The journal for educators - Early childhood continuity of learning Understanding manga Early-career teaching
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Volume 41 Issue 1
Early childhood
The journal for educators continuity of
learning
Understanding
manga
Early-career
teaching
Contents
Scan is a leading refereed journal, published monthly between February and November. Scan aims to
bring innovative change to the lives and learning of contemporary educators and students. Through
Scan, teachers’ practice is informed by critical engagement with peer reviewed research that drives We need your feedback!
improved school and student outcomes across NSW, Australia and the world. Scan aims to leave
teachers inspired, equipped and empowered, and students prepared. Please complete our short
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Your input will help shape
Continuity of learning in the transition to school: 4 Scan’s content and future
What does it look like in practice? directions in 2022.
Jacqui Ward explores the concept of continuity of
learning as a key factor in supporting a strong start Thank you.
to school.
Guide to a better understanding and appreciation 12
of manga texts
Dr Cathy Sly provides an overview of the enchanting
manga format, and suggests ideas for teaching its
specific codes and conventions.
Early-career teaching: an opportunity for 21
reflection and self-development
Anna Rumjahn reflects on the challenges of
being an early-career teacher and describes the
ways philosophical and meditative practices have
shaped her practitioner identity.
Writer biographies 26
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© 2022 State of New South Wales (Department of Education) ISSN 2202-4557 SCIS 1547886
to ‘reframe’ transition as continuity practices. They the Early Years Learning Framework. All three
propose that transition to school planning and frameworks set expectations for schools and early
implementation should be considered in terms of childhood services to implement high-quality
structural, developmental and contextual continuities transition practices, including sharing information
in order for children to experience a positive transition about children’s learning in ways that support
to school. This article aims to provoke some reflection continuity of learning.
on what practices can be prioritised to achieve
continuity in learning in a child’s transition to school. The School Excellence Framework (SEF) provides
schools with explicit guidance on what excellence
So, what is transition and what do high-quality in transitions and continuity of learning looks like.
transition practices look like? Transition to school Schools that excel in this area engage with evidence
refers to the period of change that children that they have collected and analysed to assess the
experience as they move from an early childhood effectiveness of their transition practices. Excelling
setting or from being cared for at home into the schools also actively collaborate with community
school system. It is a time of great change in terms of to ensure tailored approaches and allow for early
expectations, experiences and relationships, and even initiation of learning and support processes.
wardrobe! Community engagement is also called out as a
measure of the school having high expectations and
Transition to school is a high priority for the NSW achieving a ‘cohesive educational community’ (SEF,
Department of Education, featuring as the first 2017).
outcome of its Strategic Plan 2018-2022: ‘All children
make a strong start in life and make a successful For early childhood services, the National Quality
Continuity of learning
transition to school.’ In her introduction to the Framework (NQF) provides a national approach to
department’s Strong and successful start to school: regulation, assessment and quality improvement
Transition guidelines, the Minister for Education and for early childhood education and care and outside
in the transition to
Early Childhood Learning, the Honourable Sarah school hours care services across Australia (ACECQA,
Mitchell said that ‘One of the most crucial moments 2021). Quality area 6 of the National Quality Standard
school: What does it
in education is the transition period from preschool to calls out the importance of collaborative partnerships
kindergarten. And as teachers, you have the privilege which support children’s continuity of education
and responsibility to set students up for success from and transitions by sharing information and clarifying
look like in practice?
an early age.’ responsibilities.
Early childhood services that exceed the standard:
Transition to school - a system ‘(E)ngage in robust debate and
Jacqui Ward priority discussion about the service’s approach
Early Learning Coordinator, Curriculum, This article explores ways of achieving continuity to building community partnerships and
Early Years and Primary Learners,
of learning as children transition from preschool or supporting inclusion and transitions.
NSW Department of Education
home to Kindergarten. It explores how children can As part of this debate and discussion,
experience a strong start to school when teachers and personal, professional and organisational
values that influence practice are
educators create connections for the child in their
Jacqui Ward explores the concept of Brightcove video: Address from the Minister, the Hon. identified, discussed and challenged.’
learning. The article analyses some of the local and Sarah Mitchell, launching the ‘Strong and successful start (NQF, 2020)
continuity of learning as a key factor international evidence that highlights the correlation to school: Transition guidelines’ [1:12 minutes]
in supporting a strong start to school. between positive transitions and lifelong improved
She explores transition practices outcomes. Transition is further embedded as a system priority
from systemic requirements through within three guiding frameworks that span the The Early Years Learning Framework (EYLF) is the
to what it looks like in the classroom
In their analysis of international trends, Boyle, education continuum – the School Excellence mandated curriculum framework for all Australian
and the early childhood setting.
Petriwskyj and Grieshaber (2018) call out the need Framework, the National Quality Framework and early childhood services. Transition and continuity of
4 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 5
learning are identified within the framework as one and different and they are not supported to manage practices, such as learning through play and the
of the eight key pedagogical practices. The emphasis the change. Children in this situation may encounter environment itself being a potent ‘teacher’. Having the child at the centre of our work
is on drawing on children’s funds of knowledge and adults in the new learning space who don’t know in relation to transitions and seeing family
‘family community ways of being, belonging and anything about them, how they learn best and what In schools, the NSW syllabus documents guide engagement as an integral part of the child’s
becoming’ to ‘help all children feel secure, confident supports have been put in place to get them to where teaching and learning, with a focus on children success in starting school is how we create
lifelong learners.
and included and to experience continuity in how to they are now in their educational journey. (referred to now as ‘students’ to capture the wide
be and how to learn’ (EYLF, 2009). range of ages through to high school) achieving a
The OECD Starting Strong V: Transitions from range of skills, knowledge and understanding of
Early Childhood Education and Care to Primary content across seven key learning areas and eight The way we view children is another critical discourse
‘Different places and spaces have their Education (2017) presents findings from an analysis capabilities. Pedagogy is differentiated to cater for that influences our approach to transition. Having
own purposes, expectations and ways of of 30 countries around the world and identifies the individual children’s learning needs. There is a strong the child at the centre of our work in relation to
doing things. Building on children’s prior
following as good transition practices: focus on assessing children’s progress against syllabus transitions and seeing family engagement as an
and current experiences helps them to
• shared views on transition including flexible, outcomes and literacy and numeracy progressions. integral part of the child’s success in starting school
feel secure, confident and connected
to familiar people, places, events and tailored approaches is how we create lifelong learners. If we see young
understandings’ (EYLF, 2009, p 16). • shared understanding of what and how children There are however, strong connections between the children as capable and confident learners who bring
learn in both early childhood and school EYLF and the NSW syllabuses. These connections rich funds of knowledge to school, then the door to
• collaborative practices with educators (both early can be explored through an analysis of the two enabling continuity of learning is wide open. The
The department has produced two sets of guidelines to childhood and school), families and community, and rigorous pedagogical discussions where early problem or the challenge of effective transition is that
help early childhood services and schools understand including written communication, that are based childhood educators and kindergarten teachers it is relational as well as structural and so, without
how to make transition to school best for children. on reciprocity, trust and inclusivity. can share their ways of fostering learning and the relationships being the centre or loci of our work
curriculum decisions behind their approaches. in relation to transition, children are at risk of not
The Transition to school guide for early childhood Heckman’s (2021) research suggests that the social experiencing a strong and successful start to school.
