Etty-Leal, Janet (Meditation Capsules, Victoria, Australia)
Mindful training for teachers: creative opportunities for calm, kind practices in the classroom and beyond
Heart/mind/hands-on opportunities for children to pay attention arise from mindful practices. Ways to pause, be present and positively engage can be embraced. Possibilities abound to invite children to share simple and creative mindful experiences—offering the precious gift of space. Space to shift from doing to being, thinking to feeling and sensing, and from busy-ness to stillness. Space for children to notice, sharpen perceptions and evolve from fixed to growth mindsets, giving rise to calm, kind compassionate choices for the self, others and the world.
Diverse, mindful adventures totally engage young children. Experiences may be embellished with stories, games, props and sensory experiences. Relevant topics, metaphors and practices effectively connect teenagers with mindful practices. Activities can be tailored to suit children of all ages, as well as students with special needs, and dovetail effectively with the curriculum. Mindful practices transcend cultural, religious and socio-economic diversity. Mindful skills can easily be integrated into the classroom, with practices ranging from 60 seconds to 5-30 minutes.
As teachers share mindfulness with their students, classroom bonds deepen, culminating in greater collaboration and co-operation. Learning outcomes are enhanced with benefits into academic and artistic and sporting pursuits.
As commitment builds and practices become embodied, mindfulness extends into the school community. Mindful rituals can ‘punctuate’ the day: in assemblies, form rooms, on the sports field and in staff meetings. Many schools extend mindful learning into homes, with information evenings and workshops for parents. Whole school mindful programmes culminate to create harmonious, compassionate and productive school communities.
Mindful training for teachers: creative opportunities for calm, kind practices in the classroom and beyond
Heart/mind/hands-on opportunities for children to pay attention arise from mindful practices. Ways to pause, be present and positively engage can be embraced. Possibilities abound to invite children to share simple and creative mindful experiences—offering the precious gift of space. Space to shift from doing to being, thinking to feeling and sensing, and from busy-ness to stillness. Space for children to notice, sharpen perceptions and evolve from fixed to growth mindsets, giving rise to calm, kind compassionate choices for the self, others and the world.
Diverse, mindful adventures totally engage young children. Experiences may be embellished with stories, games, props and sensory experiences. Relevant topics, metaphors and practices effectively connect teenagers with mindful practices. Activities can be tailored to suit children of all ages, as well as students with special needs, and dovetail effectively with the curriculum. Mindful practices transcend cultural, religious and socio-economic diversity. Mindful skills can easily be integrated into the classroom, with practices ranging from 60 seconds to 5-30 minutes.
As teachers share mindfulness with their students, classroom bonds deepen, culminating in greater collaboration and co-operation. Learning outcomes are enhanced with benefits into academic and artistic and sporting pursuits.
As commitment builds and practices become embodied, mindfulness extends into the school community. Mindful rituals can ‘punctuate’ the day: in assemblies, form rooms, on the sports field and in staff meetings. Many schools extend mindful learning into homes, with information evenings and workshops for parents. Whole school mindful programmes culminate to create harmonious, compassionate and productive school communities.