Creating Compassionate Caring Classrooms with Primary Educator Attalia Egerton

In this episode Shelley chats with fellow Marion Method mentor Attalia Egerton.  Passionate about psycho-spiritual inquiry, re-parenting and re-culturing, Attalia is also a primary school teacher, kinesiologist, somatic meditation and embodiment facilitator and mother to two. Her vision is mentoring other parents and teachers in integrating this work into their lives and the education system at large.

In this episode you'll learn about:
- what bringing a psycho-spiritual lens to the classroom does for Attalia
- why all teachers can feel *less* exhausted when using the Marion Method in class
- the importance of speaking authentically to children and giving them a safe space to be themselves
- why understanding the 'love' and 'will' needs/hurts according to the Marion Method helps teachers in the classroom
- how competition is embedded into the school system and what it is doing to our children... and so much more!

 If you are believe it is the birthright of our children to feel safe and connected and to thrive in the classroom, then this is the podcast episode for you!

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Find Attalia Egerton here:
IG: @attaliaegerton
FB: @attaliaegerton.com.au
https://attaliaegerton.com.au/

This podcast is produced by Nikki O'Brien from Quintessential Being

Transcript

 Shelley Clarke  00:00

I wish to acknowledge the traditional custodians of the lands I live on. I pay my respects to the Kaurna people elders past and present, and honour their ongoing traditions. Welcome to the mind body parenting podcast. I'm your host, Shelley Clarke. Here I talk about all things mind and body and how this relates to ourselves and our parenting. I envision a world where children are seen and heard, and parents feel supported and less alone. Join me here in the power of story, expert knowledge and lived experiences. Let's dive in. Today's episode is brought to you by kids in Adelaide for all the best events, activities, places to visit and things to do with your kids in Adelaide and around South Australia. Visit www.kidsinadelaide.com.au. Hello, and welcome to the mind body parenting podcast. I'm your host Shelley Clarke. And today I have the absolute pleasure of chatting with Attalia Egerton. Attalia is a fellow Marion Method mentor and passionate about psychospiritual inquiry, re parenting and re culturing, which we can talk about what that is today in the podcast. She's also a primary school teacher and a kinesiologist, somatic meditation and embodiment facilitator and mother to two. She is passionate about mentoring other parents and teachers in integrating this work into their lives and the education system. So welcome, Attalia.

01:41

Thank you, thank you, it is a pleasure to be here,

Shelley Clarke  01:44

huh, it's so lovely to have this conversation. I'm really excited because I'm wanting to talk to you about one our shared love of the Marian method and how that's impacted on our lives. And I know you practice aware parenting as well in your family. So we can talk about your journey. But also, it's really current in my family at the moment with school and returning to school and the last couple of podcast episodes have been around helping our kids transition to school, what we can do as parents in terms of play and connection and all those things. And then how we can move that into the classroom with teachers and how we can create a sense of safety. And today, I'm really excited because I want to talk about how we can bring some of these, the philosophy of Marion's work into the classroom and really honour our children's needs, so that we're creating those environments, and school becomes a place where kids thrive. So yeah, I'm very excited.

02:52

Yes, I love this. I love all the topics we're willing to explore together. And to me, this is the birthright of our children to feel safe and connected and to thrive, whether they're in their family unit, or whether they're in the learning space of a classroom. Really, the classroom is an extension, or I believe, can be a extension of the home. If we think for a moment of how much time our children spend at school, we really want to make sure that it is a safe, emotionally supportive, connective place for them to be and spend their time.

Shelley Clarke  03:35

Yeah, yeah, absolutely. And I agree, I really hold a vision that it can be that and I feel like we've got a ways to go sometimes.

03:45

I do too. I know, in my own experience, I'm a practicing teacher. As you said, I am a certified Marian method, mentor. And I have a passion for aware parenting. And I know, through my own direct experience that the more deeply connected I am to my own true nature of lovingness and willingness, the more I can show up as a deeply present, deeply connected, deeply loving, support for children. It does not, they're not I see them as teaching. For me teaching has become part of my spiritual practice, part of my healing, my own inner healing work, because whatever shows up for me in the classroom, in relation to children in relation to colleagues in relation to parents, because I'm the one having the experience and it's me having a sensations in my body. It's me having the thoughts that this offers me the opportunity to Need to be curious? And to wonder what is it that this experience is showing up for me that I contend to in myself, so that I can, I can express myself. So I can relate in a way that one feels good, and feels empowering for myself and others. This was not always the case for me, I, I've been teaching for 22 years, and a lot of that was very much coming from a power over model, still deeply loving and kind. But knowing that I'm the authority, I get to make the decisions here. And when that was challenged, all sorts of things would set off in my thinking in my body. And in terms of perhaps the way I behaved and responded, it certainly wasn't coming from lovingness all the time.

Shelley Clarke  06:13

Yeah, yep. For those listening, because I really hope that we can share this with teachers, with educators with childhood workers with whoever has children in their care, parents, this will be helpful for as well. But when because we talk I talk a lot about the power over paradigm and that we're moving away, or we're trying to move to power with our children and coming alongside our children. But are you able to just share a little bit about what it was like for you as an early teacher, and then you can share about your journey and how you've got to, you know, be doing what you're doing? But what it felt like as that early teacher? And what some of those experiences that you're just saying, We're in your body? And how did it show up so that we can then go, Ah, this is actually probably what many teachers feel like. And then, you know, we'll get to kind of what you do now?

07:04

Absolutely. In the world. So say 21,22 years ago, the, the power over model, I imagine was maybe starting to unwind a little bit. So the opportunity for more choice and autonomy with children may have been present in glimpses, yet the majority of the modelling that I experienced from those that mentored me in terms of what I learned at university, about children how to teach them, yeah, terms of this is the way you learn this is what you need to know, this is how you how you come to know it. Yeah, it did not have a lot of choice, it did not have a lot of freedom. And what I've realised is this model, the power over model, it's so tiring for teachers, this holding and controlling is it requires a huge amount of energy. And more so recently, in the last few years, where I have cultivated more resources and more capacity to give children the spaciousness that they that is their birthright for creativity, for choice for having their needs met, the more energised I am, and the more energy I actually build, so that after school, I can do all sorts of things. Yeah, I'm not crashing and burning, which, to me in within my body is just like, everyone needs this all need access to this. Yes.