education identifies key skills and attributes and economic investment of governments in early The use of different curricula across early childhood
critical for children to thrive in 21st century learning intervention has the highest return on each dollar services and schools can create barriers to teachers Success measures for effective
environments, and provides accompanying sample invested. So, it makes sense that investing in high- and educators connecting and sharing information. continuity of learning
learning experiences. quality transition practices is a good use of both our It could be thought about using an analogy of Is it reasonable to think, given what we have covered
time and money in ensuring children make a strong two people speaking different languages and the so far, that perhaps the lack of effective engagement
The Strong and successful start to school: Transition start, particularly for our most vulnerable students. communication difficulties that presents. stems from the complexity of ‘continuity of learning’
guidelines provide advice for schools to support as a concept and how it fits with high-quality
principals, leadership teams and Early Stage 1 Challenges to achieving continuity Running parallel to the challenges in finding transition practices?
teachers in planning, implementing, and evaluating across contexts common ground in pedagogy and curriculum is a
transition practices. There are many barriers to establishing effective common discourse that transition to school equates Bob Perry and Sue Dockett are renowned academics
transition partnerships that centre on sharing to or should focus on ‘school readiness’. This is in the transition space, with decades of research and
Why is continuity of learning so information about children’s learning and effective influenced by community perceptions that ‘readiness’ work with jurisdictions across Australia. They were
important? teaching strategies. Not the least is the time to engage is demonstrated by, for example, children being able invited by the department to participate in a series
Continuity of learning is when educators (in both with pedagogy and curriculum in each other’s space, to follow directions, complete stencils, write their of conversations about the concept of continuity and
spaces), families, allied health professionals and particularly when the structure and intent is so different. name and count to twenty. When this is the focus for how it is a crucial piece in the puzzle for supporting
community support agencies communicate about transition practices, there are missed opportunities effective transition to school.
what children know, understand and can do, and The Early Years Learning Framework speaks to creating for transition to be more about all stakeholders
how different teaching, wellbeing and inclusion dispositions for learning and is not age or stage being ready and prepared for individual children to
practices have supported each child’s learning. related. Key learning area content is embedded across experience a strong start to school.
When key people in children’s lives collaborate and the learning outcomes and pedagogy is very child-
share information, children experience a seamless or centred and delivered through a range of pedagogical A school ready, family ready and child ready approach
scaffolded experience of education. allows each stakeholder to contribute to children
being known, valued and cared for – another of the
Conversely, when there is no connection, ... the social and economic investment of department’s strategic outcomes. Each stakeholder
information sharing or meaningful engagement, governments in early intervention has the experiences a real sense of partnerships, and families
children are more likely to experience a highest return on each dollar invested. and children feel like they belong to the school
Brightcove video: Conversation 3. Continuity of learning
disjointed transition where all things are new community.
[13:47 mins]
6 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 7
Some of the key points from this conversation that voice in the process and an opportunity to provide Teachers and educators: • drawing on memory of a sequence to complete a
might guide us to make continuity of learning a context for children at a critical ‘handing over’ point • provide a literacy-enriched environment task
reality in our practice include acknowledging: in their lives. It also allows preparation time for any including display print in home languages and • drawing on their experiences in constructing
• the key role families play in facilitating continuity children that might have inclusion needs that take Standard Australian English meaning using symbols (EYLF, 2009).
• the importance of intimate knowledge of children time to put in place. • sing and chant rhymes, jingles and songs; engage
• the expertise of teachers and educators in the children in play with words and sounds; and read In Kindergarten, Early Stage 1 teachers are concerned
way children learn and how to foster that This list may provide the ‘starting point’ for and share a range of books and other texts with with the knowledge, skills, understanding and
• that there needs to be a focus on continuity of connection and conversations about quality children dispositions that children need to learn to read.
relationships curriculum delivery in early childhood services and • talk explicitly about concepts such as rhyme and They draw on assessments of children’s current
• that play-based pedagogy is a great way to schools: letters and sounds when sharing texts with children understandings and capabilities and provide a range
support engagement with learning and provides • the Early Years Learning Framework • join in children’s play and engage children in of experiences in relation to the NSW English syllabus
a great opportunity for integrated teaching in the • the NSW syllabuses conversations about the meanings of images and outcomes (2012). The following outcomes support
early stages of school • the Australian Professional Standards for print continuity of learning in relation to EYLF learning
• that nuanced intentional teaching is challenging Teachers are the same across the education • engage children in discussions about books and outcome 5.
but it’s worthwhile to unpack these strategies and continuum other texts that promote consideration of diverse
communicate them to the child’s next teacher • the teaching and learning cycle is consistent in perspectives Phonological awareness: Outcome: ENe-4A
• that critical reflection on each other’s curriculum both spaces; assessing learning, planning for • support children to analyse ways in which texts A student demonstrates developing skills and
is an opportunity for relationship building learning, implementing learning experiences, and are constructed to present particular views and to strategies to read, view and comprehend short,
• that integrated learning – across both learning evaluating learning and reflecting on teaching sell products predictable texts on familiar topics in different media
spaces – is an opportunity to maximise teaching practices • teach art as language and explore how artists and technologies.
