Can Teachers Make Mindfulness and Education more Fun?

 Can Teachers Make Mindfulness and Education more Fun?

Mindfulness education is strictly what it sounds like: the purposeful inclusion of mindfulness and mindful meditation principles, theories, and practices into education. (See the definition of mindfulness.)

“Mindfulness means listening during a particular way; intentionally , within the here and now , and nonjudgmentally.” – Jon Kabat-Zinn 

The goals of mindfulness education are to assist students learn:

It's interesting that those that seem to be the foremost thoughtful and passionate proponents of mindfulness in education are those presumably to be trapped by their limited thinking.

Now, aren't getting me wrong.

I praise those that introduce silence, stillness and contemplation among students. I applaud those that explain the concept of mindfulness and invite their charges to explore the wonder of watching the mind in action. I celebrate the teachers who use "mindfulness" as an everyday word in their lessons.

But why stop there?

In the name of recess, field trips, and every one that youngsters hold holy in class , can't we make mindfulness FUN?

By using bells to signal silence and having kids close their eyes so as to be mindful, we're sticking to the tried-and-true meditation model.

Must we?

Could kids settle peacefully in their chairs at the sound of a kazoo? Would they enjoy an eyes-wide-open approach to mindfulness that permits them to be active? Can they develop heightened awareness and concentration while playing--with words, music, numbers, colors, shapes, textures and smells?

We learn best when we're enjoying the method . Teaching kids to meditate? Great. But we are unnecessarily limiting the chances for greater awareness by preaching--er, teaching--that meditation is that the only path to listening .

Kids--like the remainder of us--want shortcuts. They love games. They remember the items that make them laugh. They concentrate to processes that allow them to be their natural creative selves. Kids see oddball connections and that they are extremely resourceful when it involves twiddling with even the foremost mundane objects and ideas .

So, let's allow them to play. Something tells me they'd approach this differently if it were up to them.

I encourage teachers to incorporate mindfulness training within the classroom, but I urge them to release their attachment to the notion that it's to be done so SERIOUSLY.

Lighten up.

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Mindfulness is about noticing new things, drawing distinctions, shifting perspectives, and staying fully present. it's the very essence of getting fun.

The truth is that it's impossible to possess fun UNLESS you're fully present. So, it seems to me that youngsters have already got an innate tendency to be mindful.

Actually, nobody enjoys sitting still for hours on end. But if your students are up and about, they’ll be more alert and engaged. Whenever you'll add some movement to a lesson, make it happen — it’ll make things more lively and exciting for everybody .

When teaching new vocabulary, additionally to writing it down (or creating an accompanying illustration), you'll have students demonstrate a movement that relates to the word, kind of sort of a reverse game of charades. Your entire vocabulary list then becomes an exercise in movement!

Have students clap once for agree and twice for disagree, or give answers within the sort of a thumbs up or thumbs down. they will also respond by moving to different corners of the space .

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With a touch guidance, many humor, and a blast of creativity, good teachers can become great mindfulness trainers.

As long as they're having FUN.

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