Practice Emerging LEADERSHIP in the Classroom

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” (Joana 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.

Location

The course is offered in partnership with Swedish consortium of Adult education schools and institutions, in Stockholm.

Next session: Bucharest, Romania, Nod Inclusive Design Space, August 25th to 29th 2025

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

Aestatique Cards Language for vertical (positive) development

Social Presencing Theater (MIT) Awarness Leadership

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

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.

Trainer

Andreea Gatman – ICF ACSTH Certified Coach, U Lab (MIT) practitioner Social Presencing Theater (MIT), Teachers’ Trainer in Finland for programs like Integrated Curriculum Teaching Global Skills, Coaching Strategies for Schools, New Learning Ways & Environments, School Development together with Forum Schule Germany. Humphrey Fellow 2023-2024 for Educational Strategies and Policies, Peabody College Vanderbilt University.

Irina Sadakova (Organizer) – 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.

Practice Emerging LEADERSHIP in the Classroom