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Ace Academics Learning Centre

PRETORIA, SOUTH AFRICA – Ace Academics is a math and science focused tutoring organization serving students from grades 2 through 12. Founder, Sal Enslin, is dedicated to helping her students develop self-confidence, curiosity, and a sense of personal agency in their learning processes.
“Many students experience maths and science as a necessary evil. They think of these subjects as abstract and boring, and they often just want to get those over and done. Many students are convinced that they have no talent for this; that they are not smart and are often completely disengaged from the learning process, “ Enslin explains. “If I could show them that their brain is capable of way more than the school system has led them to believe, and give them the tools to find out what that might be… that would be incredible. If we could discover how each student learns, how that would play out in his or her environment, and how he or she could apply what we do to anything else they want to learn, it would enrich their lives a lot.”
Each tutoring session is unique, depending on the needs of the participating students. Additionally, the learning principles Enslin incorporates into these sessions, and the methods used to explore them, vary depending on the group. Many of her older students have been reading and discussing sections of The Art of Learning Student Guide in order to provide a general introduction to TAOL principles and open a conversation about their relationships to those concepts. Enslin is beginning to incorporate peer feedback in several of her tutoring sessions as a means to practice Investment in Loss. She is practicing Stress and Recovery with her students by taking breaks during difficult tasks to explore student passions and interests, and regularly incorporates Listening First into her work with each student in order to understand what drives them, how they learn, and any underlying needs that may affect their learning processes.

Lafayette Moraga Youth Association – Volleyball

LAFAYETTE, CA – LMYA is a non-profit organization providing year-round athletic programming for school age children. In addition to the traditional athletic experience, the girls’ volleyball program offers a unique combination of sports, staff management skill training, and technology training to their high school aged participants. The full program consists of over 500 athletes playing club recreational volleyball, 80 volunteer parent coaches, 60 fourteen to eighteen year old volleyball club girls who partner with the coaches as paid trainers, and 10 girls who are paid to run the business portion of the organization. The goal of this unique program is to provide teenage girls with an opportunity to learn to be assertive in the workforce, and to develop real life management and technology experience in order to be better prepared for fields in which women are often underrepresented.
Eric Standring, the LMYA volleyball Commissioner, believes that programs such as this one take steps toward addressing the gender inequities so prevalent in the technology industry, as well as provide the participants with an opportunity to make a return on their monetary investment in club volleyball, and deepen the family connections between trainers, players, and their parents who volunteer with the program.
In the early phase of the program, Standring is focusing on building resilience in the young trainers and office staff, as well as in the volunteer parent coaches. As a first step, they will practice Valuing Process Before Results through collaborative goal setting and the development of benchmarks on the path to those goals. Both trainers and coaches will work on cultivating a Soft Zone approach to meeting their goals with an understanding that they may need to change their focus as they progress.
“I’m blessed to have two things come together in my life right now: TAOL and Strata Data Conference Chairman, Roger Magoulas. The chance to hear how ideas on learning resonate between these two camps, is inspiring. Particular to TAOL, having the foundational learning principle off which to dialog provides stability but at the same time, direction.” Standring says.
Ultimately, Standring hopes that incorporating the learning principles into the work of the Trainers and Coaches will deepen their relationships, encourage greater engagement for all participants, and improve the overall experience of everyone involved.

Barcelona Academy of Art

BARCELONA, SPAIN – Dorian Iten, the Digital Art Program Coordinator at BAA, uses The Art of Learning principles in a 10-week course that focuses on Investment in Loss and Valuing Process Before Results, with an aim to strengthen resilience and deepen the students’ awareness of their internal states.
“Time and again I have found my insights from drawing and painting echoed in the principles Josh gleans from chess and the martial arts,” Iten told the JWF. “Both mental and physical resilience are crucial elements of an artist’s success. There is a lot to discover in this area and I am looking forward to sharing our findings with fellow teachers, trainers and coaches!”

Throughout the course the students explore their feelings of self-doubt by learning about and discussing mindset, analyzing both failures and growth of masters in painting, and participating in shared journaling activities on Slack. Students practice Valuing Process Before Results in collaborative drawing exercises in which they focus on improving accuracy and proportions by working on each other’s drawings. By regularly discussing both the teacher’s and the students’ struggles, the class develops a safe space in which students can be vulnerable and open to working together on Investment in Loss and growing as learners.
“As artists, we value our bodies as instruments and seek to refine perception and control,” Iten explains. “Our students are studying their own responses and biases through heart rate variability training and the study of screen recordings of their digital painting sessions. Heartbeat by heartbeat and brushstroke by brushstroke, new understanding emerges.”

