Everybody PresentBook Talk by Joanne MacIntyre & Terri Connolly

Major Theme Everybody Present

makes an argument for implementing mindfulness in the classroom to enhance inner peace in teachers and students, ultimately benefitting society.

Interconnectedness “Studies show that teacher competence in

the areas of relational skills and classroom management is the single most influential factor in a student’s learning” (p.37)

Empathy: What is the student trying to achieve? What are her needs?

Reflection: How does my practice and the learning environment affect my students?

Sub-Theme 1

Activity In groups of 2 or 3 discuss a time when

you have compared your life to others, or have felt the need to defend yourself or prove yourself worthy.

How did this make you feel? How often do you fully accept yourself

as who you are and allow yourself to experience unconditional love?

Activity Write down 3 things you are grateful for

Note why you are grateful for them

Put into words the feelings that the exercise evokes in you

Stress and Anger Management

Rage

Anger

Blame

Irritation

Unfulfilled expectations

Sub-Theme 2

Abundance Unhealthy desires

Healthy desires - generosity

Sub-Theme 3

Wellness & Self Awareness Interoception

Cortisol

The brain changes when we practice Mindfulness

Mirror Neurons

Sub-Theme 4

Connections to Class Historical Connections-Buddhist tradition Jon Kabat-Zinn and stress management Decentering The Four Ennobling Truths Autopilot Concerns/What Mindfulness is Not 2 forms of meditation

Points to be Aware of Not having enough time More insistent when you

experience boredom, let go when you experience distractions

Feelings arise Acceptance of thoughts Accept people but not

inappropriate behaviour Recognize, accept and calm

our feelings Less striving, more

acceptance

AH-HA!! Acceptance will take

care of the emotion

Guarded in your Mindfulness

Questions How can we avoid re-traumatizing students

when practicing mindfulness? How can these mindfulness activities be

integrated into core subject areas so that they reach curricular objectives?

How can we serve the needs of those students and teachers who choose to opt out of mindfulness practices? What does this look like?

In this post post-modern era what is the role of public education and how does mindfulness fit into this purpose?

Considering mindfulness is a being not a doing, can it be taught if it is not something that has been sought out by the individual?

Thank you for your attention!