23 Jun 2021
Teaching and Leading Mindfulness Practice
I have gained knowledge, skills, attitudes, and practices from my Mindfulness in Education course which have influenced how I will teach and lead mindfulness in the future. At the forefront of all of my mindfulness teachings are four pillars: teacher embodied practice, trauma-sensitive mindfulness, social justice and mindfulness, and mindfulness for the classroom.
Outline:
1. Intro to Podcast (0:00-1:09)
2. Intro to Episode (1:10- 4:26)
3. Must-haves: lessons & in-person peace corners (4:29-35:43)
Including redirection to the present moment, brain function, understanding emotions, SEL skills, gratitude practice, worry boxes, and peace corners
4. Teacher embodied practice (35:44-49:37)
How self-care is a prerequisite to efficacy in the classroom, leading to the embodiment of the five SEL competencies
5. Mindfulness for the classroom (49:38-1:03:27)
Creating a welcoming environment, differentiating the learning, managing expectations, scheduling mindfulness, and the importance of the invitation
6. Trauma sensitive mindfulness (1:03:28 - 1:15:53)
How to provide students with a sense of safety, control, acceptance, and belonging
7. Social justice and mindfulness (1:15:54 - 1:23:11)
How students can move towards a more whole understanding of one another in order to support one another
8. Episode Conclusion (1:23:12-1:24:26)
9. Podcast Conclusion (1:24:26-1:25:31)
References:
Cannon, J. (2016). Education as the Practice of Freedom: A Social Justice Proposal for Mindfulness Educators. Purser, R.E., et al (Eds.).,In Handbook of Mindfulness. Switzerland: Springer International Publishing. pp. 397-409.
Jennings, P. (2019). Teaching in a Trauma Sensitive Classroom. Adapted from The Trauma Sensitive Classroom. W. W. Norton & Company: New York City, New York.
Lawlor, M. S. (2016). Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework. In Handbook of Mindfulness in Education. Schonert-Reichl, K., In Roeser, R. W., & Maloney, J. E. Handbook of mindfulness in education: Integrating theory and research into practice. Switzerland: Springer International Publishing. pp. 65-77.
Murphy, S. (2019). Fostering Mindfulness. Pembroke Publishers.
Ontario Ministry of Education. (2020). The Strands in the Mathematics Curriculum. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/context/the-strands-in-the-mathematics-curriculum#strand-a-social-emotional-learning-and-mathematical-processes (https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/context/the-strands-in-the-mathematics-curriculum#strand-a-social-emotional-learning-and-mathematical-processes)
Shapiro, S., Rechtschaffen, D., & De Sousa, S. (2016). Mindfulness Training for Teachers. In Schonert-Reichl, K., In Roeser, R. W., & Maloney, J. E. Handbook of mindfulness in education: Integrating theory and research into practice. Switzerland: Springer International Publishing. pp. 83-97.
Treleaven, D. (2019) Trauma Sensitive Solutions Checklist.
Treleaven, D. (2020). The Truth about Mindfulness and Trauma, webinar. https://davidtreleaven.com/webinar/ (https://davidtreleaven.com/webinar/)
Wisdom 2.0. (2019, May 28). A Mindful Approach to Race and Social Justice | Rhonda Magee, Jon Kabat-Zinn, Anderson Cooper [Video]. YouTube. https://youtu.be/1DPw09eTa7o (https://youtu.be/1DPw09eTa7o)
