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.
Some trainers view the many activities in school like field trips, recess and so on can be made into mindful activities filled with the fun aspect. This means, children can still be active and heightened in their state of peacefulness even while playing words, numbers, music, colors, shapes, textures and smells. 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 concept revolves around the notion that kids want shortcuts just like some of us adults, and that they love games, they remember more things that are taught to them in a manner of enjoyment that will make them pay attention and allow their natural selves to be creative. The idea is to make us be aware, again, that kids are extremely creative when it comes to playing from the most significant to the most mundane concepts and objects, if the approach is left to their imagination.
Mindfulness training inside the classroom is then encouraged by some mindful trainers to their fellow teachers to have a freer and no attachment of being done seriously the processes that they will be teaching the kids, and thus lighten up the education process.
It is further explained by mindful trainers that mindfulness is about able to notice new things, to shift perspective and draw distinctions, and staying fully to the present, which for these mindful trainers are the very main reason of having fun.
To further support the idea, we are reminded that it is not possible to have fun unless one is fully present, and this scenario can be best described to kids, a proof that they have already the innate inclination to be mindful.
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.
The competition spirit of kids and pressure of excellence from parents are creating stress to both, but with mindful education, we are limiting the impact of such life but instead allow a positive end to all.
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