Shelley Clarke  09:09

I'm so glad you say that because that's relevant for parents for anyone because I found that in the last few years, I've had more energy and more spaciousness. And I'm actually doing more in terms of like capacity of what I'm creating work and business but it feels less tiring for me and I'm what I'm not burned out like I was where I recognise things earlier and meet my needs. Whereas, you know, when I first became a mother, I was exhausted and burnt out and was just, I would crash because I was doing things I thought I should. I was paring over myself in terms of making myself do things against what I was actually really needing, wasn't listening to my body, all of these things from that power over paradigm. And I was exhausted. And now I've got three kids and actually have more energy and more capacity. Because some days I rest, and some days I follow my body, and we're cultivating an environment at home where they get to have their needs met, too. So there's less, like you said that controlling someone else might takes a lot of energy.

10:25

It takes so much work. And you know, what I've come to realise, and this is through the Marion method training and my own exploration with nonviolent communication, yes. Moving to a needs consciousness way of relating, when we are one connected to our own needs, there is more capacity, more spaciousness to see that. And this relates directly to what happens in the classroom, that all the behaviours that we experience are coming from an either met or an unmet need. And when I'm now in the classroom, and I'm witnessing behaviour that previously might have really frustrated me might have, I might have had all sorts of agitation and activation to because it meant that it might have disrupted my sense of identity of being the authority, it might have bothered the timeline I had for the session, it might have whatever story I gave to it, if it disrupted that I had big feelings to it, I would want to put a stop to that behaviour. Yep. Now, I threw this through the psycho spiritual lens of okay, I've got willingness here, and spaciousness to look beneath behind the behaviour, and be really curious about what is the actual need of this child. And the more connected I am to and aware of what is what are the needs that as humans we all have, no one is separate or disconnected from this net these needs, even though we may have been conditioned to partially speak to ourselves about being needy, if we have them, or there's something wrong with us, they are so natural and normal. So now I look at behaviour. And I invite all teachers to do this as an indicator of an unmet need. Yes. So and this is, this is the way I relate with my children the curiosity I have with them. It's actually how I relate with my friends. Yeah, everyone that I come in contact with that I value. And I, I am collaborating with this, this opportunity to and this is what this is what to me, deeply connects with teaching as a spiritual practice, that, what we're what we're experiencing from day to day, and what activates in our body is telling us there is a need not being met. And that we can and and for me as a practitioner and a mentor. It's the use of our inner loving presence, practice, unconditional love, and empathy and connection so that we can tend to and lovingly meet what arises for us, we can make connections and welcome and receive connections that also support us. So not just an inner presence, but an outer presence that can support us and hold us in meeting our thoughts and feelings and experiences in loving ways.

Shelley Clarke  14:11

Yeah, and I love that so much. And I love the fact that you are using like when we when we use the psychospiritual lens. I know it sounds like a really long name for those listening. But really, we're looking at psycho which is our own awareness like you know, our psyche, what we are thinking and feeling and what's in our field and spiritual as in like connection to a higher self or, you know, the things that we can't see the field around us so that you know when we're talking about a psycho spiritual lens just for those listening that might may have heard me talk about a psychospiritual parenting lens. We can use that lens in the classroom too, which is what you were talking about, where rather than just seeing that kid's behaviour as the a deliberate attempt or a, you know that they're a judgement on them naughty or bad, or they're the ones that can't, yeah, can't sit still, that you're then noticing what's happening in your body. And this is what I do for parenting. This is also what I'm doing, as a therapist in my clinic, where I'm noticing what I'm feeling and what gets activated in me. Because it gives me a sense of what might be going on for that child, or it shows me where something of my own is coming up. Once I go away and process that I then am able to meet that child in the therapy room in a way that they are needing and that I just love, I just love that. That is how you see the classroom and teaching. Because you're doing the work every teacher, educator, anyone that's with kids, you know, when we look at our own stuff that comes up, then we're able to see what actually is going on for that child. And if we don't quite know, we can at least be curious as to what's going on for that child, and try and meet that need that's underneath. I just love it that is would be my ultimate dream for anyone that's with kids. Is that as the adult where we're seeing it through a lens of like, okay, well, what is this showing me about my own psyche? And what's going on for me? And then how can I meet that person, whether it's a friend, a brother, a sister, you know, actually a child that you're in relationship with, you know, as in, in relation to to, you know, in the classroom?

16:37

Yes, yes. And I love that this all resonates with you, too. It's, it's such a powerful way of acknowledging that. And this the acknowledgement that many teachers have gone through their own primary school experience, where it's likely there's love and will hurts they've gone through and loving will hurts is part of the Marian method. Where I will go will go Yeah, yeah,

Shelley Clarke  17:14

yeah, yeah, we can go further into that. Would you want to do that now? What would you say your love and will hurts that you see in the classroom, and then we can come back to what a teacher would experience because they would have their own love. And it will hurt from their own schooling, their own parent, their own childhoods, all the things that play out in classrooms.

17:31

So I'd love to start with the teachers, and then go to, yeah, let's do that. In terms of teachers, they've gone to their own, they've had, what, seven years of primary school, where they have had a certain amount of the word control comes into my thinking, it's not a word I enjoy, it doesn't feel good in my body. But ultimately, a teacher who's been at primary school themselves, has had an authority that has been able to choose whether they can go to the toilet, when they can eat, what they do with their time. Basically, their lives are shaped the power and the power, autonomy and choice is restricted. When we're at school, and I know for myself, my own experience was that a secondary school we have a little bit more power and autonomy, but not much more. And then we're at university. So we're, we're moving through as teachers, a, a system that has an authority that has a particular outcome for us in terms of how it wants us to be in the classroom. And then we return to the to the classroom again, to work in it as a teacher and we're implementing what we experienced plus what the culture now deems as normal. So, in my own experience, and the more I I respond to my soul calling related to supporting and mentoring teachers to meet their own love and will hurt, the more I'm meeting mine. That is a big, it's a big journey, because the majority of the population have moved through schooling and in the Marion method, recall the disconnected domination culture, it seeks to normalise the disk functional aspects of treatment and behaviour and relating. Yeah. So in terms of being a exploring our love and wealth hurts for myself, personally I've been taken back to time is when I was in primary school and particularly the last two years of my primary school were incredibly harsh. I went to a Christian school that my memory of it was, it was like a military school, we marched, we wore ties, there was corporal punishment, people were hit with canes and goodness, shamed and blamed and there was honour rolls, there was attention, there was a lot of punitive punishment. And only I would say, in the last 12 months, through cultivating the inner presence practice, through being held unconditionally, have I had the capacity to be with those younger parts that have that experienced really harsh, unloving treatment? Yeah. And what I carried forth in who I identified as and who I thought I was, and the perception I had of myself, was so profoundly impacted by moments in time, when I had experiences with teachers, that lovingness closeness, presence and connection were not there. They were not there. And I know in my heart that those teachers, they were not, they were not doing it out of their true nature, and wasn't who they were at their essence. I look at them. And like, they were just living out what they were trained to do, what they were taught about children, and their own love, and wealth hurts. And as an adult, I can, I can accept that and honour their journey. But I can really only do that, because I have been able to lovingly be with and tend to the younger parts that experience those had those moments and have reparative experiences with around

