What Does It Mean To .b?
.b pronounced (dot-be), stands for “Stop, Breathe and Be!” This simple act of mindfulness provides the kernel of a nine-lesson course for schools.
.b pronounced (dot-be), stands for “Stop, Breathe and Be!” This simple act of mindfulness provides the kernel of a nine-lesson course for schools.
The day began with the hustle and bustle of the morning chaos. The students filed into the classroom, chatting away, getting reacquainted with their classmates. But something was different. I was different. In the ruckus, I silently walked to the front of the room, sat in my teacher chair and chimed the bells: Once, the class looked at me and slowed into their seats; twice, they stopped shuffling through backpacks and mingling with friends; three times, they silenced themselves and focused on me. I began by inviting them to take a mindful posture and to check into the moment.
I’ve always thought that educators are some of the luckiest people in the world.
When I say the word mindfulness to a group of educators and ask what the word signifies I get several definitions. The term is ancient and not surprisingly has taken on many definitions over time. This is a paradox of language: As a word becomes popular, its original meaning can become vague. Although the movement of mindfulness into mainstream secular society is relatively recent, we already see some instances where its meaning has become blurred. That is why I’ll begin this introduction to mindfulness for teachers and their students by describing what I mean when I talk about mindf
Within the virtually exploding field of mindfulness, perhaps no facet is growing faster and spreading wider than that of teaching mindfulness to the youth of our society. Imagine the vast potential of transforming this generation of children into a future generation grounded in a practice that promotes stability and composure, wellness and healthy relationships, and enhanced cognitive function. This movement is on an unprecedented ascendant path within education, clinical practice and research.
I speed walked across trolley tracks as I traveled between the two small campuses of King Chavez High School. I had suddenly been hired as a vice principal, knowing little of what that really meant. My thoughts danced awkwardly with several new partners: a daunting “to do” list of mentoring new teachers, creating curriculum for an advisory, and a bigger ambition, figuring the best way to introduce AVID to this ripe family of children perfectly suited for AVID magic.
by Marilyn Webb Neagley
Mr. Gray, an educator in his second year of teaching in New York City wrote out his resignation letter and left it on his desk. As a final measure, he chose to attend a Renewal and Restoration Retreat for Educators provided by The Inner Resilience Program – a nonprofit organization started right after September 11, 2001 to help teachers in Lower Manhattan begin to heal and recover from the tragic events of that day. He felt he had nothing to lose.
A Message From Allan Goldstein
Associate Director
UCSD Center for Mindfulness
Dear Friends and Colleagues,
When I first read Daniel Goleman's call in Emotional Intelligence for mindfulness to be taught in schools I could not have imagined that I would be sending a personal message asking for your support for a conference that brings together the wonderful growing community of people now engaged in that work.
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