Horse Gigi Rondeau
Energy Dynamics of a Classroom
By Rhonda Courtemanche
I have been enjoying the school year as a substitute teacher in the Spokane Valley School District region of Washington State. There are many wonderful students and teachers that I have met and have worked with. The children are all unique, special and different in their own ways and it has been fun to go in and watch them interact with each other. Usually the substitute teacher sees the children either at their best or worst in terms of getting along. Many teachers program their students to behave really well for the substitute teacher. Other teachers try to control their students with fear based tactics and dump much unconscious anger and rage onto the children. This then acts out when the substitute teacher arrives and can be a very difficult day. In learning to manage the energy of the classroom I have been able to pull off much of what gets laid into the children so that they can let their uniqueness and expression of self come through and the day runs smoothly.
There are many different make-ups to classroom settings in regards to personality combinations. Usually children are already labeled by kindergarten as to whether they are slow learners, behavior problem child, the good kid, the neglected and needy child and so on. Unfortunately this is so and children carry around these labels as they carry on through school ages and more and more gets placed upon them. The slow learner gets pulled out of class for extra help, the behaviorally challenged one is always called on to stop what they are doing, the good kid gets to do things for the teacher and the needy child is pushed away for being so needy.
There is an energetic dance that occurs as well that goes unnoticed but can be seen in the interactions of the students and teachers. The students whom are not reading or writing as well as the other students carry around a label of being stupid. This then attracts energetic patterning of others whom may have difficultly learning and the problems of the slow learner increase. He or she becomes a magnet to others problems. This also happens to the labeled troublemaker in the class as well as the needy student. Due to being labeled they start to attract the energy of their label to themselves and their behavior and actions start to exacerbate. The rowdy boy or girl becomes more problematic and acts out more and the needy or neglected child will cling more or retract and become invisible.
Displaced Energy
This additional energy comes from many places and can be displaced into the children's energy field by teachers. Teachers come to school with all the emotions from their home life and personal life tucked away so they can teach and mold the life of a child. Sometimes the classroom setting triggers much in a teacher and their internal landscape starts to show. If a teacher is good at staying composed but are getting angry inside, they unknowingly press their anger and darkness onto a child in the classroom who then acts it out in the physical. Then the teacher can yell at the student to vent and now has just cause to express their anger for it was "Johnny" that made me mad.
Other times the family life of a teacher is expressed between the students in the classroom. There may be arguments, fights, bickering or yelling that occurs at a teacher's home and when they come to school they inadvertently bring it with them. As the students come in and begin to engage with each other, the weight of the teacher is moved onto the class and then can be acted out amongst the children. If they have a child at home who is needy, clingy or bossy this behavior may show up in one of their students causing the teacher to become frustrated at seeing the same type of behavior at school as seen at home in their own children.
What teachers do not realize is that their classroom full of students is a mirror unto their own landscape. We are a composite of whom we were at the various ages we have lived. We have emotions and scarring from when we were a child and this we carry around to this day. Like a magnet we attract to ourselves what is inside. So if one has a part of self within that is hurt, sad or angry this attracts the dance to oneself and one ends up being confronted with another whom behaves this way. This may make one very uncomfortable and irritated for it is a part of oneself that one does not wish to see or notice. Many at this time are not consciously working upon themselves so they are unconscious to the entire dance. Those whom are aware can take responsibility for their own patterning, gathering up all parts of self that the mirror presents in order to heal oneself. In the healing, the children may respond differently to oneself due to the changes made within.
Children also come to school with all the emotional baggage of their home life and this then interacts with others in the classroom. If they are harboring anger or resentment to their parents or siblings this can be expressed amongst the other students . If they have difficult karma with their siblings at home they may want to take out their anger on another in the class. If it is a child's patterning to take on their parent's discord, anger and rage this can also be displaced onto others and expressed in the classroom. Learning to flush oneself or another of displaced energy is a good focus to make a classroom environment more enjoyable.
The best way to start moving out the energy is by running a waterfall through the classroom and students, flushing out all that is there back to where it belongs. One can make an intention that all that does not belong to another be returned to whom it belongs to. One could even add to send it to the home it belongs to so it does not act out in class in an explosive way. This intent can also be made before the children even walk in the door. You can create a filter or screen at the doorway so when the children walk in all that does not belong to them is pulled off. Then if there are any interactions that occur during the day, one can take a look at their own patterning and intend to understand the mirror and clear it.
Sometimes one will find energetic discord and chaos in the room that belongs to the class next door. Some teachers are hard stretched to keep their class manageable and under control and the only way they know how to do this is to send the entire energetic dance to another classroom. So one can check for this and if this is indeed the case, return the energetic dance back to the classroom and create boundaries so that this does not occur again. One may need to clear their karma with the teacher for why this is so and also check to see if one is also displacing their density onto another. As each takes responsibility for their own thoughts, actions and emotions there will be more balance, peace and structure throughout the day.
