Inspired by 'Attuned Teaching'

Recently, my personal and professional planets aligned as I attended the fabulous Northern Rocks - ‘live’ event (yes – actually in person!) and had the privilege of listening to Cathy Gunning and Professor Rachel Lofthouse talk about their manifesto for ‘Attuned Teaching’. My heart was singing as I left the presentation. I wanted to climb the tallest mountain in the educational landscape and shout about their work. I wrote a post on LinkedIn and was delighted to be invited to write a short blog about it – I hope this helps my fellow educationalists realise what they also believe in is an actual thing as well.

Deep humanity is at the core of this work. A profound belief in the uniqueness of every child and a passion to engage and educate the adults around each precious young life, so that all can (potentially) reach a state of flourishing. Strong, positive human values such as inclusivity, equity, justice, respect, collaboration, empathy and purpose are, for me, at the heart of this approach. 

I hadn’t met either author of the manifesto before, but it was clear to me that Cathy and Rachel are caring, passionate, purposeful and visionary people. This work has been shaped from their shared humanity as well as their professional expertise. It was an absolute joy to hear them share their collaborative vision. 
The Attuned Teaching approach is fundamentally based on a deep respect for the rights of every child to be honoured, their unique needs known and met, and for the adults building relationships with the child to hear the child’s story of life, recognise the potential within and ‘educate them’ (in the most holistic sense of the word) starting from where they are. In doing so, we – the adults – build strong relationships with young people and thus deepen our own learning through the lenses of curiosity, compassion and insight. 

This work strongly resonates with my own philosophy of education, as being a teacher for more than three decades and a practising Buddhist for over 20 years, I see vast similarities between Attuned Teaching and the importance of humanistic education, which is promoted by Buddhist leader, Daisaku Ikeda. He holds, “It is people who will pave the way toward the future of our world, and there is no greater influence in the development of an individual than that of solid, human-centred education. Learning is the fundamental force that builds a society and shapes an age. It nurtures and tempers the infinite potential latent in all of us, and it directs out energies toward the creation of values.” 

What is the Attuned Teaching manifesto? 

A - Adopt an anti-bias stance
Every child is unique. Every child is important and has the right to full time education.  We challenge performative policies that lead to some children being considered inconvenient in some schools. Our policies, language and practices need to nurture all learners rather than discriminate against or punish some. By adopting an anti-bias stance we commit to keeping inclusion and social justice at the heart of education.

B - Build relationships which make a difference
Every child needs to feel welcome and be known in their school community. We build trust with children through our actions. Relationships are not neutral. The classroom is not a battleground so let’s stop talking about enforcing behaviour and discipline. By putting relationships first we value each child in their own right and we create opportunities for learners to be both vulnerable and bold.

C - Create safe enabling environments
Every child can flourish when they feel safe, and every child can learn. We share the responsibility to create affirming, appreciative and enabling school environments. Practices which isolate or shame children or families have no place in education.  By focusing on equity, being empathetic and practising co-regulation we create successful learning environments for all. 

D - Deepen our understanding over time
Every child deserves teachers who keep learning. Understanding of trauma, vulnerability and attachment continues to evolve, and it is not legitimate to assume our practices should be static.  We respect, learn from and contribute to the expertise of fellow teachers and other professionals. By working collaboratively and with curiosity we co-create knowledge for practice to become highly effective inclusive teachers.
If this inspires you to action, I now invite you to consider the follow questions and, if possible, commit to a next step:  

• How closely does this proposal align with your own pedagogical philosophy and personal values? 
• What resonates most strongly for you?
• What ‘rubs’ or seems misaligned? 
• What change could be possible if more parents, school educators, child-based settings sought to serve children with this approach?
• What might be the professional, or personal barriers to this happening – for individuals/families/organisations/policy-makers?
• What’s different for you having learned about this?
• Finally, what changes are you now committed to making?

Find out more about Attuned Teaching
Attuned Teaching – A Framework Built on Relationships for Learning 

Blog post, Professor Rachel Lofthouse 
https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/12/attuned-teaching-a-framework-built-on-relationships-for-learning/

Attuned Teaching for Inclusion, Professor Rachel Lofthouse in conversation with Cathy Gunning 
https://vimeo.com/834397742/24fda13453

 (Foreword - page vi, Soka Education), Soka Education: A Buddhist Vision for Teachers, Students and Parents, Daisaku Ikeda, Middleway Press, 2001