Make Teaching Fun with Mindfulness Education
In order to understand the practice of mindfulness education, we can go back to the deeply rooted practice of gratitude and self-awareness that the ancient Buddhist philosophy practiced through the art of meditation. This kind mindful practice is described as any activity that teaches our brain to focus on a thing, while not thinking or judging of the present moment.
You may not know it but there are mindfulness trainers who are most passionate and thoughtful of this practice but unfortunately are trapped and limited in their minds as to the execution of the practice.
Mindfulness can still be made fun in the activities set by schools, such as field trips, recess and others, and this is where the limitation can still be improved. The idea is pushing for a heightened awareness and concentration while kids are playing with words, music, colors, numbers, shapes, textures and smells, even if they are settling peacefully in their own space. Therefore, some trainers are saying that learning is done best when there is a greater awareness of teaching and not only to meditate by paying attention.
The above contention is supported with the facts that kids prefer shortcuts, just like us, that they love games and remember most the things that make them laugh, and they pay attention to a process that will give way to their creative selves. We are then reminded that if kids are left to approach differently and if it were up to them, they can come up with resources and ideas adults sometimes have not imagine, because they have the ability to see connections even in odd situations and concepts.
It is then urged by some mindful trainers to other teachers to make mindfulness training be a part in the classroom, and to do it with less serious approach but lighten the process enough to make education a more interesting process for the kids.
Mindfulness is therefore the very essence of having fun according to mindful trainers, and this comes from being able to notice new things, to draw distinctions, to shift perspectives and to stay in the present fully.
Moreover, the above disposition is based on the observation that kids do have already the innate tendency to be mindful on the fact that they know how to have fun, and let us again be reminded that it is impossible to have fun unless the person has fully the presence of situation.
Turning to the teachers, it is said that they can become great mindful trainers too with some guidance, lots of humor and a powerful burst of creativity, for as long as they have fun with what they are doing.
Let us then remember that striving for excellent education is both stressful to kids and parents, but incorporating some mindful education will surely be a victorious end for everybody.
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