Shelley Clarke  22:41

them. So incredible, and like, profound work, really. And it just reminds me of something that my teachers say in cranial sacral therapy training, where the more advanced therapists really, you're just bringing a more whole and integrated therapist to the table, and that you can't meet a client where you haven't gone yourself. And so and the client on the table will know that very quickly, they their, their psyche, kind of knows exactly what they can help you with and how deep you've gone. And that, you know, it will match if that makes sense. And so really, the advanced practitioners are just doing their own work and bringing their own experiences and integrating themselves to be more sort of hole around their understanding, which means that you can hold that for the clients on the table. And I just love basically, that's exactly what you said with the classroom of like, you integrating these experiences of your own. Last two years of primary school have been reparative for you, but also in that repair process. You get a real deep sense of what children need in the classroom. And so you It broadens your capacity for empathy and compassion and seeing what the kids are actually really needing. Because you've done the work.

24:13

Yes, absolutely. And doing the work. It's not it's not only something that benefits, the ease of our day, the joyfulness that we experience, but it connects us to the wider scope of life. And I love circling back to what you mentioned before about the more capacity to meet our experience like those the big feelings that arise when we've got that capacity and the foundations for that. It opens the door it reopens the door for all the love and joy and yumminess and to me that's shown up with deeper connections with soul sisters, meeting people that I just go, wow, this is magical like where we've got a soul connection here, having experiences with strangers that light me up life bringing into my field opportunities that I might have felt too scared to, I might have dreamt about but felt too scared to receive. So this is, to me, this is what I love so much about the Marian method, and how this this the Marian method of the lovingness the willingness and conversations with life into waves so beautifully into my own journey of education, kinesiology, somatic meditation, and how this is this beautiful tapestry that is ultimately my soul's calling my unique path. And I deeply trust and believe that we all have that. My know both you and I have a relationship with an unwillingness to see things as right or wrong, and that each of us have this unique journey that as we mature, and as we do the inner work, we can actually see how these parts all fit together. And that what we have experienced, what we've met and what we've healed. And this is goes back to that comment you mentioned before what you suggested about the psyche, is that our psyche in life and I'm I attribute this awareness to Marian. Yeah, yep. Our psyche and life are in conversation. And the conversation is about expansion and connection and having all of our needs met and to, to receive and ask for all that we want and what we're willing for, so that we are returning to our true nature that there's this sacred return. It's not this, I'm reconnecting with that thought of the psyche being intentionally wanting for us to be having do all that we want.

Shelley Clarke  27:31

Yes, that was actually a big change for me, or like a real shift for me when I did the Marian Moore work, and over the last five years of working with Mary, and for those that are listening to this episode that haven't, you know, that don't know fully what we're talking about. There is my very first episode in the podcast is with Marian and we we go through the Marian method, the pillars, so there's lovingness, and willingness and conversations with life. So if you don't know exactly what we're talking about, you can go back and have a listen to that episode. But basically, when I first started this work, and something happened to me, I would interpret that as like, Ah, see, I'm not meant to do that. And it was something you know, and enjoyable, or something kind of like a quote unquote, bad or something happened, it's like, see, life's to show me that I'm not meant to do this thing. And I had this, because that's what I didn't turn internalised from life around me and culture around me that we have to be punished in some way if we haven't been good, or behaved a certain way. And so I had this view that life was sort of punishing me and I had to earn it or work harder, or whatever, in stories, I was sort of attaching to that. But one of my biggest shifts, and I love what you just said, then that life is here, life and you can insert in whatever beliefs that you have God life, nature, the divine, I now just say life because I'm like, it's just all around us. But that life was here to love us and to support us and to we're in connection. Now, when something happens, I'm like, Okay, how's this supporting me? And what's this? You know, it's here to love and support me and I think that comes back to a really cool wound of mine of like, you know, you're not when many people's around feeling like we have to deserve love, or we have to do something to receive love and be a certain way before we're lovable, all these different versions and but then actually likely to love us just for being here. That took me a while to really feel in my body.

29:50

I so resonate with what you're saying and I know I have carried those same internalised messages and to say Come back to a place that life loves me and is supporting me. But I haven't done anything wrong, and I'm not finished, yet such profound shifts to be experienced. I know as a, when we think about in our family of origin, that if a child's behaviour or that if a child's needs are not being met, and it's, it's resulting in particular behaviour that a parent might have their own attachments to in terms of what's culturally acceptable, what how was I parented, what's the agreements within this family, that behaviour can be punishable or it can be rewarded. And it's no different to what shows up in a classroom. So if you sit still, and you put your hand up, and you are agreeable, you get rewarded, if you are not that, and, and let's be honest, as much as the schooling system is, is trying its best to grow and evolve. The pace of it is taking time, it's just taking time and the industry is enormous, it's old, its roots are old. So it has imprints and conditioning that are not they're not new. The embed the embedment, if that's a word of is deep, so it's like the more people that we can invite in to reconnect at a, I believe at a core level of teachers who can, who can see that there are really incredible ways to make change, that are going to provide more spaciousness, provide more connection, provide more inner enjoyment of the experience, the more this industry, and the space and system will recalibrate it's going to recalibrate itself. And what my desire is to shift to power with culture, which is ultimately when we explore the Marian method, modality, it's, it's an all of these practices and processes are supporting each of us to return to our true nature, of being powerful of being loving of being connected. And this can happen in family, our family of origin. And it can happen in the classroom, I so deeply believe that where children are empowered, where teachers are empowered, where our schooling system is one that supports choice, it supports closeness, it supports connection. I know even what I've found, which I absolutely love. In the classroom, there is and this has happened over time, there is a move away from anyone touching anyone. So yeah, keep your hands to yourself. Yeah. And you just don't touch people's personal space, which, with experiences that have happened culturally, yeah, that has been needed. Yes, yeah. But ultimately, and probably more so for children. closeness and connection is so profoundly longed for and needed in their bodies and our bodies that to not have someone touch your shoulders or put your hand up, put their hand on your back, or just give you this gentle little elbow bump, or whatever it is that creates that little physical connection. There is a big absent there can be a big absence. I know that's, that sounds like a generalisation. But it is something that I witnessed, and when I have tapped into, it is a core need of children to have closeness. If they're at home, they receive it. And then it gets cut off at school. It's my desire and when I'm with children, I do that, like I give skin to skin contact, like I'll touch your hand, I'll move here, I'll put my hand on their back. If they're already leaning in, I'll lean them in further. And what that does to this sense of safety and connection that I feel in my body because they've connected to it. I get goosebumps in my body in that happens because I'm like ah I have just tuned were tuned and they're here with me.

