“In every classroom, there are ‘teachers’ and ‘learners’ and at any given moment these roles can, unexpectedly, shift: the educator who learns from and with a student as they share their passion for dinosaurs and insects, the student who learns a new memory song from a friend. We are familiar with these roles and able to see the meaning in allowing these roles to be reciprocal, but what about the Third Teacher? The Third Teacher is the environment that is cultivated to convey how we are expected and encouraged to exist in a place.”
Photo from a Verdi EcoSchool classroom.
Who We Are
Verdi EcoSchool is a private, not for profit urban farm school in Melbourne, Fl. Established in 2016, Verdi EcoSchool is the only place- and project-based school in the region committed to using the entire community as a campus. The place-based education philosophy envisions the immediate environment as the student's most important classroom. An education that is rooted in what is tangible and what is unique to our own community provides the foundation for all learning to come.
The entire school experience emphasizes the development of self-regulation, self-direction, and self-reflection, as we recognize that these deeper skills will determine lifelong success for each individual. This commitment to practicing skills and utilizing tools that benefit the mental, emotional, and social health of the child is not solely confined to children; it is also essential work for educators and adults who guide and model behavior for the students they work with.
Learning Conscious Discipline
Conscious Discipline is a comprehensive approach which utilizes everyday events to cultivate emotional intelligence. It achieves this through a self-regulation program that integrates social-emotional learning and discipline. This approach acknowledges that adults are the most meaningful models of this inner work for children: if we can show what we do when the world doesn’t go our way, we can help children to practice these skills as well. At EcoSchool, every educator commits to completing an introductory 10-session course in the Conscious Discipline methodology, in addition to ongoing practice of the skills and structures that help to build trust, connection and empathy within a community.
The work of Conscious Discipline is challenging. It requires that adults be willing to examine their own triggers and judgments of why incidents happen and shift toward understanding and solution-finding, instead of blame and anger. As we build a “School Family”, unexpected connections and tensions can arise: how do we respond to them in a way that is helpful to the overall culture of the community? What do hurtful responses look like, sound like, or feel like?
In the past year, we have implemented a series of supports based upon the powers and principles of Conscious Discipline, but one of our fundamental learnings from this framework is that of leveraging the “Third Teacher,” or the environments, that we’re either intentionally (or unintentionally) creating.
What is “The Third Teacher”?
In every classroom, there are “teachers” and “learners” and at any given moment these roles can, unexpectedly, shift: the educator who learns from and with a student as they share their passion for dinosaurs and insects, the student who learns a new memory song from a friend. We are familiar with these roles and able to see the meaning in allowing these roles to be reciprocal, but what about the Third Teacher? The Third Teacher is the environment that is cultivated to convey how we are expected and encouraged to exist in a place.
“An Environment is a living, changing
system. More than a physical space, it
includes the way time is structured and
the roles we are expected to play. It
conditions how we feel, think and
behave; and it dramatically affects the
quality of our lives. ”
The Third Teacher doesn’t just exist in classrooms and schools but is present in the world around us, supporting our everyday actions, reminding us how we should interact with each other and within a space. On a recent trip to a local Panera restaurant, I noticed the shared behavior of the patrons: willingly retrieving their food orders from a countertop, finding an open table, enjoying a meal and then thoughtfully scraping food refuse into a garbage bin and placing reusable utensils and plates in a separate bin for washing. What supported this behavior? How did everyone know that this was an expected part of the Panera experience? Why was I following along?! Panera’s environments did a great job of encouraging each of us to engage in a set of supportive behaviors, encouraging customers to help share the responsibility of keeping the restaurant clean and welcoming for patrons to come.
The Third Teacher led each of us through a series of steps without a sign or a directive but instead via a collection of gentle invitations or cues: an open counter with trays, self-serve coffee and fountain drink stations, open bins for dirty plates at every garbage stand. We are comfortable with these invitations because they are clear, and they make sense to us. But what happens when values and expectations for behavior are not clearly communicated in our environments?