Karma
Teachers and students are drawn together for a reason and this is to clear karma with each other. Many interactions that occur during the day can also be accounted for karma that is up to be cleared. Sometimes a child pushes another down in the playground or calls another a name or anyone of the encounters that can be thought of during a school day. It is the karma acting out between one child and another that is needing to be forgiven by each involved. Many children and teenagers do not have the coping strategies to stop and reflect on the dance, they just immediately act out. This could be with pushing back, yelling back and so on. Sometimes it is good for a child to express his or her anger and rage at the other person for it creates a boundary and a statement that I will not be violated. This is where a teacher can assist in being the mediator for those involved so both sides of the story are heard. As each understands the other, there is a chance for a healing and forgiveness to occur between their ancestries.
Some children have an innate knowing of how to resolve conflicts and often you will see these children assisting others in a dispute. Their reasoning is very logical and is explained in a way that the others can understand. They are also clearing their karma by helping out those whom are in the throws of an argument. It is wonderful to watch this type of mediation in action and let the children resolve their problems on their own. As an adult one can encourage this type of karma clearing and guide and assist those in a confrontation how to see both sides of the dance to resolve their problems in full.
Teachers also have karma with the children they teach and sometimes it is very challenging for a teacher to work through their emotions and "issues" with the child. Maybe their ancestry was treated poorly by this child's ancestor in another lifetime and now they are faced to work together day in and day out in close quarters of the classroom. Maybe in a prior lifetime with the same ancestry, their ancestor was cruel and abusive to this child's ancestor. Now they have to learn how to be caring and compassionate with each other and forgive both sides of the dance that were experienced. It is hard but can be done. As both the child and the teacher intend to understand and forgive each other for the karma experienced, the dance will become more gentle and maybe by the end of the school year the teacher and student will get along and learn to accept each other.
Bubble in Action
Recently, I had the opportunity to work with a group of 5th grade children whom were very sensitive to the energy dynamics in the classroom. I could tell they were mostly indigos whom were ascending with red nation and grand master ancestry. They were easily distracted by one another at first and when asked to focus on the work at hand, many began to work but I could see they were inside out a bit and needed some guidance. I shared with them my bubble story about creating sacred space and had them create their own bubbles and see if they could stay inside. They all were intrigued and no one laughed or made fun of it. Instead they all did it! You could see the energy of the class change immediately where their focused turned right side in, boundaries and a safe place were created and they were able to focus inward on the task at hand. It was writing a Tanka (five line poem) and the poems created were very heart warming about their family, nature, the planet, friends and were very expressive. One student even wrote a poem called "My Bubble".
It was fun to watch them with their bubbles and if someone came outside of their bubble and was starting to bother another child, you would hear them say "get back into your bubble". I would also encourage them to stay inside their bubble (field) by motioning with my hands to stay turned inward. Another created a force field around their bubble for when someone started to energetically come near them they said they would get "zapped" if they came to close to their bubble. Another asked what if your bubble popped and we talked about repairing it. For that moment they really understood the peace that comes with being turned right side in and it was a very quiet and peaceful time together with many blessings shared by Earth and the nature kingdoms. These are the gifts one can also give to those in the classroom; the chance to have gentle, loving and peaceful experiences being at school.
Understanding One Another
I tried to implement another reflective technique to the class when a student made fun of another student. One of the girls in the classroom was very sensitive and cried all the time (or so the kids told me). Later in the day I noticed this girl's desk was empty and I asked the class where see was. A young boy said she is probably in the bathroom crying like she always is. Some of the kids snickered at his comment and Earth decided to use this opportunity to stretch their understanding and compassion for one another. What was shared is that everyone is made up differently inside and this is due to one's home life. We do not know what everyone experiences at home and what one carries around with them inside. Sometimes what is shared from another touches someone within and triggers what they carry within. For this girl we do not know what her experiences are but we can have compassion for her when she does cry rather than laughing at her.
I used myself as an example and shared a few general things about my childhood. I could tell others experienced similar situations. I shared that what is inside of my is different from what is inside of you and we need to be sensitive to everyone's uniqueness. So perhaps if they see someone reacting a certain way perhaps they will try to understand them and have compassion for the difficulty they may be struggling with within. The students were very receptive, did not slough the comments off but let them sit around and sink in. One girl whom had written a poem about peace shared we should all try to get along. "There needs to be more peace in the world".