and interweave department priorities. • the developmental stage and cognitive processes can use the elements and principles to construct
of children in the ‘early childhood’ phase of visual/musical/dance/media texts Content
How do we achieve successful development spans from birth to eight years of • provide opportunities for children to engage with Students develop and apply phonemic knowledge:
continuity of learning? age. familiar and unfamiliar culturally constructed text • join in rhymes and chants
How and where do we, as educators, whether we and told stories (EYLF, 2009). • understand that spoken words are made up of
work in early childhood services or in schools, start 2. Making connections between sounds
on the journey to make continuity of learning a key curricula – EYLF and NSW syllabuses With children demonstrating their learning by: • recognise rhymes, syllables and sounds
feature in our transition practices? The following The next step involves taking an in-depth look at • listening and responding to sounds and patterns (phonemes) in spoken words
section outlines three important steps to support pedagogy and curriculum links between the EYLF in speech, stories, rhymes and song in context
continuity of learning in a child’s transition to and NSW syllabuses. This will help to make continuity • viewing and listening to printed, visual and Understanding text – process: Outcome: ENe-4A
school. of learning visible. This is demonstrated in the multimedia texts and responding with relevant Content
following example. gestures, actions, comments and/or questions Students understand and apply knowledge of
1. Collaborative relationships • taking on roles of literacy and numeracy users in language forms and features:
A good starting point is to focus on building In the early childhood service, teachers foster their play, including beginning to understand key • recognise basic book conventions, eg open and
relationships; getting to know who are the early children’s learning in two key components of literacy and numeracy concepts and processes, hold books correctly, turn pages
childhood services or schools in your area, getting to outcome 5 in the EYLF, ‘Children are effective such as the sounds of language, letter-sound • understand direction of print, return sweeps and
know the educators in those, and finally getting to communicators’: ‘Children engage with a range relationships, concepts of print and the ways that spaces between words
know each other’s teaching and learning contexts of texts and gain meaning from these texts’ and texts are structured
(curriculum, pedagogy, professional standards and ‘Children begin to understand how symbols and • exploring texts from a range of different Listening: Outcome ENe-1A
system requirements). As mentioned previously, pattern systems work’. Following is a list of some perspectives and beginning to analyse their A student communicates with peers and
families, community groups and support agencies are examples of teaching and learning opportunities meanings known adults in informal and guided activities
key stakeholders as well. aligned with this outcome. • actively using, engaging with and sharing the demonstrating emerging skills of group interaction.
enjoyment of language and texts in a range of ways
Establishing a shared understanding of what • recognising and engaging with written and oral Content
and how children learn in both early childhood ... taking an in-depth look at pedagogy and culturally constructed texts Students respond to and compose texts:
and school is a great starting point in building curriculum links between the EYLF and NSW • beginning to be aware of the relationships • listen to and respond orally to texts and to
relationships. It brings with it an opportunity syllabuses ... will help to make continuity of between oral, written and visual representations the communication of others in informal and
to share expertise and ways of learning, and to learning visible. • beginning to recognise patterns and relationships structured classroom situations
value multiple perspectives. It gives people a and the connections between them • retell familiar stories, including in home language
8 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 9
Interacting and listening: Outcome There have been provocations to rethink ways of It is hoped that readers will be well equipped to
ENe-1A When key people in children’s lives collaborate achieving continuity of learning as children transition realise improved outcomes for all of our young
Content and share information, children experience from preschool or home to Kindergarten. These learners but particularly our most vulnerable,
• Students understand and apply knowledge a seamless or scaffolded experience of approaches include analysing challenges and barriers, by investing time in building relationships
of language forms and features: education. and exploring opportunities for collaborative practices that create continuity of learning for children.
꠶ communicate appropriately within the (including written communication) with families, Collaborative approaches where we prioritise
classroom using agreed conventions community and educators (both early childhood connecting, understanding each other’s space, and
• Students respond to and compose texts: childhood educator would note, among other things, and school) that are based on reciprocity, trust and communicating and sharing important information
꠶ communicate with peers and familiar adults a child’s progress towards learning outcome 5, inclusivity. Practical examples of how children can are found to promote positive transition experience
about personal experience referring to skills such as engagement with text, experience a strong start to school when teachers for children and their families. These approaches
꠶ respond to simple questions either verbally phonemic knowledge and so on, to enable the and educators create connections in their learning allow a child to experience a genuinely successful
or non-verbally (NSW English K-10 Syllabus, teacher to make that connection to the relevant have been included to prompt the reader to envisage transition since the school values their learning and
2012). Early Stage 1 outcome. putting policy into practice. makes them feel like they belong in their new school.
In both spaces, children engage with a range of texts, A true commitment to providing continuity of
sing songs and play rhyming games, and teachers learning is valuing the funds of knowledge, cultural
model reading and writing to support children to learning and individual learning preferences that
engage with words, letters and sentences. children bring to school. It means Early Stage 1 References and further reading
teachers spending time observing (in and out of the
3. Effective use of data and evidence classroom; interacting with family, on the playground) Australian Children’s Education and Care Quality Heckman, J. (2021). Invest in early childhood
The Transition to School Statement (TSS) can and questioning children and families, and providing Authority (ACECQA). (2020). Guide to the National development: Reduce deficits, strengthen the
Quality Standard. economy.
be used to discuss with schools what individual some familiar learning environments that allow play-
children can do, know and understand, and is a based opportunities that children are familiar with.
Boyle, T., Petriwskyj, A. & Grieshaber, S. (2018). NSW Department of Education. (2017). School
great way to support continuity of learning across Reframing transitions to school as continuity Excellence Framework.
context. For example, within the TSS an early It also means triangulating data from Best Start practices: The role of practice architectures.
Kindergarten Assessment (BSKA) and data from the Australian Education Researcher, 45, 419-434. NSW Department of Education. (2019). Transition to
Australian Early Development Census (AEDC) to get a school guide for early childhood education.
thorough picture of children’s learning strengths and Department of Education and Early Childhood
Development and the Melbourne Institute of NSW Department of Education. (2020). Strong and
areas for improvement to inform teaching as well as
Applied Economic and Social Research. (2013). Early successful start to school: Transition guidelines.
community trends in early childhood development.
bird catches the worm: The causal impact of pre-
NSW Department of Education. (2021).
school participation and teacher qualifications on
Continuity of learning is supported when all three Conversations on transition with Sue Dockett and
Year 3 NAPLAN outcomes.
of these key practices are combined, allowing both Bob Perry.
sectors to see and engage with the strong parallels Department of Education, Employment and
between curricula and pedagogy. It is just a matter NSW Education Standards Authority (NESA) for and
Workplace Relations (DEEWR). (2009). Belonging,
of taking the leap, making connections and sharing on behalf of the Crown in right of the State of New
Being & Becoming: The Early Years Learning
information about teaching and learning. South Wales. (2012). English K-10 syllabus.
Framework for Australia.