“The Third Teacher” In Our Classrooms
Imagine a classroom. Imagine a windowless classroom with empty library shelves and uncomfortable seating. Imagine children who stare at bare walls, a cluttered teacher’s desk and with garbage strewn about. What values do you think are shared with students who enter this classroom? Do you think they feel inspired to learn? Do they feel valued?
Now, imagine a classroom with sunlight streaming through windows, illuminating shelves full of books and student resources. Imagine a variety of choices for seating: cushions, stools, comfortable chairs and couches. Imagine positive affirmations posted on walls, pictures of friends and family members. Imagine a teacher’s desk that is organized with a posted board that assigns a special job to each child, offering them an opportunity to take part in keeping their classroom clean and beautiful. What values are being shared with the children who enter this classroom?
Photo of a Verdi EcoSchool classroom’s "job board.”
Chaotic environments inspire chaos. A Third Teacher that is unsure of what values to share - or worse, an absent Third Teacher – can work against an educator in the classroom. An educator that has thoughtfully designed the environment to support the shared culture and values of the School Family, on the other hand, will find that the Third Teacher speaks even when they do not.
Challenges, Successes, and the Importance of Feedback
Nurturing the Third Teacher requires purposeful and intentional planning. Thinking deeply about what others see and understand about a place when they enter the classroom is an important part of the process. A willingness to be objective and consider not just how we exist in a space, but who we are designing it for, is paramount. Taking pictures of your space, sharing them with others, and asking what they see, can be a helpful way to gain objectivity.
Using visual prompts such as a daily schedule with pictures, posted norms and expectations, or recycling bins for used paper, can guide others to how they should interact with and within a space, and develop a shared mental model for the School Family. Designing opportunities for exploration – cues or provocations, invitations to learn or relax – can add a sense of wonder and excitement to a space. Science shelves with nature guides and magnifying glasses set out for use, facing the front covers of books outward and at eye level to entice readers, designing safe spaces to engage in calm and quiet thinking, are all examples of what can help the Third Teacher thrive.
As we design, it is easy to overlook the most important part of cultivating the Third Teacher: gathering and acting on feedback. The most meaningful feedback will come from your users, and becomes a critical part of your reflection and next steps as the designer. We cannot understand how the Third Teacher has guided others if we’re not actively seeking out that information!
Personal Reflections
Every leader manipulates the Third Teacher - the environment - when working to reach those whom we serve. Great leaders facilitate experiences. As I reach toward a greater understanding of my role as a facilitator, I frequently reflect upon what I have indicated as being important in our shared environment:
What is absent?
Who is represented?
How does the Third Teacher support the culture we are building?
Small choices can have a big impact: bright and organized workspaces for educators; quiet, calming spaces to be alone and work in solitude; coffee mugs with funny quotes and positive affirmations in the kitchen (don’t forget the extra coffee/tea!); a new potted plant, or an essential oil diffuser. Big choices can deepen trust and encourage connection. For Verdi EcoSchool, this has included creating collaborative workspaces, resources, and materials that honor a diverse range of lived experiences, beautiful outdoor classrooms, and community boards that encourage School Family members to share moments of kindness and join other classrooms and learning experiences to witness moments of risk taking.
Unexpectedly, cultivating the Third Teacher has offered me a profoundly humbling experience: the realization that the way I exist within, and interact with, a space is not necessarily how everyone else will. My mental model had not yet included the perspectives of others! De-centering myself and deeply reflecting upon the needs of those who I share space with — who I serve — is the most profound step that I can take toward allowing the Third Teacher to do its job!
Ayana Verdi, an educational leader and environmental advocate, co-founded Verdi EcoSchool with her husband, John, in 2016. The duo is committed to cultivating community-based and environmentally aware learning options for children in Melbourne, FL. As a reDirect partner, Ayana Verdi and her team worked to learn and explore the parallels between the Conscious Discipline model and the SEE framework.