Shelley Clarke  35:04

Yeah. I'm so glad you're talking about this because this is so powerful. And because there is an I'm not a teacher. And I'm also wanted to weave into the conversation that we are holding this whole conversation and teachers with love, and compassion, and support. And I know that's a really big desire of yours as well is like, this is not an us versus them. This is not a battering of teachers, it's like all the education system, which I know they often get, you know, you get to a battering sometimes. And this is like, how can we break that down and change with love? Like, how can we have it so that our children move from loving families and environments at home to, you know, classrooms that feel similar and connections with teachers there for summer, so I just wanted to put in that as well, that we are holding teachers with love, because I'm not in the classroom, I don't, you know, 30 people that I'm trying to attune with is hard work. That's it's very hard in your nervous system in your body to hold. But I really love that you've talked a bit about that sense of safety and what children need. And I would agree there's this element of can have warm and loving homes. And then to school, it's like this is a, there's a persona or air of that I'm the teacher, and this is my you know, the authority. And it feels a bit harsh for kids or abrupt of connection. And then you're in a classroom and you can't touch and you can't do this, and you've got to sit still. And you have to do this, and you have to listen. And then it's loud, and it's bright. And what you describe then of softening your body. And if a child's leaning into them leaning in further, like feels so deeply like I can just imagine that child feeling so safe and connected with you. If you're getting goosebumps, the attunements there like that child is going to learn a child is going to feel so safe, that child is going to experience being seen in the classroom by you. And will have Yeah,

37:22

it's so yummy. It is. It's yummy. And it's energising and recently I listened to the podcast with Marian Rhodes and Gabor Ma Tei. And Leila milestone, and I loved hearing that these are the core when our core needs are met. Of course, learning becomes easy, it becomes engaging, creativity can flow. And I look at the complexity of the job. When I worked full time as a teacher, I don't work full time anymore. When I worked full time, I would feel overwhelmed. And I would think to myself, How can I do at all? How can I meet there? The prot what what is ultimately the primary goal of the current system, which is education. Yeah, intellectual knowledge growth. And the social and emotional well being I could I believe I could have had a full time job in both of those. Yeah. So for me, I noticed either one or the other would drop off. Yep. So what I'm really willing for is that shifts arrive in enjoyable and inclusive ways. So that we can meet the needs of the social and emotional as well as tapping into the natural curiosity, the questioning the investigation, the passions of children, I think what makes the job harder is that we are often taking adult thoughts of what a child should know. And overlaying that into an environment that isn't necessarily driven by a child's interests and a child's natural inclination. So how that comes about? I don't know. Yeah, and I trust that that will unfold and life will support that. But what I holding that desire and holding that willingness, I believe that the more we are connected to our true nature, the more we are willing to meet our core needs and those of children, the more the answer, and the resources will be given to us.

Shelley Clarke  40:09

Yeah. Yeah. And I love that there it is changing. There are examples out there that are holding both of those things. Yeah. That it is happening. So, you know, I really love that you, you can see that and hold that and willing for those things. I wanted to ask you a little bit more about what does it look like in your classroom now, then? And so yeah, so that if there's a teacher listening, or an educator or a childcare worker, whoever listening, they can, they might not even be in a school that has this lens, or anywhere near this lens? Or maybe they are trying to have this lens, and they haven't quite been able to work out how to put it into their classroom yet. What does it look like? What are some things that you do on the daily or the weekly? Or, you know?

41:03

Yeah, beautiful. As I mentioned before, I'm not working full time anymore. And when I was, it was, there was definitely a sense of being stretched. Yeah, but also at that time, I hadn't done the Marian method, yet. I've hadn't taken that deep journey I was practising were parenting with my children, and implementing, listening to feelings and, and more choice and autonomy in my classroom. Yeah. In terms of my planning, when I was with colleagues, in our weekly planning, there was lots of invitations of okay, how can we incorporate what our children are talking about? How can we even even giving our children the freedom to move in and out of the room because we trust that they are wanting to move because they need to? Whether that's because they're feeling restless? Whether that's because they're bored. As a teacher, we do not like to hear that, you know, even there are times when I'm teaching something, and I'm like, Oh, I'm not stimulated by this, like, this is not, I'm not feeling passionate about this. Why think if I'm not, how will a child feel, receiving this, in the in the current version of what I do, I am blessed to be able to go in and out of schools as a support as a casual teacher. And this has enabled me to show up in a way that maximises what I mice, my soul gifts and what my soul calling is, to come in and be full presence, full love, full compassion, full empathy. So what that looks like in the classroom is that if I am experiencing behaviour that previously I might have, and particularly as a casual teacher, we can arrive with this, alright, I've got to be the crowd control. I've got to make sure we get stuff done. And of course, of course, there are expectations to have things completed. But at the same time, my inner compass and my inner guidance says that the connection, the love, the presence, it outweighs the force that's needed to have children be a way that previously I might have felt more comfortable with, and to complete the things that they have to. Yeah. So it's a relaxing, it's a relaxing and engaging in the flow of the day. And I use that word flow because it reminds me of rhythm. And when I connect to the rhythm of the day, I've had the opportunity to, to be at learning guide at woodline primary which stones school which is deeply informed by a way of parenting and needs consciousness and connection. And what I see in that space is this beautiful balance of we're learning and at the same time time we're creating space for safety, connection, passion and creativity. So I know it can be done. Yeah, no, it can be done. And when I talked before about feeling energised, it's been in the spaces where I felt the most energised. Yeah, I do know that in mainstream schools and government schools, which I also work in, the more I'm Reclaiming my own autonomy, and offering children to do that. And there is the meeting of their needs in present ways. The more energised I am in those spaces, as well,

Shelley Clarke  45:48

yeah. And I just love that. And so it can be simple things like getting, you know, having children eat and drink when they are needing to, and having children move when they are needing to. And trusting them. Giving them as much choice as possible, you know, so that their autonomy and an agency and authenticity get to shine through. I just love all of that. Should we go on to the wheel hurts and love hurts that we're going to talk about before, they might

46:23

pause in that for one moment, because I'd love to share some of the language that I use.

