A healing approach to teaching : a case study

Abstract

Healing in education is both an ancient and an emerging idea. Approaching students as whole beings with a need for balance and health of their mental, emotional, spiritual and physical selves is not a common teaching practice in North American educational systems, but one which has had some success and demanded research. This research study examined one teacher's approach to working with at risk students in an integrated school-linked services collegiate. It documented her practices and beliefs about teaching at-risk students, and explored the interactions and strategies she used with these students. This was a qualitative case study, a tradition which allowed the researcher to observe the natural teaching conditions of the teacher participant, selected by the researcher for her superior reputation of working with at-risk students. The study, conducted by one researcher, took place in an urban Saskatchewan high school during five weeks in May and June of 2002. The methods used to collect that data were semistructured interview, classroom observation and document analysis. Use of these methods served to triangulate the data. A reflective journal was also kept by the researcher. Data analysis was done inductively, through a search and discovery of themes in the written records, data were then reduced, organized and a description of the case written. Based on the findings of the study, the researcher concluded that the teacher participant used a healing approach to teaching and endeavoured to make her classroom a place of learning and healing. Her emphasis on students as whole people combined with her unique character, beliefs, practices, and talents harmonized into practicing this approach with her students. Extending love and showing care to interact and form relationships with students was the basis of her practice. A variety of teaching strategies were employed to reach and help heal students. Building a safe and caring classroom and establishing a sense of community in the classroom and school for her students supported the healing approach. Accessing on-site human support services for students through referrals was a great asset to the teacher. The healing approach was underpinned by the teacher participant's belief in holistic teaching and the necessity for hope, honesty and respect in her students and herself. The study allows for increased understanding about healing and its potential for use in public education. A number of recommendations for teacher practice were made as a result of the findings of the study.