Organisation for Economic Co-operation and
Ensuring every child makes a Dockett, S. & Einarsdóttir, J. (2017). Continuity and
Development (OECD). (2017). Starting Strong V:
change as children start school – The current state
strong start Transitions from Early Childhood Education and
of play. In N. Ballam, B. Perry & A. Garpelin (Eds.),
In summing up, this article has explored the evidence Care to Primary Education. OECD iLibrary.
Pedagogies of educational research. European and
base around effective transition to school practices
Antipodean research (pp. 133-150). Springer.
with a particular focus on continuity of learning. How to cite this article – Ward, J. (2022). Continuity of
It has highlighted that continuity of learning is a learning in the transition to school: What does it look
Dockett, S. & Perry. B. (2014). Continuity of learning:
system priority in NSW. The department supports like in practice? Scan, 41(1).
A resource to support effective transition to school
early childhood services and schools to meet this and school age care. Australian Government
outcome by providing guidance, professional Department of Education.
learning and resources.
10 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 11
by Robin E Brenner, ‘Manga: An Anthology of
Global and Cultural Perspectives’ (2009) edited Many manga elements and stylistics differ
by Toni Johnson-Woods, and ‘Mangatopia: from those of Western comics or graphic
Essays on Manga and Anime in the Modern novels.
World’ (2011) edited by Martha Cornog and
Timothy Perper. These books focus on cultural
differences, the complexity and depth of the
manga tradition, and the effect of the medium on The main manga categories are:
the Western world. • Shônen – which involves action packed, often
humorous, tales and is targeted towards
Growing popularity of manga in the teenage boys. Examples include ‘Dragon Ball’
West by Akira Toriyama and ‘Naruto’ by Masashi
As with comics in the Western world, manga has Kishimoto.
contestable origins. Some theorists trace manga • Shôjo – with its focus on emotions and
back to Buddhist scrolls of the 12th century (Gravett, interpersonal relationships is targeted towards
2004). Narratives in the comics format have grown teenage girls, with series such as ‘Sailor Moon’ by
in popularity in Japan since the 1950s. At the end of Naoko Takeuchi and ‘Fruits Basket’ by Natsuki
World War II, during the allied occupation of Japan, Takaya.
there was a period of cross fertilisation with USA • Kodomomuke – which is intended for young
comics. The revered mangaka and author of ‘The children under 12 years old and often involves
Mighty Atom’ (‘Astro Boy’), Osama Tezuka, claims stories about families and friends or cute animals,
Guide to a better
to have been strongly influenced by American like ‘Pokémon Adventures’ by Hidenori Kusaka
comics and Walt Disney’s animated cartoons. and Satoshi Mato Yamamoto, ‘Hikaru no Go’ by
Interest in manga in the USA, Britain, Europe, and Yumi Hotta and Takeshi Obata, and ‘Cowa’ by
understanding and
other westernised nations followed on the heels Akira Toriyama.
of the introduction of ‘anime’ (Japanese animated
cartoons) such as ‘Astro Boy’ and ‘Kimba the White Other categories, such as those listed below, are
appreciation of manga
Lion’, created by Osama Tezuka and shown on intended for adults and are not appropriate for
Western television in the 1960s. Since the turn of general consumption in schools:
texts
the century, strong links to the gaming industry has • Seinen – is targeted at adult men and includes
propelled a significant growth of both anime and mature content
manga as examples of popular culture across the • Josei – is targeted at adult women and includes
world. mature content
What is Manga? Manga categories Careful consideration and selection is also
‘Manga’ is a Japanese word meaning whimsical While the manga style is used for the presentation recommended for:
Dr Cathy Sly
pictures and it refers especially to Japanese comics. of fiction and nonfiction, the focus of this article is • LGBTIQ+ Manga – Yaoi or Boys’ Love (for males)
Researcher and writer
They are created by ‘mangaka’, writers and/or on fictional tales. As with other narratives created and Yuri or Girls’ Love (for females)
illustrators of manga texts. In Japan, manga is in the comics format, manga covers a wide range
produced in many different genres, and can be either of genres including action, comedy, drama, fantasy, Medium specific codes and
fiction or nonfiction. Interest and age-appropriate supernatural, historical, horror, mystery, romance, conventions
Dr Cathy Sly provides an overview manga are read by people from all walks of life. and science fiction. Teachers and teacher librarians Many manga elements and stylistics differ from those
of the enchanting manga format, need to select manga with care. While manga of Western comics or graphic novels. The following
and suggests ideas for teaching its Background on the history and development of narratives frequently feature cute, childish characters, offers an introduction to particular codes and
specific codes and conventions.
manga and its cultural contribution can be found this does not mean they are necessarily appropriate conventions of manga. Readers can research these
in references such as ‘Manga! Manga!’ (1983) and for children. Manga are often categorised in terms of aspects in greater depth as required.
‘Dreamland Japan’ (1996) by Frederik L Schodt, their intended readership and a knowledge of these
‘Manga: 60 Years of Japanese Comics’ (2004) by Paul categories is particularly important when selecting Manga publications in the traditional Japanese
Gravett, ‘Understanding Manga and Anime’ (2007) manga for children and young adults. style need to be read from right to left, and the
12 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 13
Transitions Symbolism
In manga, movement from panel to panel frequently Apart from visual images and verbal content, most
follows rapid subject-to-subject, action-to-action or comics include a vast array of symbols, flourishes,
scene-to-scene transitions. However, the rapid pace runes, or indices which become part of the vernacular
is punctuated at times by the slow movement of for experienced readers of comics. These visual
aspect-to-aspect transitions, which focus on different symbols include variously shaped caption boxes and
elements of the same scene at the same point in time. balloons which may contain a narrative voice, direct
Details of various panel transitions can be found in speech, inner thoughts, or onomatopoeic words.
‘Understanding Comics’ by Scott McCloud. A YouTube Lettering style or typology can be quite pictorial,
video, Comic panel transitions details the various especially for diegetic sounds (those occurring within
McCloud transitions with a variety of visual samples. the story) conveyed through onomatopoeic words. In
addition, there are devices such as speed or motion
lines; radiating lines or bursts which represent motion
or explosion; and flourishes referred to as ‘emanata’
which provide information about characters’
emotions or the state of a subject. Examples of
emanata include wavy lines wafting from something
hot, clouds of steam emanating from an angry
character, or droplets of sweat or tears conveying
exhaustion or distress. Manga makes abundant use
of these icons, some of which are pointed out in the
YouTube video: ‘Comic panel transitions’ by M.G. Comics ‘Analysis model’ later in this article. A useful reference
[9:16 minutes]
to some of the quirky ideograms found in comics is
The webpage, Making Comics with Salgood Sam: ‘The Lexicon of Comicana’ by Mort Walker (1980).