46:28

Yes, actually, please do perfect. When

46:30

when I have a child who has doesn't have a willingness, they don't want to do something. Yeah. And I imagine in with your aware parenting background and Marian method, this would be very common speak for you. So when I experiencing a child that is like, I don't want to like this. I don't know. And you can see and it's boring, I can't do it. I'm not forceful, in that I really meet that with a really hear that you're telling yourself, you can't do it. I'm right here. And I'm really, I'm here to help you know how to do it. And we're going to do this together. Yeah. So I'm, I'm feeding back to them the need that they have. And when I do that, they're being acknowledged for how they are showing up in that moment. That what they might believe about themselves as a learner based on other experiences. And I'm showing them that I'm not willing for them to be rushed. I'm not willing for them to think that there's something wrong with them, because they don't get it now. I'm also willing to honour that they might be feeling bored. And do you need a little break? Like how can we make this feel better? Like how can we invite in some more creativity to this experience? Rather than going you know, just get on with it? Yeah, you'll be right. Get over it. Yes, it'll be right. Just get it finished. Yeah.

Shelley Clarke  48:15

And I really love that. And when you said that again, and I might even get you to repeat what you say to a child because I had a flash of an last podcast episode I talked about my my experience of a teacher when I was about the same age as my daughter, who was extremely harsh and scary. And I spent a whole year very nervous. I remember going to the toilet a lot at recess and lunch and I shared this story. Last episode, so I won't go into it but and I was really, really scared. And just as you were saying those words, I was like, Ah, I kind of felt my body relax, and was like, ah, imagine if if I was spoken to in that way. Yeah, and just had someone honour like, I hear that. Yeah, you don't want to do this. Or I hear you're telling yourself you can't i I'm gonna stay right here with you.

49:13

Because that's what I needed. My Yeah, he did that myself and I I've had the experiences of being rushed of not understanding of being met with anger and frustration, and how painful that is, and how my sense of self was impacted by that. And, and what I realised is part of my soul calling is I'm not willing for children to have those experiences I'm not willing for my children to and if we can lovingly support teachers to have resources and have experiences that support them to know how to speak in those ways to deep Connect with empathy so that it's coming through authentically. Yeah. So that those words have a really here that you're scared. And I can actually see that you're scared. And I actually believe that. Prior to me seeing this clearly, I could see the discomfort of a child. But I didn't have the resources to meet it. Yeah, and I do now. And I'm really willing for teachers to have those resources and to be able to meet children authentically. Yeah. Yeah,

Shelley Clarke  50:36

absolutely. It's so, so important and so vital. And I'm just picturing children being met in this way. Even, you know, even just this week, my daughter's really struggled. And I was loved to ask about drop offs. And if you have any family, other side, I've talked about drop offs from the parenting side before but from the teachers side, what could be helpful, because we've had some tough times, even just in this last week, and when the teachers and then there's this element of Come on, come on, you'll be right, mom's gotta go now. Yeah, that kind of tone of Come on, just step into the classroom. And then, you know, just

51:21

say that I know, as a teacher, previously, I would feel so much discomfort in my body, witnessing a child feelings scared, not wanting to come in. And the resources I had at that time, was okay, just, if I respond in this way, what I think will help is it will perhaps help disconnect a child from their feelings. And they'll just get on with it. And they'll be able to come into the classroom, and they'll be fine. Once you go.

Shelley Clarke  51:55

Yeah, that's, I hear that all the time. And I know what's happening, that they just often disconnected from their feelings and the pressing it comes out seven hours later when they get home. But it's nice to hear this from, you know, what your experience has been and how teachers might because this is, this happened this morning. Like, come on, come on Isla, you'll be okay. Your daughter.

52:17

And that's ultimately what I think as a, as a teacher we want we want the child to be okay. But we as teachers, when we don't have any training, about attachment theory or attachment styles. So of course, a child's sense of attachment doesn't, it doesn't miraculously switch off when they leave home. It continues on and if were, if we have experience, and were willing to explore how to support secure attachment for children, there are absolutely ways to support drop off being it may not be completely tear free, but it can be really supportive to welcoming those feelings. And I know my colleague, Nick Wilson, yes, incredibly passionate about different styles of attachment play, that do come from aware parenting, that can be I imagine explored in drop off and pickup. So that sense of okay, so mum or dad might be leaving, but I I am being transitioned to another safe space, and safe a safe soul that I feel attuned and connected to and who is willing to listen to my feelings. And when I picture that it is on the most basic level, getting down to the child's eye level. Having your hand on your heart and going over really see and I can hear that you're you're feeling scared. Of course you're feeling scared because you you don't know what today is going to bring. And you really want to be with mum, of course you want to be with mum. And I'm going to be right here with you. Whenever you need me whenever you need to connect. If you if you need anything from me, I'm right here and I'm listening. Yeah, I'm not gonna, I'm not gonna leave you by yourself and really holding that space. So those needs that are there that are speaking in that not being able to let go are actually honoured. Yeah, we might not as teachers be able to meet them all. Not I'm imagining for 25 Plus children that we can we can do our best to try ism matches we can. And in that meeting, I assure you that it's going to be nourishing and supporting our inner child. And our loving will needs. Yeah. And, and also and segwaying. Out, honouring and not causing more loving will hurts.

Shelley Clarke  55:22

Yeah, and I love that so much, because that's often all it needs to say all it needs, it's quite hard to actually soften our body and notice the activation because even as a teacher, I think this morning, it was like, Oh, you've got a whole classroom inside, that you're meant to be tending to, and there's a kid outside and I could feel, you know, come on and a bit of frustration, and I could feel it. And I was a bit like, Oh, what do I do? You know, so it's like, the both adult parties, being aware of their own bodies and their own nervous systems and working through our own stuff. So that, you know, the teacher can sit down or come down on her level and just say, Hey, I've got you, you know, I'm right here. I know, it's really hard. And I think that softening is probably all it would need. And she'd be like, Okay, here we go. And that's what we we've come to, and that's what I've saw out. And I'm trying to find it's a new school. So I'm trying to know where I can find that for her. But I yeah, I just love that. So that is a great little segue into let's talk a little bit more about love needs and love hurts and what they actually are in the classroom are love, love needs and will need and then obviously, the hurts that can happen in a classroom. Because I know people that have listened to this podcast, again, might know what we're talking about, but teachers may not this is new language really, that I've only really learned with the Marian method. So yeah, what our children's love needs and will needs