Anchoring Nature in the Classroom
After flushing out all that is in the classroom it is good to fill it up with something that is supportive. Earth and nature are working very closely with the ascending children at this time and one can call on them for assistance. A nature dream is perhaps the most supportive energy that can be anchored in a classroom. Nature's energy is very round, magnetic, flowing, calming and peaceful. Children whom are sensitive will react very positively to this energy in the environment. Not all students will be able to sense this energy for many children are hooked into the media dream due to the amount of television one watches or the amount of time spent playing video games. This dream hosts very electrical and violent energy movement and can also be brought into the classroom by those whom partake in it. It is wise to intend to remove any media dreams or planes that they sit in so a nature dream can be rolled in.
A nature dream hosts a connection to the nature kingdoms and you can intend that all the children be connected to an animal that would like to assist and support them on their journey. There are many learning activities that can incorporate the natural world and discussing these topics and activities will keep the nature dream anchored throughout the day. Children whom are aware can also anchor a nature dream for the class if the teacher is not consciously ascending. They can also take charge and flush out the room and all in it of discordant energy, anchor the nature dream and connect everyone up to a nature kingdom. Ascending children whom are aware can consciously command their environment if they intend from a place of harmlessness and working toward the good of the whole. So you can encourage your child to try these techniques suggested in this article to assist in creating a supportive learning environment.
Boundaries
Strong boundaries are important for ascending children in any school situation. There are many children whom can be quite harmful energetically and have ancestral lineages that host discordant genetics. Their energetic makeup could be one of a violent predisposition, vindictive, cut-throat and down right mean consciously and unconsciously. They can throw into one's field energetic barbs, hexes, curses and energetic blows which can shatter one's energy field. This will cause the field to collapse and one can become quite ill. In learning to keep the field protected one can offset these types of boundary infractions as well as intending to clear one's karma with the particular person's ancestry.
The bubble concept host a built in protection mode by placing oneself into ones own field and not being turned inside out and at the subject of whatever is outside of oneself. It is in being turned inside out that one is subject to the energetic dance of others. As one stays right side in and inside of their own field one can hold their boundaries more strongly. A protection shield around one's field is very supportive and this can be created by imagining mirrors around oneself. Whatever is another's bounces off back to them and whatever is one's own stays within one's field.
Getting angry is another way to push people out of your field. Anger can be equated to one's life force or energy and can be imagined as the color of red. As one runs their red energy this will push others back so one may stand more strongly in their truth. The orange ray or energy can also be run and this equates to one's internal sense of power; not abusive power but an inner strength that can be used to command one's own boundaries, field and reality. Using both of these energy movements will help keep others at bay and allow oneself a little bit more elbow room so to speak in their environment.
Filling oneself up with all the colors of the rainbow will also fill out one's field and create more energy and chi. In filling one's field up one will have a stronger field that can hold up to any karmic encounter with another. If one finds their field deflating, one can seal and repair the hole, create new mirrors around the field and send back any harm that came one's way. Intending to clear one's karma is the best way to move beyond the dance for when the karma has been cleared, the other person will not be able to affect oneself again in the same manner. Again, if your child is aware and you can talk to them about these types of energetic encounters, it would serve to share with them how to protect themselves by creating strong boundaries and a strong field so they can stand up for themselves and feel good about taking care of their self and their field.
Creating a Safe Environment
At this time in ascension, the school environment is not a very safe energetic place to be. There is not enough awareness yet about the harm that is caused in the unconscious and the energetic dance that occurs between humans. Most humans are not aware and those that are becoming aware are trying their best to incorporate the strategies they know so that all may get along, work together and collaborate with one another. Some parents have chosen to home school their children which takes them out of the environment of the school setting. In this one has the opportunity to incorporate hands on learning activities outdoor in nature with their children that feels more soothing, comforting and loving.
If one does not have the opportunity to home school one can work with the above suggestions to help create a safe learning environment at school whether you are a teacher, an adult working at school or a student. One should not under-estimate the power of an ascending child's thought form. If this information is shared with one's child or if you are an indigo reading this, you have the ability to mold, shape and command your reality. Your intentions are powerful if they are made in harmlessness and are in alignment with Earth and she will support you in learning how to create a safe environment. You will affect all of those around you by helping them lift off all that is not theirs and anchoring a natural world dream that holds loving energy movements. In your intents to clear your karma with those you go to school with, you will be able to establish this precedence for all to follow and many will benefit from the dream you create and anchor at school. So believe in yourself, trust yourself and create the dreams you intend!
Many Blessings for all those willing to walk this journey at this time.
Namaste,
Rhonda
Rhonda Courtemanche has been an affiliate of SSOA since 2001. She enjoys working with others on their ascension journey and can be reached at peacefulrelations@ascendingtruth.org. For more information on the healing work she offers and other related ascension articles, you can visit her website at www.ascendingtruth.org
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Copyright 2008 Rhonda Courtemanche