A tropic cascade in nature is a powerful indirect interaction that can control entire ecosystems. Trophic cascades occur when predators limit the density and/or behavior of their prey and thereby enhance survival of the next lower trophic level. In other words, distractions, events, consequences of an organism, at the top of the food web, usually a predator, that reshapes, alters or destroys an ecosystem. They can be slow or sudden but the aftermath can be felt by every species within the ecosystem. A classroom is much like an ecosystem. The teacher and student leaders the predators, those shifting the class dynamic. While the prey, other students, the reluctant learners, and quiet students, have their learning hindered, modified or transformed by the behaviors of the predators or leaders.
A classroom should not just be a setting in which students learn. It needs to be a habitat and thus should be organized and operated as such. Each having varying relationships: symbiotic, altruistic even parasitic.The atmosphere, communal and interactive, needs to be focused on social, psychological and academic growth. A place where ideas are flowing, teachers and students are interacting and desks are not in rows but individual, flexible learning spaces. The room filled with soft, comfortable, seating leading to engagement and independence. Hence a micro-habitat where the fauna shifts and changes on a daily basis. Each individual in its niche: the leader, follower, or collaborator. In order for a classroom to transform into an ecosystem many rules or constraints need to be lifted. An overhaul in the mundane into the spontaneous and unexpected. All the while each niche coming together to unionize the flow of energy.
Mindfulness techniques
help students and
teachers focus inwardly
on reducing stress,
developing clear
attention, and interacting
more positively with
others. Thus, behaviors necessary to thrive in the "jungle" like atmosphere of the classroom. Mindfulness
practices can
help students
(and their
teachers)
learn to relax,
to develop
focused
attention, and
to suffer
from fewer
distractions. If the classroom is energetic and engaging then it may often be noisy like the tropical rain forest, full of chattering birds, howling monkeys and creeping predators lying in wait for any chance to distract and pounce on unknowing prey. How do we overhaul our practices to accommodate the biodiversity, to create an ambiance of individuality while also creating sustainability? Mindful resilience. If resilience “… is
the force that drives
a person to grow through adversity and
disruption” (Richardson, 2002, p.
307) then mindfulness can be defined
as its counterpart; the practice of harnessing
our full attention through
focused intention and practice.
By fostering
mindfulness
practices
that promote
resilience in
teachers and
students, such
as controlled
deep breathing,
intention setting
and yoga, socio-emotional
core
competencies
including self-awareness,
self-management,
social awareness are all deepened. By reinforcing listening skills, relationship skills and responsible decision-making we foster in our students "survival" skills needed to thrive in the ecosystem that is our classroom. The main overhaul needed to bring about cohesion and sustainability is to design a space where students have choice and flexibility. In an ecosystem, animals tend to stay near their resting place, stay close to home, so most students will find a place they feel comfortable learning in and it will become their localized habitat. But if we put our teacher desk in a position that separates us from the flow of energy, students will feel this. Causing an isolation. So we need to ditch our desk and make our seating mobile and fluid so we ourselves and our students can move about freely interacting with each other. This should be student-driven they should be able to move the desks in any arrangement they want. Every day should be a different configuration depending on purpose and need. This freedom cultivates resiliency and rigor. Choice and voice. Collaboration and cooperation.
"These days it is not uncommon for students
to come to school feeling stressed
for a variety of reasons. Some experience
complex trauma resulting from
poverty, disability, neglect or abuse.
Among other difficulties, their behavioral,
cognitive, and emotional response
abilities are impaired. They tend to
become easily frustrated and overwhelmed
by seemingly small stressors" (NCTSN, 2013). Resilience is essential
to navigating the increasingly complex
and stressful world we live in. Being mindful allows
individuals to focus clearly on the reality
of a situation. Resilience stems from self-awareness and a focus on our surroundings. When we understand the implications of our situation and set goals, we make healthy decisions, thus we are resilient. Having students breathe deeply and use other mindful relaxation and focusing techniques helps students find their resilience. Empowering them with independent and flexible seating, collaborative groups and mindful strategies allows them to take risks, bounce back from adversity, and overcome setbacks. In other words, it sharpens instincts and adaptations that allow our students to be successful in any classroom ecosystem. Behaviors they can implement to side step and tropic cascade that may occur. To help them become sustainable in any situation.
National Child Traumatic Stress Network
(2013). Effects of Complex Trauma.
Retrieved from http://www.nctsn.org/
trauma-types/complex-trauma/effects-ofcomplex-trauma#q5
Richardson, G.E., (2002) The metatheory
of resilience and resiliency. Journal of
Clinical Psychology, (58)3, pages 307–321.
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