57:01

a beautiful question. And I'm so honouring that this is information that you have learned recently, because it's no different to me, I think with the Marian method, I, I really had no idea that there were core human needs, that in order for us to feel balanced and connected and have relationships that are nourishing, and for us to move through the world freely. We have needs that can be met, but they can also be unmet. Yes. So I love exploring this more deeply. Because as if we were looking at a child's love needs and their will needs. We're also looking at our own love and well needs and what ours were at those same times. So I know you mentioned before that your daughter at this time has been exploring themes that have taken you back to your, your themes. Yes. And I I imagined and no, because this happens with me as well as that, on that psycho spiritual level is that I've got an 11 year old daughter who's a grade six now. So she's journeying and offering me experiences that I had when I was a child. So more recently, what's been showing up in her world. I've had physical responses to there's been sensations in my body thoughts. And I've been like, whoa, I'm not I'm not able to hold a neutral space with this. So that's telling me that there's either a love hurt or a will hurt in my field relating to something that I experienced potentially around the same time. Yeah. The the experience that we both shared was in relation to leadership roles. And this was a really curious one, because it's very common practice at schools to have children going for leadership roles. Yeah. And what I what my daughter experienced was missing out on those and the painfulness of the competition. Yeah, that is naturally embedded and normalised. Yeah. So when we connect that competition to love and our love needs, is that there's that sense of connection. There's that sense of, I'm accepted that I can show up in the world, and I'm welcome, that there's equality. There's cooperation. There's collaboration that those needs are offered to all, yet a leadership competition. It actually, it doesn't meet needs, it generates love hurts, and it is great for those who get to succeed and get to be at the top of the hierarchy. And then the others that are dealing with the emotional experience of loss of not being good enough of there being a winner and a loser is so painful. And children carry that I know I carried it. Yep. And the invitation that my beautiful daughter gave me through her experience was being an outer loving presence for her and having an absolute unwillingness for her to believe anything, but the truth about who she is. And that is incredibly loving, kind, capable. That was a big one, I am capable, human that is I'm so willing for her to have this experience to be lovingly held. And for her it not to define who she is. Yeah,

Shelley Clarke  1:01:30

yep. And I love that, because this is how, obviously listening to our children's feelings and aware parenting and the Marian method can help our children with whatever they go through, and not carry those feelings and hold them. Because they have a way of expressing it and processing it and integrating it into their, you know, into their life. But in the classroom, we're not even aware sometimes of how these things can generate those hurts until we have this lens. And it might even just be that imagine if you had a loving, compassionate teacher or someone that went up to her and said, I'm so sorry that you missed out on this, you know, this experience and empathise with her feelings and, and realise that that might be actually hurtful, not not receiving, you know, being part of the leadership team. But we're not even thinking about that at all.

1:02:34

No, and I, I believe that that is because competition is so embedded. It's so normalised the language around, we're getting them ready for high school. It's part of life. It's how life is if we actually paused and went to the sensations of our body and truly acknowledged what we were thinking and feeling when we are the loser. Yeah. In a in a dynamic of competition. I have no doubt that we would consciously choose collaboration and cooperation over that.

Shelley Clarke  1:03:21

Yep. Yeah. I agree. The pain of that is, is people carry that for a long

1:03:27

time. Yeah. So many times over their entire lives. Yes,

Shelley Clarke  1:03:31

I work with adults. I work with many adults in clinic and in parenting workshops and one on ones that carry these core beliefs about themselves of I'm not smart. So I might, you know, I'm dumb. I'm this, I'm that I'm not good enough. I'm not strong enough. I'm not capable enough. I can't write I can't read, you know, all sorts of different things, from hurts or from things that they internalise either directly by by someone saying something to them or indirectly by things like not winning the competition, and so therefore, I am not capable.

1:04:08

What I noticed is all of the things that you listed in terms of the perceptions of self is in relation to another. Yes. So it's like, if I compare myself to, then they are there and I am here. Yep. So I imagine part of that comes from the schooling aspect of okay, we there's a standard Yep. In the standards, we are putting you along a continuum of whether you are succeeding or not, whether you're reading well or not. And I'm very aware of what the system has perceived as a need to get children to an outcome. Yet again, I deeply trust in In the how, how things are shifting and changing, and that we can meet the needs of children in other ways. We can guide them in their learning in other ways. And we can minimise the love and we'll hurts that manifest from the competition model, as well as the comparison model.

Shelley Clarke  1:05:26

Yeah. Yeah, absolutely. I love that. So there, there's some love needs of, you know, love needs our need to feel welcomed and connected with and seen and heard for who we are empathised with, you know, have our feelings heard be loved, just for being us, and that there are loved needs? What about our will? needs? And how might that show up in a classroom, and then therefore the hurts?

1:05:59

Yeah, so I'll we'll needs to be able to move movement, to have choice in autonomy and freedom. And I imagine anyone listening when we just explored those four core, and you might reflect on your own experience at school, it's probably pretty self explanatory how we don't have complete freedom, complete capacity to move, we will shape shift ourselves in order to fit into the group, that certain ways of behaving are more favourable than others. So and, and even the simplicity of eating when we want to either when we want, being able to choose how we ran, when we learn, I'm really acknowledging that the structure of the classroom historically, in order to hold a space for a number of children to reach outcomes, that it's almost as though that priority has needed to limit the will choice and the well needs of children in order to reach the outcomes that the system has most valued. Yeah, yeah. So those, to me, those show up, and we can they show up for children in terms of lots of tears and anger and aggression, after school, and that could be to a sibling, it could be to a parent, it can be more nose and frustration, which of course, as we know, in that in the Marin method is how we reclaim our power. And we'll need sir about this as my power. And when our power is minimised or oppressed, then it's going to want want to find its way out in other ways, or it can either get so stifled, we become incredibly compliant. Yeah, who can see and unable to really know what we want? Yeah. And what feels good for us?

Shelley Clarke  1:08:13

Yeah, I've worked again, with many parents and people that, and I was the same. I didn't you know, when Marian asked me like, well, what are you needing? And what are you wanting in your life? And many parents like, well, I don't really know what I like and what I need, and my will, I just don't really, they don't have any connection to that, because they've just gone along with what people told them to do their whole life. And so then they've lost that expression of who they are that agency and autonomy, they don't even know I don't even know what I enjoy, or what I want to do.

1:08:52

And I'm betting that if you've had a conversation with a teacher, their experience in the classroom would have been the same. So a teacher will often be arriving with their own love hurts, and will hurts and unless there's been in a work done to meet those. It's like that intergenerational trauma where we pass these on, not even knowing that they're present, and we're enacting them.

