Dr. Hopper, a seasoned business coach, educator, and consultant, and a mother herself, offers a unique blend of professional and personal insights, making this book highly relevant for families navigating today's educational and emotional challenges.
Key highlights of the book include:
- Fostering Self-Discovery: Practical strategies for parents and teachers to help children explore their unique strengths and build self-awareness.
- Empowerment Through Emotional Intelligence: Tools to teach kids ownership of their learning journey, confidence, and the ability to handle life's ups and downs.
- Stress Management & Well-Being: Accessible methods for addressing children's mental health, supporting both academic success and emotional balance.
- Bite-Sized Positive Psychology: Simple, actionable ideas parents and teachers can incorporate to create happy, thriving children without adding stress to their busy lives.
This book would be a great read for any pre-service teachers, new teachers looking for ways to improve how they relate to kids, or seasoned teachers who need a little fresh advice. It's also appropriate for coaches, mentors, even parents and guardians!
I had a chance to learn more in this interview.
Why did you write this book?
The primary reason I wrote this book was to advance the conversation about meaningful change in education. For decades, the structure of schools has resembled an industrial model of production—pushing students through an assembly line of learning. This model is outdated and does not adequately prepare students for life after graduation in today's world. The focus in education has been on standardized testing, with the primary goal of raising scores on college readiness tests. These tests serve as the principal evaluative tool for students, teachers, schools, districts, and states.
But my question is: Is this all we want for our students from the education system? As a parent myself and having spoken with many parents as a teacher, these are the questions that seemed most prevalent: What if my child doesn't fit that mold? Doesn't learn in that way? Doesn't want to go to college? Doesn't see the value in testing? How is my child’s education helping them become confident, self-sufficient, and purposeful? How has it helped them discover more about who they are so that they can make better decisions about their future?
A 2022 study by Populace Insights indicated that communities want their education system to prepare students to think for themselves and to enable them to pursue work that gives them a sense of meaning and purpose. They are also interested in seeing students develop character and practical skills that help them take care of themselves.
I believe the purpose of education should be broader and aimed at fostering personal growth. Greater self-awareness and an appreciation of their unique strengths help students take responsibility for making better decisions for themselves. We can achieve this through coaching in an academic setting.
How does it change things to think of teachers as coaches?
I would say that depends on how you define the role of teaching. Growing up, I always looked to the wisdom of my teachers; many of them helped me discover more about myself and about life. Teachers make natural coaches because the underlying goal is the same—to help students maximize their full potential. Under the current constraints of standardized testing, however, I believe we stifle teachers' ability to support students' personal growth. Even though social and emotional learning (SEL) has become more widespread in schools, the emphasis is still placed on a college readiness test. Thirty years after Daniel Goleman's groundbreaking book Emotional Intelligence, we now know, through repeated studies, that high emotional intelligence (EQ) is a stronger indicator of success than IQ. So the question is: Why isn’t EQ (or other measures) also used as an evaluative tool in education?
In the role of teacher, the educator ensures that students are learning the curriculum outlined by the district or state. They monitor this learning through practice, projects, and tests. The coach’s role, however, is to empower students to take responsibility for their own learning in all areas of their lives in order to make better decisions that align with their interests, dreams, strengths, and abilities. This is a process of discovery through self-awareness. Evaluation of progress is done by the student. Through coaching, students gain the perspectives, skills, tools, and strategies to better navigate learning in various circumstances throughout their lives.
Why is it important for teachers and those who work with kids to incorporate principles of psychology?
We have been culturally conditioned to a form of negative thinking that encourages us to look outside ourselves for fulfillment. This mindset leads us to think of ourselves as powerless victims at the whim of fate. However, recent studies in quantum physics, brain and heart research, and positive psychology show us that we have much more control over our health and well-being than we once thought. It is crucial for youth workers to understand and implement the principles of positive psychology. Positive psychology is the study of flourishing and thriving—how humans can develop and learn in ways that allow for optimal functioning. It makes sense that schools provide a natural environment for students to practice resilience, navigate change, learn to manage emotions, and discover their strengths and purpose.
What are some key ways that adults in educational settings can help students manage stress and promote positive mental health?
One of the first places to start is to promote emotional self-awareness through self-reflection. Understanding and managing emotions is key to managing stress, especially in the teen years when students are undergoing significant physical and emotional changes. Rather than having students start with managing their emotions, begin by encouraging them to observe what they are feeling at different points throughout the day. Getting into the habit of taking a step back to observe emotions opens up space for making intentional choices about how to react. Emotions serve as a guidance system, giving us information about ourselves. Observing emotions allows students to reflect on—and possibly change—the thinking that leads to those emotions.
Another practice that teachers and students can engage in regularly is taking breathing breaks. There are several examples of mindful breathing exercises that can help calm the central nervous system. Simply taking a few moments to quiet the mind and focus on the breath at the beginning of each class can help students center themselves before diving into their work. Encouraging students to use breath work before projects and tests is also very helpful. This is a skill that can be applied in multiple situations and contexts.
A particularly powerful, yet simple, breathing exercise developed by the HeartMath Institute incorporates positive emotion and produces measurable heart-brain coherence. Tests measuring brain activity (EEG, or the electrical activity of the brain) and heart rate variability (HRV, the naturally occurring beat-to-beat changes in heart rate) show that when coherence is reached between the brain and the heart, both produce steady, synchronous waves, forming a uniform pattern. When we are in this state, we operate at an optimal level and feel more centered, calm, and present. This state is called heart-brain coherence.
Conversely, when we are experiencing negative states such as anger or stress, the brain and heart waves appear jagged and uneven. Students can measure their heart-brain coherence by downloading the New Inner Balance Coherence Plus Sensor and App at HeartMath's website (www.heartmath.org) and using their phones to track their progress.