Deenway Montessori and Unicity College

READING, UK – School founder and Headmaster, Munawar Karim, started Deenway Montessori School and Unicity College in 2009 to provide an educational environment that encouraged children to express themselves and contribute positively to the world. The Junior school, serving children ages 3 to 12, follows the Montessori method, while the Senior school, currently serving children ages 13 to 16, follows the Liberal Arts educational model – both working within the tenets of Islam. The schools currently serve 100 students, both Muslim and non-Muslim, and are run as a non-profit so as to be accessible to a broader range of families.
In the 2016-2017 school year, Deenway Montessori School and Unicity College began school-wide Thematic Programs with The Art of Learning Project. Over the summer recess staff were give copies of The Art of Learning and invited to begin their own personal reading of the book. In the spring, they plan to begin each morning reading and discussing a few passages from the book and thinking about how the ideas can be applied to their school community.
The Senior school students have begun an Art of Learning book study and discussion group, which will continue throughout the next two terms. Their teachers also plan to incorporate a selection of the learning principles into the school-wide Shakespeare study. At the same time, Mr. Karim is forming a parent book study group in order to educate the parents as to how they can support their children’s learning development at home. In addition, the Junior school staff will begin to weave the Resilience learning principles into their spring units of study in order to provide the students with repeated exposure to the concepts across disciplines.
When asked about his interest in The Art of Learning Project, Mr. Karim explained, “At our school we wish to prepare our young people for the world which they will be inheriting and that preparation entails much more than simply pushing students toward academic study and excellence in sports. It entails having a mindset, tools and attributes that can enable them to have the highest aspirations and know how to work toward them in whatever field, discipline or pursuit they are inclined to; and to be able to cope with the challenges that life gives us. What makes The Art of Learning special is that it not only agrees with some of the best research out there on self-improvement and learning, it is actually based on the real-life experiences of someone who continues to live by those principles and concepts.“ Regarding the school’s experience with working with the JW Foundation, Mr. Karim said, “The JW Foundation provides clear and structured resources together with one-to-one mentoring to help schools translate these ideas into life-transforming habits for staff, students and parents alike. The help they have given us so far is already beginning to make a difference in some quite unexpected ways…”

As participants in our semester long Thematic Program project, the faculty in both schools receive regular support from the JWF team over the course of their program. This support includes

· Monthly emails that lay out a plan for each phase of the program such as staff exploration of concepts, building personal daily habits, analyzing student needs, planning curricular tie-ins, working with students, and reflections on the program

· Scaffolded support of each participating staff member’s daily journaling on slack to analyze daily practice, note struggles, and plan for improvements.

If your school would like to participate in one of our Thematic Programs, please fill out this brief application.

Na Keiki O Halele’a

KAUAI, HI – C.E.O and Martial Arts Director Bear Bubnis contacted The Art of Learning Project with an interest in developing a Thematic Program that would weave The Art of Learning principles into all aspects of this free surfing, martial arts, visual arts, and gardening focused afterschool center. Currently serving 50 local children between the ages of 6 and 14, Bubnis and his staff of unpaid volunteer instructors are dedicated to providing learning experiences that will have a positive and lasting impact on their students’ lives. “We hope to gain a better understanding of how to connect with our students and how to help them fall in love with the learning process,” Bubnis explained.
Each of the afterschool teachers spent several months reading The Art of Learning, listening to Josh’s interviews with Tim Ferriss, and exploring their personal relationships to the learning concepts before bringing them to their students. At the same time, they carefully observed their students and began to discuss the strengths and struggles they saw in their approaches to learning. After identifying common themes such as creativity, humor, collaboration, lack of focus, low self-confidence, and limited perseverance, the teaching team decided to focus their program on the Resilience principles.
Within the first few months of their program, each instructor has seen noticeable growth in both their students’ approach to learning and their own teaching practice. “We have been using the Resilience principles and seen a drastic increase in the children’s interest in certain breathing and mindfulness techniques,” shared Bubnis. “We have also seen a collective appreciation for a silence that was previously taken with discomfort and unease.”
Art Director Paige Guglielmana explained, “With the JW Foundation, we have been able to move forward with inspiring creativity and self-reliance in our program by giving children the space and tools to do so. We encourage trial and error with their own creations in an inspiring group setting with a product of confidence, empowerment, and also increased mindfulness in their own practices and projects while bonding with each other as a collective group.”
“I have learned so much from the JW Foundation,” shared Surf Director Masaijah Lani. “Working with them has completely restructured the way I coach and help children to reach set goals. The JW Foundation helped to redefine the way I approach mindsets and the feedback that is given while in practice.”

As participants in our semester long Thematic Program project, the staff receive regular support from the JWF team over the course of their program. This support includes

• Monthly emails that lay out a plan for each phase of the program such as staff exploration of concepts, building personal daily habits, analyzing student needs, planning curricular tie-ins, working with students, and reflections on the program
• Scaffolded support of each participating staff member’s daily journaling on slack to analyze daily practice, note struggles, and plan for improvements

If your school would like to participate in one of our Thematic Programs, please fill out this brief application.

Comsewogue High School

PORT JEFFERSON STATION, NY – Andrew Harris is a Special Education Resource Room teacher working with students between the ages of 14 and 18. He describes his students as bright and hard working children with minor learning disabilities, who would benefit from special projects in addition to support with their regular schoolwork.
Harris applied to our book donation program with an interest in starting an Art of Learning book discussion group with some of his students. He hopes that the learning experiences and principles outlined in the book will inspire his students as they develop their own learning paths. “I want my students to appreciate and enjoy the process of learning,” Harris explains.
In addition to the book group, Harris plans to incorporate some of the Resilience principles such as Valuing Process Before Results and Investment in Loss, into his math and writing lessons. With multiple avenues of exposure to the concepts, he believes the students will more easily incorporate the ideas into their own lives.