Transitions also explains McCloud’s ideas on panels.
In addition, this website outlines the notion of ‘rolling Manga has also developed a range of medium
transitions’, another technique which is used in specific symbols to express a character’s emotional
manga publications. state. Understanding the meaning of such symbols
can enhance a reader’s appreciation of a narrative.
Unflipped manga reading path superimposed on an extract from ‘Hollow Fields’ by Madelaine Rosca
Angles These symbols may be included in the background, in
Shots and angles in manga are often facial expressions, or in bodily gestures. For instance,
back to the front of the book. Pages of manga in and overlaid panels are more typical of manga. cinematographic and include a juxtaposition of apart from showing movement, a predominance
the traditional layout can initially be a little tricky for Images within the panels are often highly active, overhead shots, close-ups, longshots, low angle shots, of motion lines within a panel background
Western readers since pages, panels, and the verbal fast moving, ‘noisy’ and overtly emotional. Various over the shoulder shots, and so on, offering a range may also suggest a character’s physical ability,
track must be read ‘backwards’. The diagram above layouts for pages and panels are demonstrated in of perspectives on the action. Making comics: POV/ strength, courage or determination. A background
indicates the reading path for unflipped manga. the video Top 10 panel/page layout methods. camera angles is a useful YouTube video for showing incorporating flowers, spirals, stars or hearts usually
angles and aspects. implies a character’s joy, light heartedness or
However, many manga translations are published romantic feelings. Manga backgrounds may be
in a ‘flipped’ format, reading from left to right and impressionistic or highly detailed, but all aim to create
front to back, as would be the case for a Western atmosphere and evoke an emotional response in the
graphic novel. In manga created by Original English reader.
language (OEL) authors, the flipped format is
frequently used. Eyes and mouths of manga characters are often
overtly exaggerated to convey characters’ attitudes,
Panels feelings or emotions. Frequently childlike faces are
In contrast to the generally static layout of panels in used to key into what ethologist, Konrad Lorenz (1943)
Western comics/graphic novels, the layout of manga labelled the ‘baby schema’, whereby ‘certain infant
panels is usually far more dynamic. The use of panels YouTube video: ‘Top 10 panel/page layout methods’ by Mark characteristics evoke a positive affective response in
Crilley [12:52 minutes] YouTube video: ‘Making comics: POV/camera angles’ by
varying in size and shape, diagonal panels, Mark Crilley [15:45 minutes] the human … and elicit caretaking behavior…’ (Glocker
14 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 15
and other types of deformed physicality with variety of Shakespeare’s plays in manga
Manga has also developed a range of medium embedded meaning. Chibi are the characters format while using the traditional
specific symbols to express a character’s of the manga world with oversized heads and Shakespearean language. The North
emotional state. small bodies. They may be used to convey a American publisher, Manga Classics,
childlike cuteness or humorous caricature. publishes adaptations of many of
When experiencing heightened emotions, such the classics including Shakespeare’s
as anger, regular characters may be depicted in plays. This type of manga, along with
et al., 2009). Thus, larger eyes often indicate beauty, chibi style to indicate their loss of control. Characters contemporary OEL manga narratives,
innocence, or purity, while smaller eyes suggest cool losing control can also be depicted without hands or provides a valuable introduction to both
calculation or evil. Osama Tezuka, and mangaka who feet. In more extreme cases, characters experiencing the manga style and to a range of Western
followed his style, perceive wide eyes as a way of heightened emotions may transform into beast-like literary classics.
capturing child-like innocence as well as being able images.
to reflect the external world or to project the internal In terms of contemporary manga fiction, two
hopes and dreams of their characters. Symbols within Onomatopoeia Australian comics artists producing compelling ‘Hollow Fields’ volumes 1-3 by Madeleine Rosca (2007-2009)
the eyes also provide information. For example, hearts A study of onomatopoeia in manga is intriguing. manga for children and young adults are
suggest infatuation or love, flames mean anger, and When translated from Japanese, or even created by Madelaine Rosca and Queenie Chan. Their narratives
spirals indicate confusion, bewilderment or madness. OEL authors, manga style onomatopoeia is often are presented in the traditional form of black line Hollow Fields
Darkened or blank eyes suggest possession or death. different to the words readers are familiar with as prints on coarse newsprint-style paper. Panel images Although ‘Hollow Fields’ is an OEL manga creation,
onomatopoeia in English texts. Manga translated incorporate detailed backgrounds which convey Rosca’s trilogy uses the Japanese unflipped
Mouths are frequently small but become into English and even manga created in English a sense of time, place, and atmosphere. Teachers convention of right to left reading orientation. This
exaggeratedly large when shouting or screaming in frequently use replications of the Japanese sounds, looking for engaging manga stories for Stage 3 or may prove tricky at first for uninitiated Western
anger or pain. Large mouths may contain strands of such as nyanya (a cat’s meow) or wanwan (a dog’s Stage 4 students could consider titles by Rosca or readers, but it is a way of encouraging students
saliva or may emit saliva droplets to convey extreme woof). As with Western comics, manga includes Chan. to become acquainted with the difference of
anger, agony or hysteria. Noses are also usually small onomatopoeia to represent vocal utterances like the Japanese style. As Adam Schwartz and
but may emit symbols such as a mucus drop which kayaa (ahhh!), iyaa (no!) and ototo (oops); and Eliane Rubinstein-Ãvila note, ‘the multimodal
indicates sleep, or a nosebleed that suggests sexual environmental sounds, such as zaazaa (the sound of and iconographic features of manga attract
A study of onomatopoeia in manga is
arousal. Another visual convention around the face heavy rain), sawasawa (a rustling sound) or chichichi consumers across age groups, cultures,
intriguing ... manga takes onomatopoeia
and head area is the cruciform ‘popping vein’ on the (a bird’s chirp). However, manga takes onomatopoeia further by using it to represent a feeling. languages, and genders [and] the skills
head or forehead, which conveys anger – as do puffs further by using it to represent a feeling. Examples manga readers use may transfer well to other
of smoke emanating from ears or head. Prominent of this gitaigo category of onomatopoeia include: media, and vice versa’ (2006). Apart from its
tears indicate grief or sweat, and hatched blushing on niyaniaya (smiling ironically), sororisorori (tip toeing), general popularity with children and young
cheeks suggests embarrassment. or zuuuuun (depression). More information on Reading manga and meaning adults, manga reading can foster ‘critical and
Japanese onomatopoeia can be found at Manga making multidimensional thinking’ (Schwartz & Rubinstein-
Symbolic conventions in manga extend to physical sound effects guide. Some of the idiosyncrasies of the manga style can Ãvila, 2006).
