Leadership in classroom: Listening from the Emerging Future Skills

Leadership, as the ability to “leap forward” to act in a certain situation differently, to see new perspectives.

“ Leadership is to evoke people’s reverence, appreciation and gratitude for the miracle of life” (Joanna Macy)

Teaching as Restorative Leadership in the context of physical and digital learning spaces

A series of practices to follow Learning process (cultivating conditions that actually makes learning possible). We approach technical vs adaptive problems towards 1. higher engagement 2. new learning happening and 3. peer connection, building up possibilities for distributed learning networks.

Classrooms, as learning spaces, are becoming as depleted as the extractive mindset we’ve built around nature. ‘We are producing results nobody seem to want”(Otto Scharmer, MIT, Leadership and 21st century Reimagining Higher Education).

The burnout in teachers and learnout in students bring to the surface a clearer sense of the learning happens in relation. It allows us to bypass hidden dynamics, and see the emerging possibilities. It allows students and teachers as co-creators to gain insights backed by critical thinking, and follow-up.

Learning with a diversity of languages in the group has the potential for practicing multiple perspectives, stepping away from binary thinking that leaves teachers and students with very little access to creative learning.

Organization

We focus on interactive (embodied) education methods to help our participants develop practical skills and strategic thinking required to face 21st-century “wicked problems” and bridge to the outer context. Working together in small groups that embrace the learning principles of Open Mind, Open Heart and Open Will (Otto Scharmer).

We will be located in an inclusive design grass route learning space, part of Makerspace, and the only Material Library from Eastern Europe.

Accommodation, transportation, and food costs will be covered by each participant separately. We will provide practical guide information after registration.

To register, click Join Now button on this page or contact us at info@actonlearning.org.

Locations

Bucharest Spring Edition, Location: Nod Maker Space & Inclusive Design. In front of the Dambovita River and a few steps away from the only Urban Delta in Europe.
We recommend Arrival on the 16th May and Departure on the 22nd May.

As we are near the Urban Delta, we will adapt to weather conditions and work some of the days in nature.

Corinthia, Greece (On special demand, min group of 8)

Canvas Retreat Center Location- Corinthia (Greece)

Canvas is a space for immersive encounters, woven with opportunities for both personal and collective transformation. Registered participants will receive a practical information guide with details for accommodation we suggest. Surrounding nature & history: Ancient Theater of Aigeira . This remarkable ancient site is carved into natural rock, making it one of the most unique architectural monuments in Greece. Situated at an altitude of 350 meters above the sea, it offers unparalleled views of the Corinthian Gulf.

For the Corinthia location, there is a minimum of 14 participants; if a small group is formed, it will be offered in the Bucharest location.

Process 1

Positive Development

Technical vs Adaptive problems responding with appropriate tools: an infinite mindset of learning in the classroom; the fluidity of roles who is the teacher who is the learner; shared responsibility and learning happens in relation; keeping the process of learning instead of results; mistakes as proof of innovation.

Skills practiced: Positive Development as engaging and building up on students and teachers agency (Vertical Development in the Classroom), building on strengths.

Process 2
Co-sencing Practicing listening levels & proprioception

Skills practiced: creating systemic education model for the class, leadership and unlearning, supporting criticalically approaching an issue, time perception essential for self management.

Process 3

Integrative Leadership

Skills practiced: presencing, social presencing theater for future skills, the silent pedagogy allowing more facilitation in the classroom; working and teaching in paradoxical situations (our 21st century world) holding both patience and urgency as sources of creativity and resilience.

Process 4

Learning Happens in Relation (trauma awareness)

Making new learning possible ( antidote for burnout teachers and learnout students) as what happens in the classroom MATTERS , on that process tolerating confusion as proof of innovation.

Skills practiced: self directed learning, compassion and empathy, inherent motivation, teachers as active researchers, time as priorities in a world of unexpected concomitent climate challanges.

Tools practiced

Local action with collective support via vertical development

Awarness Leadership & systemic affective (embodied) methodology for multiple intelligences (from IQ to EQ to WeQ)

Game-Based Learning- Moving through Paradoxes (Positive Development)

At the end of the course...

Tools for each module & support to include them in your class as everyday practices
Silence pedagogy, teaching with resilience and leadership awarness
Working on your own process, self-actualizing ( tools for teacher as an active researcher) as well as wellbeing for teams of teachers
Case studies to support your inspiration

Possible learning path

Join the online space of the program where you will have access to course’s basic concepts and materials ahead and get to familiarise with concepts and cohort
Practice peer learning ( instruments offered as support for peer practice- democratically led facilitation)
Accelerate the learning with each Module ( a shared space for generating insights backed by critical assessment)
Apply in real environment “prototypes”& self-reflect based on the feedback from peers.

Trainers

Andreea Gatman – ICF ACSTH Certified Coach, U Lab (MIT) practitioner, Social Presencing Theater (MIT), Teachers’ Trainer in Finland for programs such as Integrated Curriculum Teaching Global Skills, Coaching Strategies for Schools, New Learning Ways & Environments, School Development, together with Punktgenau – Forum für politische Bildung, Germany. Humphrey Fellow 2023-2024 for Educational Leadership and Policies, Peabody College, Vanderbilt University, and faculty guest at Wond’ry Center for Innovation, Social Innovation Programs. With a BA in Political Science, an MES in Regional Development, and an MBA in Public Governance.

Sofia Sfakianopoulou (Local Organiser)–People and Organizational Development Specialist, with a MSc in Human Resources Management from Heriot-Watt University. An Inner MBA alumna and certified Immunity to Change consultant, U Lab and Awareness Leadership (MIT) practitioner. Member of the IDGs Hub in Athens. Sofia brings over 20 years of progressive experience across diverse business sectors, dedicating her career to fostering sustainable, people-centered change within institutions and organizations. Her work emphasizes placing people at the heart of transformational change, supporting lasting organizational impact and growth

Irina Sadakova – Adult Education and educational facilitator Qi gong guide, EPALE ambassador; MA in Educational Science, specialization on Embodiment Practices and Polyvagal Method, Releasing Trauma Instruments. Compassionate Inquiry informed educator.

This week, one thing that changed for me regarding leadership as an emerging future skill is recognizing how adaptability and emotional intelligence are becoming even more essential. I realized that leadership isn’t just about directing others or making decisions , it’s about creating psychological safety, guiding people through uncertainty, and being open to continuous learning.the program was really worthwhile — it helped me grow as a leader and think differently about how I lead. It was engaging, practical, and a great space to learn from others.

Joining this kind of program to become more aware of themselves as leaders and teacher. It gives one lots of confidence and tool to work with at home.

During the program, I have explored myself more deeply, understanding the boundaries I set for myself and how I interact with my students. I have realized the importance of seeing the bigger picture while still noticing the important details, and that it is okay if everything is not perfect. I have learned to feel satisfied with my efforts and to view situations from different perspectives.

That I loved working on awareness and personal development by working with others, with an open mind, a growth mindset and a wonderful leader. It changes the ways we see students, problems, and how we feel about it ourselves. It gives us tools to take our dreams and work in our own hands, supported by those who want to ... Difficult to describe, but I gained specially more trust in my own proces, and in the work with others

Leadership in classroom: Listening from the Emerging Future Skills

Teaching as Restorative Leadership in the context of physical and digital learning spaces