Abstract:
This thesis investigated the question, "What nourishes the
adolescent spirit in the classroom?" Action research was conducted
by the teacher of 16 grade 8 participants. By undergoing Kessler's
(2000) "Passages Program," the students participated in 6 sessions
which exposed them to a holistic intrapersonal curriculum. Student
journal responses were documented after each session. The action
researcher also kept journal reflections after each session. Upon
completion of the 6 sessions, a postinterview was conducted which
posed the research question.
The research found that the adolescent spirit gets nourished
through encouragement by the teacher, peers, and parents. This
increases their competency, which increases their confidence, and
ultimately their self-esteem goes up, which affects their selfconcept.
In addition, the role of the teacher permeates every aspect
of what nourishes the adolescent spirit in the classroom. In
addition to the encouragement of the student, how a teacher teaches
plays a vital role. A holistic approach to teaching provided the best
atmosphere for the adolescent. It promoted creativity and choice,
which stimulated the spirit of the adolescent. By working from a
holistic philosophy, the teacher/action researcher created an
environment conducive to teaching the whole person, which
ultimately nourished the participants' spirit. The research highlighted that in order for this type of environment to exist the
teacher needs to make a conscious and deliberate effort to look
within and develop their inner self before they can begin to promote
this type of classroom for the adolescents they teach. When
teachers and students develop an inner life together, they can begin
to work in harmony to achieve an atmosphere where the teaching and
learning environment becomes one seamless transaction. Only then
can one's whole potential be realized.