gestures and/or pictorial elements emanating from a be discovered by taking a closer look at ‘Hollow
character, some of which are noted below: Adaptation of the manga style Fields’ by Madeleine Rosca. Both ‘Hollow Fields’ ‘Hollow Fields’ is a highly creative manga narrative
• lightning bolts or sparks may be seen emanating While many countries and ‘The Dreaming’ by Queenie Chan are set in that delivers an engrossing tale while raising
from the eyes of angry characters or combatants have developed their boarding schools. This is a trope often associated questions about interpersonal relationships, adult
• swellings from injuries are often greatly exaggerated own unique comics with stories in the shōjo genre. It provides young authority, ethical science, and what should be taught
• multiple limbs (usually arms), drawn as if moving conventions, the readers with the familiarity of a school setting while and learnt in a school. The story combines adventure,
rapidly, indicate panic popularity of the situating the protagonists in an environment in steampunk and science fiction genres and is
• speech bubbles containing a vertical ellipsis manga style has led which they are freed from immediate parental appropriate for upper primary or lower secondary
indicate something unsaid to its being adopted control, and where they find opportunities to students.
• tightly tied hair may represent repression, while by comics creators explore their frequently old, rambling, mysterious
flowing, unrestrained hair suggests freedom and publishers surroundings undeterred. In order to explain At the beginning of ‘Hollow Fields’, Lucy Snow is off to
• an exhaled, mushroom-shaped breath represents beyond Japan. For some of the idiosyncrasies of the manga form, her new boarding school. However, after being lost in
relief instance, the British the following section focuses on a segment from a storm she finds herself mistakenly admitted to and
• super deformed (SD) is a unique element of ‘Romeo and Juliet’, illustrated publisher, Self Made ‘Hollow Fields’ by Madeleine Rosca. enrolled in the wrong school. Apart from its appeal
by Sonia Leong (2007, Manga
manga iconography. SD includes chibi characters Hero, produces a of having no fees and large individual bedrooms
Shakespeare)
16 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 17
with ensuite bathrooms, Hollow Fields is a very Analysis model While each reader will have her/his unique
strange institution. Promoted as an ‘Academy for the As a means of indicating some of the elements that perception and understanding of these pages, ... explicit teaching of medium specific codes
Scientifically Gifted and Ethically Unfettered’, it is a may be considered in the analysis of manga works, the following outline offers a guide to aspects and conventions will assist readers with their
school which, as readers later learn, caters for the mad a two-page extract has been selected for close that can be considered. In panel 1, a cute, understanding.
scientists and evil geniuses of the future. From her attention. The following analysis indicates some of pensive Lucy Snow is presented as a close-up
first day, Lucy is made to feel unwelcome and soon the manga specific codes and conventions that assist clutching her much loved soft toy, Dino, which
discovers that there is something very sinister afoot in readers in their meaning making process. has been with her since the beginning of the
the school. narrative. Those familiar with the ‘kawaii’ or cute face by her diagonal image in panel 9 where she resolutely
The right to left orientation of this unflipped manga in manga will understand that ‘Japan’s cute face punches her right fist into her open left hand with
By placing children in a menacing steampunk extract is indicated by the insertion of numbers has nothing to do with projecting cuteness – but the strength and sound conveyed by emanating
setting, with its crumbling buildings, pipes, cogs, 1-10 within the panels to indicate the reading order. everything to do with framing all it conceals’ (Brophy, puffs. The final panel in this excerpt uses a low angle
and clockwork or steam driven utilities, Rosca raises Early in ‘Hollow Fields’ volume 3 the protagonist, 2010). Lucy’s time at Hollow Fields has been extremely perspective to focus the characters’ attention on the
concerns about ethics and scientific experimentation. Lucy Snow, and her classmate, Claude McGinty, challenging and while she appears cute and innocent, unexpected voice coming from the grate in the floor
The teachers, referred to as Engineers, are part find themselves imprisoned in a deep cell in the old she has been forced to come to terms with some of their cell.
human and part robot, and the curriculum includes windmill. While Lucy is contemplating a way out disturbing challenges. Given that her ‘closest friend’,
subjects such as the Fundamentals of grave robbing, of their predicament, Claude is looking to blame Dino, has shared these traumas with her, the stitches This close investigation of a brief excerpt from
Cross-species transplantation, Live taxidermy, and someone. Although these are only two pages of an and tape on Dino may be seen to tell part of the story. the ‘Hollow Fields’ trilogy indicates the detail and
Zombie construction. This satirical narrative is both extensive trilogy, they provide a useful model of the It is worth considering the significance of the cuddly depth that can be discovered in manga. Obviously,
humorous and chilling, and provides a springboard way images, words, and manga specific conventions toy throughout the narrative. For example, has Dino individual readers will have different interpretations
for deep thinking and critical engagement. offer evidence for a reader in the meaning making been neglected while Lucy has been ensuring her to share, but explicit teaching of medium specific
process. own survival at Hollow Fields, or does Dino represent codes and conventions will assist readers with their
the psychological trauma Lucy has endured there? understanding. In turn, such meaning making skills
enable readers to enrich their comprehension and
Panel 2 is not confined on its left and bleeds across enhance their enjoyment of the medium.
into panel 7. Readers might like to discuss reasons for
this design choice and its significance to the meaning Manga titles
of the excerpt. Panels 3 and 4 present close ups of the While there are many manga titles to choose from,
concerned faces of Claude and Lucy respectively as some popular titles are listed below. Most manga
they voice their growing concerns in linked speech narratives are written in a series of several episodes.
balloons. The emotions Claude experiences at the The publication dates below refer to the first volume
mention of Dr Bleak is visualised through his jagged in a series, and a guide to reading ages is indicated by
teeth in panel 5 and the use of question mark and the stage suggestions provided. There is a great deal
exclamation mark together when he utters Dr Bleak’s to learn, understand and appreciate about the manga
name. Claude’s heightened emotions are even more format. Hopefully, this article will provide a useful
visually obvious in panel 6. He goes into a ‘complete springboard for initiating readers into the enchanting
flap’ and his loss of control is enhanced by the manga aspects of the manga style.
style super deformed figure of Claude gesticulating
wildly. The furious faces of Lucy and Claude in panel Children’s manga
7 indicate their anger towards one another which is • Azuma, K. (2009). Yotsuba&! [series]. Yen Press.
reinforced by Lucy’s vacant eyes, their jagged teeth, (Stage 3)
and the cruciform pulsing veins on each of their • Chan, Q. (2014). Fabled kingdom trilogy. Bento
heads. Comics. (Stage 3, Stage 4)
• Chan, Q. (2019). Women who were kings [series].
