Books That Influenced My Practice (8)
Last time, I introduced a book that incorporated perspectives from brain science.
Today, in connection with the previous topic, I will introduce a book about "psychological safety."
What is psychological safety?
"Psychological safety" is one of the factors identified as a characteristic of "high-productivity teams" at Google.
It is verified data showing that creating a psychologically safe environment leads to the creation of high-productivity teams.
As a result, it seems that progressive companies have established departments called CHO (Chief Happiness Officer) to manage employee psychological care and happiness.
Horizontal relationships, not just vertical ones
It is important to create a "secure base" where people can feel that "this space is safe." We tend to emphasize vertical relationships with seniors, juniors, and children. However, this book states that it is also necessary to value horizontal relationships, such as those with friends and peers.
Is there someone nearby you can consult with?
Do you have friends who will support you when you are in trouble?
Perhaps we need to start by improving our relationships with the people closest to us.
In a classroom, the relationship between children and teachers is vertical,
while the relationship between children is horizontal.
How can we foster kind relationships among children?
Isn't this a very necessary concept in classroom management?
Sharing good things
Are you familiar with the term "Active Constructive Responding" (ACR)?
It is said that when you share good news, the person listening also experiences increased joy, which improves the relationship.
When holding meetings or discussions, starting with a theme like "What is some good news you've had recently?" might gradually improve relationships with each other.
Two powers enhanced by psychological safety
In this book, it is said that two major abilities are enhanced by psychological safety. They areself-efficacy and autonomy. I will explain each of them.
"Let's try it!" to increase self-efficacy
To increase self-efficacy, you need the experience of trying something and succeeding. To do that, you have to try something.
However, sometimes we cannot easily challenge ourselves with new things because we fear failure. We worry about what a boss, a senior, or a colleague might say.
In such an environment, it is true that your own challenges might be hindered. That is precisely why psychological safety is important. Only after you challenge yourself without fear of failure does self-efficacy follow.
The same can be said for the classroom. It is important to have an environment that posts slogans like "Failure is the mother of success" and encourages children to keep taking on challenges.
Teachers should encourage children by saying "Let's give it a try!" and have them take on various challenges. Even if they fail, follow up and provide feedback that leads to the next step.
I truly believe that psychological safety in the classroom enhances children's autonomy.
"I want to try!" to increase autonomy
Autonomy means deciding for yourself and acting on your own. It means controlling yourself and taking appropriate actions according to the situation.
Instead of being told "Do this" by a boss or senior, creating an environment where you can judge and act on your own based on the thought "I want to try this!" also connects to an environment of psychological safety.
The same can be said for the classroom.How much does the teacher welcome, follow up on, and acknowledge the children's "Let's give it a try!"? Can they provide feedback that doesn't just end with the action, but properly evaluates it and leads to the next step?
Creating a classroom with psychological safety
After reading this book, I started wanting to increase psychological safety in my classroom as well.
From the second semester, I changed the class duty system to company activities.
Class duties involve assigning children to somewhat fixed roles, but
with companies, they create the companies they want to build themselves.
Of course, they must create a company for the sake of the class. If they gain the approval of the other children, they can establish it.
After that, I acknowledge the children's "I want to try!" and let them put it into practice.
Right away, the health company came to me and said, "We want to try changing how we do the morning health check!" Of course, that's OK. However, I also properly ask for their purpose.
"Why are you changing the method? How will that make the class better?"
The children try hard to explain. It doesn't matter if it doesn't go well in practice.
First, just try it! And then, connect it to the next step!!
I intend to continue working on classroom management while being conscious of "psychological safety."
Next time, I would like to introduce an educational book based on psychology!