Giles Barrow

BEYOND THE BLACKBOARD: ON THE RESOURCES AND RESPONSIBILITIES OF AN EDUCATOR

Interviewer: Alexandra Gheorghe. Co-interviewer: Diana Deaconu
July, 2016

During this interview we encountered some technical (visual) difficulties, more in the second video. We still kept those parts of the conversation, as we truly think they are interesting and worth watching. So our hope is that you will be able to enjoy this conversation with Giles Barrow just as much as we have.

Bio

Giles Barrow is a TSTA in the field of Education and has been involved with the Transactional Analysis community for many years, having written widely on school culture, leadership in training and applying TA in the context of education. Coming from a background of working as a teacher, Giles walks the talk when it comes to bringing life and vitality in his tole as an educator. Within the TA community he is currently working as a trainer and supervisor.

He also works in schools and with local authorities and community groups with a focus on understanding and developing relational dimensions of teaching and learning.

Having moved from London to rural Suffolk, UK, he now runs a small farm, where he also welcomes and works with groups of children and teenagers. This also fostered an expansion of his view of education, to integrate a more ecological perspective.

Video 1 – Becoming An Educator

  • a personal story about being in school and becoming an educator.
  • role models in the field of education
  • self reflection as a vital resource for trainees in the Educational field
  • working within the educational system and the need for elder ship

 

Video 2 – Improving Education

  • expanding the octave in an educator’s approach – about the shadows of different educational models and how dancing across the continuum can create depth
  • the TA examination in the Educational field – a personal story, possibilities of enriching the examination process and field differences 
  • towards a more ecological model of education and how that may be applied in TA
  • one change to significantly improve traditional education – revisiting purpose

Video 3 – On the Purposes and Substance of Education

  • adolescence as a period of great resource – starting from a personal experience as an adolescent and as the parent of adolescents
  • the importance of love, life and vitality in the educational relationship and the dangers of becoming preachy
  • a continuum between the reparative and the developmental purposes of our work 
  • what would you say if you could say hello?

References

// Berne, E (1961). “Transactional Analysis in Psychotherapy”, New York: Grove Press.

// Barrow, G., Newton, T. (2015). “Educational Transactional Analysis: An International Guide to Theory and Practice”, New York: Routledge

// Barrow, G. (2011). “Educator as Cultivator”, Transactional Analysis Journal, 41(4), pp. 308-314

// Barrow, G, Newton, T. (2006). “Walking the Talk: How Transactional Analysis Is Improving Behaviour and Raising Self-Esteem, New York: Routledge.

// Napper, R., Newton, T. (2000). “TACTICS: Transactional Analysis Concepts for all Trainers, Teachers and Tutors”, TA Resources.

// Heathcote, A. (2016). “Eric Berne and Loss”, Transactional Analysis Journal, 46(3), pp. 232-243.

// http://www.eatanews.org/training-manuals-and-supplements

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