Living with the Yamas in Preschool:

A Personalizing Student Response Experiment

By MahaJyoti Glassman

Once upon a time there was a preschool that embraced facilitating the various facets of Yama and Niyama through dramatization. Every day the students faced conflicts and their behavioral choices of resolving these conflicts did not always garner the most desirable results. However, the staff felt that the learning experience can often be more efficient when students are directly involved, when the learning somehow includes the student in the process.

The teachers wanted to move away from “one-size fits all” standardized student responses to all conflict. They decided that they would like to introduce a system where every student has their own personalized responses to various conflict situations instead of parroting what the teachers felt the students should say. How can we develop a personalized script for each young child?

Students and teachers gathered in a circle reviewing some of the conflict events of the day and the students were asked how they respond to conflict situations. Regardless of the students’ responses, all ideas were listened to by all. All ideas were listed on the chalkboard. There was no judgment from the teachers regarding the children’s choices. Teachers also added possibilities to the list.

Then each child selected one response with which they felt the most comfortable. Each student would then have multiple opportunities throughout the month to dramatize or practice their response with a puppet perpetrator which was kindly facilitated by a staff member.

Staff members recorded each student’s favorite response to conflict situations so that they could offer the best ‘coaching cues’ for each child to reinforce those positive choices and to help each student to learn to recognize the ‘triggers’ of these events, i.e., the teacher may say: Remember, Marcos, this is one of those times when you can say “I don’t feel like playing with you when you hit me. I’m right here. Go ahead.”

Having students defend themselves effectively with their peers in conflict situations considerably reduced teacher inventions. It was observed that students who hurt other students verbally or physically respond to students speaking up for themselves much more effectively than when a teacher is involved.

Empowering students with their own personalized scripts was priceless and they felt more self-confident in those daily conflicts. You could see the self-esteem growing.

Some of those moral dilemmas and some of the children’s choices follow.

Ahimsa: A student is hitting another. These are comments of the injured students.

A: (shouting) I don’t like that. (A 2-year-old just learning not to hit and using words for the first time. Using great physical self-restraint.)
B: (a 3-year-old) This is a no-hitting school.
C: (a calmer 4-year-old) I don’t like it when you hit me.
D: (5-year-old) I don’t feel like playing with you when you hit me and walks away.

Satya: A student is calling another student names. These are the students’ responses.

A: (2-year-old) I don’t like that.
B: (3-year-old) My name is Sara and that is the only name you can call me.
C: (4-year-old, friend of injured party) You can’t talk to my friend that way. You need to be sweet.

Asteya: A student is taking a long turn with a school play item and not sharing.

A: Can I please have a turn when you are done. When will that be?
B: Can we play together?
C: A child gets a teacher to turn on a 2-minute kitchen timer that rings when the time is up. (Sand timers were also used which kids can watch).
D: A chalkboard is next to the desired item with the names of all students who want a turn with it. The teacher monitors the timer as well and announces the next student. Students put a line through their name when done.

Brahmacarya: A student has a fear of bees.

A: A student brings a book to school about bees.
B: Other students join in and sing together with the child when a bee is spotted:
“When I’m nice to the bee. The bee won’t sting me.” Sung at least 4 times.
C: Children sing Baba Nam Kevalam or Love is All There is together whenever a bee is spotted.
D: Children all make up a bee drama and include bee yoga poses.

Aparigraha: A student wants to take more than 2 seashells for group play time.

Everyone joins in singing: ‘You have 2 hands and just 2 will do. Just 2 will do. Just 2 will do.’…. as they select their shells.

Teachers and students of all ages (yes, even those 2-year-olds) can grow together and be co-creators of social, emotional, and intellectual curricula. The most neohumanist curricula is the one which is facilitated with everyone, students and teachers, holding hands and moving forward together toward harmony and peace.

The real meaning of education is trilateral development – simultaneous development in the physical, mental and spiritual realms of human existence. This development should enhance the integration of the human personality. By this, dormant human potentialities will be awakened and put to proper use. Educated are those who have learnt much, remembered much and made use of their learning in practical life.

Emphasis should be given to moral education and the inculcation of idealism – not only philosophy and traditions. The practice of morality should be the most important subject in the syllabus at all levels.

The sense of universalism should also be awakened in the child. Etiquette and refined behaviour are not enough. Real education leads to a pervasive sense of love and compassion for all creation.

Shrii P. R. Sarkar