished by breaking down a protected compound within the classroom, inviting students to feel safe and share strength amongst new friends (O’Grady,2013). For or against positive education, a teacher should send students into their future remembering the most important lessons.
Serani, D. (2013). Depression ; Your Child: A Guide for Parents ; Caregivers.
O’Grady, P. (2013). Positive psychology in the elementary school classroom.
Norrish, J. (2015). Positive education.
White, M., Murray, A. and Seligman, M. (2015). Evidence-based approaches in positive education. London: Springer
Review, H., Goleman, D., McKee, A., George, B. and Ibarra, H. (2018). HBR Emotional Intelligence Boxed Set (6 Books) (HBR Emotional Intelligence Series). La Vergne: Harvard Business Review Press.