After their raging argument, Claude and Lucy Bento Comics. (Stage 2, Stage 3). Titles in series:
are presented from an overhead angle in panel ꠶ Hatshepsut (2019)
8, giving the viewer a sense of equilibrium that ꠶ Wu Zetian (2019)
has been established between the two rivals who ꠶ Elizabeth I (2020)
forthrightly face each other at some distance. Lucy’s • Hotta, Y. & Obata, T. (2004). Hikaru no go [series].
Extract from ‘Hollow Fields’ volume 3 by Madeleine Rosca (2009) determination to resolve their problems is enhanced VIZ Media. (Stage 3)
18 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 19• Kanata, K. (2015). Chi’s sweet home [series]. Young adult manga
Random House. (Stage 2) • Arakawa, H. (2005). Fullmetal alchemist [series].
• Kibuishi, K. (2005). Amulet [series]. Scholastic. VIZ Media. (Stage 4, Stage 5)
(Stage 2, Stage 3) • Chan, Q. (2005). The dreaming trilogy. TokyoPop.
• Kishimoto, M. (2008). Naruto [series]. VIZ Media. (Stage 4)
(Stage 2) • Kubo, T. (2004). Bleach [series]. VIZ Media. (Stage
• Konishi, N. (2015). Yo-Kai Watch [series]. VIZ Media. 4, Stage 5)
(Stage 2) • Oima, Y. (2015). Silent voice [series]. Kodansha
• Rosca, M. (2012). The clockwork sky, parts 1 and 2. Comics. (Stage 4, Stage 5)
Tor Books. (Stage 3, Stage 4) • Oima, Y. (2017). To your eternity [series]. Kodansha
• Rosca, M. (2007). Hollow Fields trilogy. Seven Seas. Comics. (Stage 4, Stage 5)
(Stage 3, Stage 4) • Sakurakoji, A. (2009). Black bird [series]. VIZ Media.
• Toriyama, A. (2013). Cowa. VIZ Media. (Stage 2, (Stage 4, Stage 5)
Stage 3) • Shirai, K. & Demizu, P. (2018). The promised
• Tsukirino, Y. (2012). Fluffy, Fluffy Cinnamoroll Neverland [series]. VIZ Media. (Stage 4)
[series]. VIZ Media. (Stage 2, Stage 3) • Shouoto, A. (2015). The demon prince of Momochi
• Yoshino, S. (2014). Barakamon [series]. Yen Press. House [series]. VIZ Media. (Stage 4, Stage 5)
(Stage 3)
References and further reading Early-career teaching:
Brenner, R. E. (2007). Understanding manga and
anime. Libraries Unlimited.
Kincaid, C. (2016). Manga sound effect guide. Japan
Powered.
an opportunity for
Brophy, P. (2010). Osamu Tezuka’s Gekiga: Behind
the mask of manga. In T. Johnson-Woods (Ed.),
McCloud, S. (1993). Understanding comics: The
invisible art. Harper Collins.
reflection and self-
development
Manga: An anthology of global and cultural
perspectives. Continuum International. Rosca, M. (2007-2009). Hollow Fields (trilogy). Seven
Seas.
Cornog, M. & Perper, T. (2011). Mangatopia: Essays on
manga and anime in the modern world. Libraries Schodt, F. L. (1983). Manga! manga! The world of
Unlimited. Japanese comics. Kodansha International.
The attrition rate of teachers within their first 5 years
Crilley, M. (2012). Mastering manga. Penguin. Schodt, F. L. (1996). Dreamland Japan. Stone Bridge is frequently given attention in the media. School
Press. Anna Rumjahn teaching is often presented as a ‘profession in crisis’,
Glocker, M. L., Langleben, D. D., Ruparel, K., Teacher, John Palmer Public School and concerns around teacher retention cannot be
Loughead, J. W., Gur, R. C. & Sachser, N. (2009). Schwartz, A. & Rubinstein-Ãvila, E. (2006).
ignored (Sydney Morning Herald, 2019).
Baby schema in infant faces induces cuteness Understanding the manga hype: Uncovering the
perception and motivation for caretaking in adults. multimodality of comic-book literacies. Journal of
Ethology, 115(3), 257–263. https://doi.org/10.1111/j.1439- Adolescent & Adult Literacy, 50(1), 40–49. The Australian Institute for Teaching and School
0310.2008.01603.x Anna Rumjahn reflects on the Leadership (AITSL) reports that common reasons for
Walker, M. (1980). The lexicon of comicana. challenges of being an early- leaving the workforce are the ‘high workload, and
Gravett, P. (2004). Manga: Sixty years of Japanese Backprint (2020). career teacher and describes the a lack of support from leadership’ (AITSL, 2016, p
comics. Laurence King.
ways philosophical and meditative 9). Attrition rates in Australia are currently not well-
How to cite this article – Sly, C. (2022). Guide to a better
practices have shaped her defined, vastly ranging anywhere between 8% and
Johnson-Woods, T. (Ed.). (2009). Manga: An understanding and appreciation of manga texts, Scan,
anthology of global and cultural perspectives. 41(1).
practitioner identity. 50% (Queensland College of Teachers, 2013).
Continuum.