Heart-Brain Coherence Technique:
I had a chance to learn more in this interview.
Why did you write this book?
The primary reason I wrote this book was to advance the conversation about meaningful change in education. For decades, the structure of schools has resembled an industrial model of production—pushing students through an assembly line of learning. This model is outdated and does not adequately prepare students for life after graduation in today's world. The focus in education has been on standardized testing, with the primary goal of raising scores on college readiness tests. These tests serve as the principal evaluative tool for students, teachers, schools, districts, and states.
But my question is: Is this all we want for our students from the education system? As a parent myself and having spoken with many parents as a teacher, these are the questions that seemed most prevalent: What if my child doesn't fit that mold? Doesn't learn in that way? Doesn't want to go to college? Doesn't see the value in testing? How is my child’s education helping them become confident, self-sufficient, and purposeful? How has it helped them discover more about who they are so that they can make better decisions about their future?
A 2022 study by Populace Insights indicated that communities want their education system to prepare students to think for themselves and to enable them to pursue work that gives them a sense of meaning and purpose. They are also interested in seeing students develop character and practical skills that help them take care of themselves.
I believe the purpose of education should be broader and aimed at fostering personal growth. Greater self-awareness and an appreciation of their unique strengths help students take responsibility for making better decisions for themselves. We can achieve this through coaching in an academic setting.
How does it change things to think of teachers as coaches?
I would say that depends on how you define the role of teaching. Growing up, I always looked to the wisdom of my teachers; many of them helped me discover more about myself and about life. Teachers make natural coaches because the underlying goal is the same—to help students maximize their full potential. Under the current constraints of standardized testing, however, I believe we stifle teachers' ability to support students' personal growth. Even though social and emotional learning (SEL) has become more widespread in schools, the emphasis is still placed on a college readiness test. Thirty years after Daniel Goleman's groundbreaking book Emotional Intelligence, we now know, through repeated studies, that high emotional intelligence (EQ) is a stronger indicator of success than IQ. So the question is: Why isn’t EQ (or other measures) also used as an evaluative tool in education?
In the role of teacher, the educator ensures that students are learning the curriculum outlined by the district or state. They monitor this learning through practice, projects, and tests. The coach’s role, however, is to empower students to take responsibility for their own learning in all areas of their lives in order to make better decisions that align with their interests, dreams, strengths, and abilities. This is a process of discovery through self-awareness. Evaluation of progress is done by the student. Through coaching, students gain the perspectives, skills, tools, and strategies to better navigate learning in various circumstances throughout their lives.
Why is it important for teachers and those who work with kids to incorporate principles of psychology?
We have been culturally conditioned to a form of negative thinking that encourages us to look outside ourselves for fulfillment. This mindset leads us to think of ourselves as powerless victims at the whim of fate. However, recent studies in quantum physics, brain and heart research, and positive psychology show us that we have much more control over our health and well-being than we once thought. It is crucial for youth workers to understand and implement the principles of positive psychology. Positive psychology is the study of flourishing and thriving—how humans can develop and learn in ways that allow for optimal functioning. It makes sense that schools provide a natural environment for students to practice resilience, navigate change, learn to manage emotions, and discover their strengths and purpose.
What are some key ways that adults in educational settings can help students manage stress and promote positive mental health?
One of the first places to start is to promote emotional self-awareness through self-reflection. Understanding and managing emotions is key to managing stress, especially in the teen years when students are undergoing significant physical and emotional changes. Rather than having students start with managing their emotions, begin by encouraging them to observe what they are feeling at different points throughout the day. Getting into the habit of taking a step back to observe emotions opens up space for making intentional choices about how to react. Emotions serve as a guidance system, giving us information about ourselves. Observing emotions allows students to reflect on—and possibly change—the thinking that leads to those emotions.
Another practice that teachers and students can engage in regularly is taking breathing breaks. There are several examples of mindful breathing exercises that can help calm the central nervous system. Simply taking a few moments to quiet the mind and focus on the breath at the beginning of each class can help students center themselves before diving into their work. Encouraging students to use breath work before projects and tests is also very helpful. This is a skill that can be applied in multiple situations and contexts.
A particularly powerful, yet simple, breathing exercise developed by the HeartMath Institute incorporates positive emotion and produces measurable heart-brain coherence. Tests measuring brain activity (EEG, or the electrical activity of the brain) and heart rate variability (HRV, the naturally occurring beat-to-beat changes in heart rate) show that when coherence is reached between the brain and the heart, both produce steady, synchronous waves, forming a uniform pattern. When we are in this state, we operate at an optimal level and feel more centered, calm, and present. This state is called heart-brain coherence.
Conversely, when we are experiencing negative states such as anger or stress, the brain and heart waves appear jagged and uneven. Students can measure their heart-brain coherence by downloading the New Inner Balance Coherence Plus Sensor and App at HeartMath's website (www.heartmath.org) and using their phones to track their progress.
Heart-Brain Coherence Technique:
- Start by focusing on the chest area and heart, breathing in and out a little slower and deeper than usual. Imagine the air coming in and swirling around the chest, then exhaling it.
- Once a steady rhythm is reached, and while focusing on the heart, think of people, places, or things you are grateful for. Lean into the emotion of gratitude and imagine it beaming out from the heart.
- Maintain the focus on gratitude (or joy, love) and steady breathing for three minutes.
Another crucial way educators can help students is by assisting them in becoming more discerning with media, particularly social media. There is ongoing discussion about the impact social media has on youth mental health. As educators, we can help students become critical evaluators of content, learn how to verify the source of information, and, importantly, identify biases and manipulative tactics. When educators guide students toward personal growth, it is a process that shifts students away from comparison with others and encourages them to discover and appreciate their own uniqueness, thereby lessening the impact of social media.
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