Shelley Clarke  1:09:25

Yep. Yep. Absolutely. Because if you've got a child in the classroom, that's like, No, you know, I'm not going to do that work your own. It will remind you of times where maybe you didn't want to do the work and choose or whatever it might be, but absolutely, it will show up in the classroom. Yeah.

1:09:45

And I think the invitation is, teachers is to respond to that well, energy or the the well needs of autonomy and choice and independence. We Give our own our own first. Like, when we want to have a yes or no for something, yeah, that we are loving and empathetic and listening to that and honouring that. And the more we do that, the more we're able to show up for children who are also wanting to express their autonomy and choice. Yeah, I

Shelley Clarke  1:10:22

love that so much. And I've been going for a while. So I'm aware of the time, let's talk a little bit about your vision for the future, or how you would like it to look and see and what you can picture. And then you know, what you're doing in the world. And with your work.

1:10:44

Yeah, I have a dream, and a willingness for the true power of children to be fully realised that a child takes their true position in life, not at the bottom of the ladder, not as the the little thing that doesn't know. But they it's like the food pyramid, it actually gets flipped. And a child's deep knowing that deep creativity, that deep connection that exists with life, the adults are being taught by, yeah, so we are, we're being guided by the wisdom of the child. And in order for that to happen, what I see is, the past hurts and conditioning that we have journeyed as intergenerationally for hundreds of years or 1000s of years, is dismantled. So that way, I am like we are in worship of the child. Yes. And, and that's our own inner child as well of, I'm willing to see myself as that wise, knowing child that has a unique way of being in the world that has so much to offer, and so much to give, that has a soul purpose here that has a unique way of being. And how that looks in schools, is that which is what my passion is, and what I'm I'm here in my sole calling to support others and mentor others is that I see that occurring in the industry of education, having teachers reconnect with their lovingness and willingness and they they're really embodying their connectedness with life. And if we are doing that, and were meeting our own love, and we'll hertz having those heard and healed, and we're showing up with more spaciousness, more connection, more willingness to meet needs, more of every yumminess that we can have in our lives, the faster that happens, and the the more we can connect to what our own soul journey is here. Yeah. And I think that teachers have generally been called, because they're passionate about children, they're likely being called because they've had their own love, and we'll hertz and they're being invited to, by life to play a really significant role in this reshaping. And this shift in the paradigm of a child being less than to being like the, the utmost. And we can do that, as teachers, we can do that. And first, it begins with us, really accepting the invitation to meet ourselves to be held in deep, unconditional love for all that we thought or that we experienced. And all the feelings that we've had all the ways we showed up, that was not in resonance with our true nature, and to be an active participant in this paradigm shift. And I do that via mentoring so people can work with me, one on one, I do three and six month journeys. It is a gradual process. i There used to be time when I solely worked with kinesiology where I would do one on one one off sessions. But what I know and the Marian method really demonstrated to me this is that ongoing support, having an outer loving presence to hold is truly the most transformative and powerful way to move to return to our sacred self. Yeah, yeah.

Shelley Clarke  1:15:12

100% agree that these changes don't take, they don't happen overnight. You know, it's not like oh, one session and I've healed that. Or I've done that piece. Sometimes people come back me, I've done that piece around that. And I've looked at that school scenario. And like, yeah, you know, it's more than once, there's another piece of the puzzle and another awareness or another thing, or, you know, this is a journey. And once you're on this path, it's kind of lifelong.

1:15:40

It is a lifelong theme.

1:15:43

Yeah. Yeah.

1:15:44

And I never liked that. I never liked it when I was really deep in conditioning and past hurts. And I didn't have resources to hold myself. The idea of it being a lifelong journey was excruciating. Having done the Marian method, supporting mentees and clients to cultivate their own inner loving presences, it means that I can I have my own resources that are with me, 24/7, they don't go anywhere. I tap into them. And I can actually respond to and work with, what comes up for me and this is this is my desire for all those that I support is that they're not dependent on me. Yes, yet. I'm walking alongside them. So they're cultivating their own resources and practices.

Shelley Clarke  1:16:38

Yeah, I'm so glad you said that. When we say it's lifelong, it's not lifelong having to pay for a mentor. Yeah, me being impatient, being in pain for lifelong or being in therapy for how lifetime, what having mentoring does or working with someone to start with is that often our internal voices and the feelings and everything is so painful and harsh, that we need that outer loving presence, as Marianne will call it, or an external source to be that and hold that loving presence for us and to reflect back to us our own lovingness reflect, reflect back to us, the parts of us that we've long kind of forgotten and pushed aside. And so, so that we can cultivate that ourselves. And I would say the same, like, you know, I do a lot of my own practices. Now, you know, it's like, I needed that mentoring for a chunk of time, to then develop the internal voices of love and the internal practices of having a process. So it's process work for a lifetime. But you actually end up being able to notice when things arise much sooner, so you actually end up you're not in painful parts for a longer period of time. So I would actually say it becomes like a flow and is easier in a way to move through whatever life brings you because you've got these practices and processes is that what you've found

1:18:12

100% That's exactly what I've found. I know previously, before this experience of the Marian method and aware parenting, I would have like what felt like a eruptions, eruptions of painfulness. And I'm not really I didn't have really the foundation to tap into in the practices and processes that I could utilise in my daily life. Even though I was kinesiology trained. What I learned from Kinesiology, it had a different it seemed to take me within it did it took me within it developed my relationship with the energy body, the energy system, but the Marion method, it took me to a deeper level of self compassion and, and it gave me more bandwidth, more spaciousness to hold it all. And that supported me to that took away the urgency of who I need something to change how I'm feeling or to fix me or yeah, all those stories of there not being enough of me or something wrong with me.

Shelley Clarke  1:19:30

Yeah, yeah. I love that so much. So you're doing mentoring? How else can people find you and connect with you and yeah, other things?

