Every school year, while school administrators hope the year ahead will be better than last based on plans they made earlier for the year, teachers update subject matter notes in preparation for the new school year. The village headmaster takes a tour of the village a month earlier going from house to house to announce the school’s new year calendar, where she/he is greeted with news of new additions to different households, marriages, deaths, graduations, and achievements.
From the village school to those in cities around the world the goal in the first weeks is the same. To establish an effective relationship with students to build trust between students and teachers. Family socialization with the village headmaster, building a firm foundation of trust with students is a universal goal every school year. The difference lies in the level of bond achieved between teachers and students in the village headmaster’s school and the advanced schools in cities and societies. The positive result is especially true when the teacher calls a student to ask about their parents using their known family pet name, such as “how is your mother, mama Bintu?” The question from the Village Headmaster’s school teacher strikes the student by releasing the hormone oxytocin, known to help humans bond with the weight of psychological safety that makes the school home. The teacher engaging the student with mindfulness through the student’s body language feels the same connectedness hormone, oxytocin. But most teachers in the village headmaster’s school are from the village or surrounding areas, whose families socialize in the same daytime and evening local markets.
This cannot be replicated in the city and advanced societies where interest surveys are used as tools to understand the purposes and goals of students to help teachers establish discussion talking points/subjects. When a school district request for educational needs assessment as part of a new school application, the question they are really asking school proprietors is to reveal the depth of their relationship and connection to households in the community with mindfulness. A demonstration of knowledge, skills, and understanding in recognizing the value of the individual student, not a one-size-fits-all mile-wide tool.
The most impacted area by digital transformation technology is providing individuals the capabilities to forge closer ties and bonds with each other. The village schools and city schools have the opportunity to identify one or more software as solutions to ensuring a closer bond between students and teachers and splitting the identified software into millions of images. Including the use of Docker Compose YML to help each student build their household environment variables. Educational needs assessment is also important to discovering students destinations upon graduation for schools to capture requirements and expectations data into pedagogy. Establishing processes of education that is similar in outcomes to where the acquired integrative competencies will be applied. An education milieu in which a change in any student’s environment that impacts school systems knowledge, skills, and understanding exit requirements result in real-time pedagogical update. Regional variations in integrative competencies promote creativity, innovation, and inventions.
The gig jobs culture was started in the teaching profession through the use of auxiliary teachers as subs. The gig worker is mobile and their knowledge of communities within the school district may not be sufficient to build the bonding relationship with their students. Students lose 6 weeks of instructional time on average in a year when introducing sub teachers into classrooms in France, for example. And New York State School System is no exception to this example of rotational time loss.
The virtualization of school systems will ensure sufficient variables are used to capture community educational needs resulting in the recognition, understanding, and engagement of students of all ages. While ensuring each student feels valued by teachers, intelligent algorithms will help teacher build a more robust, responsive, and effective relationship with students, especially in online classrooms.
The infusion of digital transformation into school systems and classrooms represents a paradigm shift that requires new mental models to achieve the positive interactions students need to feel psychologically safe with teachers. The mastery of engagement, special feelings, and mindfulness will result in student’s psychological safety in schools. Skills4Industry Digital Transformation Technology in Education Program for educators was designed to help educators worldwide develop the integrative competencies to apply digital transformation technologies to make students feel psychologically safe in schools.