The Meditative Experience
by Char Wilkins and Jan Chozen Bays
A two-and-a-half-year-old boy weighed 79 pounds, three times normal weight for his age, and he suffered from sleep apnea.
by Daniel J. Siegel, M.D. republished from The Huffington Post, Dec. 30, 2013
In these fast and furious days of digital overload, we parents often worry about our teenagers' interactions with one another on social media. Who hasn't seen a teenager deeply absorbed with a smartphone or breaking off a face-to-face conversation to take a picture for their friends on Snapchat? With heads down and screens lit up, watching our teens plug in can feel confusing, disappointing and even like rejection to us.
When challenging or unwanted thoughts, emotions or behaviors arise most of us want to avoid or distract ourselves. We may use food, drugs, work or exercise to temporarily sooth, comfort or numb the difficult internal experience. Unfortunately, repeatedly coping in this way creates a habituated pattern that carries with it more shame and fear, and the hope of change slips further away into a seemingly endless out-of-control cycle.
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.
by Max Breiteneicher
More Than Sound produces and publishes media in the fields of mindfulness and conscious leadership-two areas they consider crucial to society’s continued development.
Here are some research-based ways teachers and principals can rejuvenate their passion for their jobs in the new year.
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.