1:19:40

Absolutely. So yes, I do one on one mentoring, and I also create courses so online at the moment, there are two courses available and a few more coming out soon. One is called seven days of sensations and this is a seven day self paced world learning journey and it was created out of my own need for returning to the sensations of my body. As I've explored more of my unwillingness of what I want and what I don't want, I noticed that there was, I like to call it insulation around me having a direct experience of what that yes and no felt like, yeah, and I did, I actually did this, the order is interesting because I did kinesiology, before the somatic aspect of my training. And then I also have quite a Kinesiology based course, which is called my inner compass. And that uses whole body resonance monitoring to get a physical indicator of what we have a yes or no, for. The way these to integrate is that when I studied kinesiology, I wanted to really direct like, let's go straight to what's going on within so I can know what to do differently. What I noticed is that I would use whole body resonance monitoring, but I wasn't necessarily having a lot of sensations. So I would get a yes. But it was just my body leaning forward going, Yes. Which ultimately is a natural inclination, when we're connecting with something we resonate with people that we don't resonate with. But in my physical body, the sensations weren't always strong. Yeah. And because they weren't strong, my thinking mind would go into doubt. Yeah. Well, you're just doing this leaning forward, but you're not feeling a yes. Yeah. So the somatic aspect of my training was alright, so if I've got this leaning in for a yes, I want to actually feel what that feels like. Yeah. So that this stepping stone of using whole body resonance monitoring, it doesn't necessarily have to be used by me all the time. But my body, my body, my psyche, everything is in communication with me at a an energetic spiritual level. To know my Yes. So these are my two, two online offerings. And they can be purchased together or they can be purchased separately. I've had people do them in different orders. I know for me, I did the Kinesiology aspect first, and then I went back and did the somatic but I imagined that connecting with the somatic and then moving to the whole body resonance monitoring would likely be the most supportive, but again, very open and honouring of what people's preferences are. So those two are what Yeah, I on I've created and I I share with the world, in terms of how they might support teachers, is that part of connecting to love and will is knowing what we have a yes and a no for? And in terms of what we're conditioned to think is the right or the wrong thing. Often that will overpower what our true authentic desire is, what our preference is. Yeah. So exists, these practices are designed to and the Marion method, we've got the seven days of sensation, the minor compass, and then the third part of that is the Marian method and how that interweaves. But at a base level, we can support teachers to one be connected to their felt sense of what they're experiencing.

Shelley Clarke  1:24:01

By that, yeah, yeah. It's a mental environment. It's a it's a very much education is based in the intellectual development, mental acuity. And we're so much more than what's up in our heads. So helping teachers to come down into their bodies, I think, is probably one of the biggest aspects of this whole change. Because when you're in your body, and you're feeling the environment around you, you can then attune to the child. The children in the room and they can attune to you because they feel you in your body. Yeah, yeah. So powerful. I think that's a wonderful offering for for teachers.

1:24:47

And I really trust that as we've we've connected with it's a gradual journey is the return to the body returned to our inner guide events. And what I what the Marian method in terms of the willingness practice offers is the acknowledgement that we can have past hurts and conditioning. That impacts receiving a yes and honouring it. So if we receive a yes, and there's lots of conditioning and hurts in the field, were less willing to take action on honour that, yes. So what I see the Marian method offer is people who are wanting to return to their true guidance, their true nature and their their authentic self and be guided by that. And in those times, which I have journeyed myself, and I still do, I want this and then noticing, Oh, I'm getting a yes for it. But I, I have what some might call resistance to receiving that or doing that. And the Marian method, willingness practice supports us meeting all that is there in the field, that we can lovingly tend to, so that we can go yeah, I've got that. Yes. And yes, I'm gonna take it, I'm gonna do it. I'm gonna be it.

Shelley Clarke  1:26:26

Yeah, absolutely. I had a very, very recent experience for that. Whereas last year, I had the download to write a book. And then I had this, it's taken me six months to even do anything about that. And then, just on the weekend, I was like, Okay, I'm gonna sit down and create some time and had some space for a day to like, write. And so many feelings came up. And I had my willingness practice I had in a loving presence. I was like, I can't write a book, who's gonna read it? What's gonna know? What am I going to say? It's not going to make sense. I can't write like, all of the hurts. We're not all not probably not all of them, but a lot of feelings. And I love that I have a process now to kind of listen lovingly, listen, and hold space for all that was there. And then come Sunday, I had this real clear direction of like, what that would look like. And like, oh, it's gonna be this, this, this and this, here's the map it out, did it. This is what I want to say, you know, the, the willingness, our action comes once we've listened to those feelings. So yes, I do. I do love this process so much.

1:27:38

Yeah, me too. Me too. And I just see it is so transformational for all industries, all areas of life, from parenting, to teaching to the judicial system to the whole lot the way imagine if we were if the how we were governed, and those connect those in power, have different perceptions. Were connected to their love needs and will need all of those. Yeah. So to me, and I've said this, I said this in our little mentoring group of, I just say what we're doing in terms of a Marian method and getting it out into life, as so powerful, this tsunami of change that will have such a profound influence on children on adults being connected right now and, and living the rest of their lives. deeply connected to love. And well. Yeah, that's really.

Shelley Clarke  1:28:49

Yeah, I agree. And I love it so much. Thank you so much for this chat. It has been so lovely and rich, and I really hope it has been helpful for, you know, teachers and educators on just having an awareness or even just, even if it's planted a seed of like, ah, there might be another way. And maybe they go back and look at their classroom and see where they might be. Some love hurts or creating unintentionally creating or not meeting the needs of the kids in their classroom. So thank you so much. And your website.

1:29:27

Yes, thank you. So I'm on Facebook and I'm on Instagram as Attalia Edgerton and my website is a Attaliaedgerton.com.au

Shelley Clarke  1:29:38

Perfect, thank you so lovely, and thank you for all the beautiful things that you do for the kids in your classroom. I can really just imagine every kid receiving that love and connection and attunement and support and, you know, I just would love that to spread to every classroom and every child Our experience. So thank you for everything you've shared today. And it's been beautiful.

1:30:06

Thank you, thank you so much for creating the opportunity for me to share. And I'm also sending so much love to all the children that are within school, all the parents that are supporting their children day in and day out, and also to the teachers. I'm really acknowledging what they are doing. And the invitation is to really deeply connect with the experience that as a teacher, you're having day to day, and whether you have willingness for this experience to continue because there are powerful ways to shift and change that experience. And I really believe mentoring, the Marian method. Meeting love and will needs is the way that we do that.

Shelley Clarke  1:31:09

Yes, I agree. And thank you so much for that invitation. I will speak to you another time, I'm sure. And thank you so much.

1:31:18

Thank you.

Shelley Clarke  1:31:19

Thank you for listening. This episode was brought to you by 21 days of play my self paced course to help bring more play into your every day. Thank you so much for listening. I would love to know your thoughts and feelings and to continue the conversation. You can connect with me on Instagram and Facebook @_ShellyClarke_. If you'd like to keep in the loop for all my resources and offerings as they happen, you can join my mailing list at www.shelleyclarke.com Thank you for all you are doing. Your parenting is important and powerful. Have a lovely day. Bye for now.