Researchers are now acknowledging the need for closer
examination of retention rates of Australian teachers
20 Scan Vol 41 Issue 1 Scan Vol 41 Issue 1 21in their beginning years. It is believed such studies will adapting to online teaching during a pandemic. Are these ancient teachings still relevant today? I our teacher identity (Hong et al., 2018). Being able
help to ease shortages in nonmetropolitan areas and It was like being in an aeroplane cabin during an believe so. Modern as we may be, we too, strive for a to recalibrate how I made sense of myself in relation
within certain disciplines such as mathematics and the emergency and not having an oxygen mask on. The happy and fulfilling life where our values, words, and to things that were happening in my life minimised
sciences (Mason & Poyatos Matas, 2015). Professor Robyn envisaged plummeting cabin air pressure symbolised actions line up. This is ever more important in the 21st the struggles I faced as an educator. No longer was
Ewing from the University of Sydney, a researcher in my growing anxiety as I frantically helped others to century, where information is ubiquitous and data has I criticising every lesson I taught or trying to tick off
teacher attrition, agrees with this. However, she notes put their masks on, before having one on myself. I become a commodity. Stoicism demonstrated that everything on a never-ending to-do list. Instead, I was
that she has only been following permanent teachers. realised that to survive I had to put my own oxygen education is about self-knowing and thus enables appreciating every moment I had with my students,
The disparity in data on teacher attrition occurs because mask on! So, I reached out to a psychologist. people to better shape their communities through making my nature the most recognisable part about
many beginning teachers are in temporary or casual inclusivity, tolerance and peace (Holowchak, 2009; myself and acknowledging my strengths, like kindness.
positions (Stroud, 2017). Through regular sessions, I began to understand Whiting et al. 2018). To learn from these teachings of the
my sensitivities and worked hard to implement past is to gain insight into how to carry out a values- By living out my individuality in my teaching, my
Qualitative research on the experiences of early career various strategies to manage my symptoms. After driven life and practice wisdom in our daily work as students were also positively affected. They too,
teachers has detailed additional responsibilities, experimenting with a few, I found journaling to be teachers. began to display kindness in the classroom by
student behavioural issues and lack of support to most effective in mindfully organising my thoughts. selflessly sharing their knowledge with each other,
be persistent obstacles whereby novices end up As an inspiration, I drew on ‘The Daily Stoic’ by Ryan Using philosophy to reflect helping their peers when needed, and working
‘relying on their everyday capacity for resilience when Holiday and Stephen Hanselman (2016) for day-to-day inwardly collaboratively during project-based learning. As a
circumstances are adverse’ (Schuck et al., 2018, p 9). guidance. This text provided meditations which drew The Stoics stressed that healing the soul requires us class, we would have ongoing meaningful discussions
The introduction of the Beginning Teachers Support on the ancient Greek and Roman philosophical school to meditate and return to the self through continual about their own character strengths, whether it be
Funding Policy in 2016 aimed to support early of Stoicism that embraced wisdom, perseverance, reflection (Hadot, 1997). As part of a newfound curiosity or perseverance, and explore how they could
career teachers by pairing them with a mentor and and the art of living. morning routine to improve my well-being, I reflected use that in their learning or everyday life.
providing extra release from face-to-face teaching on a meditation from ‘The Daily Stoic’ and wrote
(NSW Government Education, updated 2021). Other Philosophy as a way of life a short paragraph of my musings. Following this, Leah Guenther (2018), a secondary English teacher
programs such as BRiTE, a series of online interactive ‘Philosophy’ stems from the Greek word, philosophia I picked a phrase which resonated with me and in Chicago USA, has also explored and used Stoicism
learning modules are also available, created to meaning the ‘love of wisdom’. For thousands of years, repeatedly wrote it till the end of the page. This to attain more tranquillity in her personal life. Then
build the skills needed for resilience in the teaching philosophers have been trying to make sense of the meditative practice would ingrain the key phrase in through meaningful activities with her students, she
profession. However, Schuck et al. (2018) have shown world around them by asking life’s biggest questions. my mind like a mantra, which I would take with me would ‘add a behavioural awareness component
that even with the implementation of new initiatives, How can we be happy? What does it mean to live a into the teaching day. Examples include: Happiness to a rigorous, standards-based English language
its effectiveness varies between schools and attrition good life? What is success and how do we measure it? has all that it wants. Be in control of your thoughts. arts curriculum’ (Guenther. 2018, p. 209). This
rates are still a major issue. Personal anecdotes from How you do anything, is how you do everything. included using Stoicism as a lens for literacy analysis
teachers early in their early career have also received During the rise of the Roman Empire, philosophers with Shakespeare’s ‘Othello’, literature circles and
much attention in the public sphere. Gabrielle Stroud such as Epictetus, Seneca, and Marcus Aurelius Over time, I was able to see major shifts in my vocabulary studies on nuanced emotional words. As
is well known for her 2018 memoir, ‘Teacher’, which became part of a new philosophical movement perspective on life and this lessened the stressful a result, she opened her classroom environment to
details her frustration and distress generated by known as Stoicism, aimed at attaining not only ‘a responses to my work. By practising the ability to see vulnerability and a deeper level of self-awareness,
trying to balance a seemingly boundless workload greater understanding of the human condition, but things less reactively, I was visibly calmer and able to typically ‘not recognised in our modern definition
while maintaining her physical and mental health. also to learn more about human psychopathology’ understand what was or was not in my control. I then of Stoicism, which leads many people to ignore
(Holowchak, 2009, p 167). By removing emotions found it practical to be open to different perspectives its powerful advice’ (Guenther, 2018, p 225). This
The oxygen mask that were pathological, such as fear and unnatural in pursuit of higher quality wellbeing, rather than research, paralleled with my personal observations,
The following is a personal story, shared in the hope desires, individuals would undergo a journey of self- wishing the world would mould itself to fit what I demonstrates that Stoicism can profoundly impact on
that it will encourage others to seek positive ways of cultivation, helping them achieve ‘a state of calmness wanted in each instance. When coupled with weekly students’ identity as young people, positively affecting
caring for their own well-being while finding their and peace of mind’ (Peters, 2020, p 1). The Stoics Flow Yoga or Pilates classes which focused my their educational experiences. It brings meaning and
feet in the teaching profession. believed that philosophy was something to be lived breathing, it was evident that my wellbeing benefitted purpose back into their daily routines and it makes
out day to day, rather than theoretical knowledge from these combined mind and body practices. teachers’ work not only bearable, but enjoyable.
I was diagnosed with an anxiety disorder in my first that existed in books and, hence, they sought to live
year of teaching. Too proud, scared and ashamed to out the four virtues of justice, temperance, courage As a human, being flexible in how we think
ask for help, I fashioned a narrative in my mind that I and wisdom, as well as reflecting on their actions to and act is fundamental to living a good life.
Values are like fingerprints. Nobody’s are the
could continue functioning as normal. I was there for attain inner peace (Hadot et.al, 1997). Their goal was As a teacher, being flexible in the classroom is
same, but you leave ‘em all over everything
students when times were tough, for parents when to properly align what they believed, what they said, fundamental to good practice. The ways in which
you do. (Elvis Presley)
they were apprehensive about their child’s education, and what they did. This they maintained would allow we manage our emotional responses to external
and for colleagues who needed reassurance in them to lead coherent and meaningful lives. events and contexts influences how we construct
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