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admin | to meditate in silence | 28.06.2014
Self-discipline is about avoiding temporary feelings that lead to weak decisions and the ability to focus on your goals for a long period. But how can you act according to what you should and not according to how you feel at that moment?
The whole point is to identify your bad habits and try to gradually move away by taking small but effective steps rather than trying to change too many things at the same time. If you make a list of fun activities you can more easily troubleshoot the temptations of everyday life. Unfortunately, you cannot force your brain to move away from a concern … but surely you can think of something else! Remind the promise you have given yourself every day and put yourself in the right track when your temporary feelings lead to uncontrollable acts.
An example of this would be a student that is upset because they came in 10th in a race during gym. In order to overcome their sense of defeat, the student needs to develop their sense of accomplishment. There are many different things you can do with this list of character traits to help children identify what makes them great.
Have the students highlight the words (or top 5, top 10, etc) that describe them and create a wordle with the words that were selected. Have the students create a web by using a character trait from the sheet and evidence of the trait.
This entry was posted in Lesson Plans, Parenting, Positive Behavior Support, School Counseling, Self-Esteem.
If there is any one thing which parents would perhaps most like to give their children, it is self-confidence. That self-confidence is not being afraid to fail or make a mistake is the key to how self-confidence is developed.
Although the development of confidence does require some experience with success and accomplishment, it also requires the experience of failure.
The key, then, to building self-confidence in one’s child is to provide him or her with experiences where they have a chance to succeed at times and fail at other times.
Another way to improve self-confidence is to expose the child to varied and, at times, unexpected experiences. This can range all the way from purposely using several different babysitters all the way to sending the child away to summer camp for a period of several weeks.
This finding indicates that during practice of the Transcendental Meditation technique “there is an increase in the area of the cortex taking part in the perception of specific information and an increase in the functional relationship between the two hemispheres” (1).
High levels of EEG coherence measured during Transcendental Meditation are significantly correlated with higher creativity, greater efficiency in learning new concepts, more principled moral reasoning, higher verbal intelligence (IQ), less neuroticism, higher academic achievement, clearer experiences of Transcendental Consciousness, and greater neurological efficiency (faster spinal reflex recovery).
Synchrony of electroencephalographic (EEG) activity reflects integrated functioning of large groups of neurons. EEG coherence measures the relationship between the EEG activity at two different locations on the scalp; it quantifies the consistency of phase relationship of the two EEG signals at a given frequency. Research has found that during the practice of the Transcendental Meditation®technique, periods of times identified by respiratory changes as periods of Transcendental Consciousness displayed a significant increase in EEG coherence, averaged over all the measured frequencies (1–50 cps) and cortical locations (nine pairs of electrodes) (5). This finding indicates that during Transcendental Consciousness there is increased integration of brain functioning, as reflected in the full range of EEG frequencies and cortical areas measured. During the Transcendental Meditation technique individuals often report the subjective experience of Transcendental Consciousness or Pure Consciousness, the state of least excitation of consciousness.
Periods of very high EEG coherence in all pairs of electrodes were found associated with clear experiences of the Transcendental Meditation-Sidhi® program; maximum EEG coherence occurred immediately before the body lifted off the ground in the Transcendental Meditation-Sidhi practice of Yogic Flying (7). During the Transcendental Meditation-Sidhi Yogic Flying technique, high levels of EEG coherence were recorded; in addition, the body was found to lift up at the point of maximum coherence in brain wave activity. During specific cognitive processes such as reading, speaking, and memory encoding or retrieval, blood flow increases only in very isolated parts of the cortex (10,11).
This finding also contrasts to the long-term effects of the aging process; cerebral blood flow usually decreases with aging (13). All the findings described above — greater use of the hidden or latent reserves of the brain, increased synchrony and coherence of electroencephalographic activity at diverse frequencies and cortical locations, and increased cerebral blood flow widely throughout the cortex — reflect greater integration of brain functioning during practice of the Transcendental Meditation technique.
Individuals who practiced the Transcendental Meditation technique displayed significantly increased cerebral blood flow during the practice, in contrast to controls. Tasks that require analytic cognitive skills (verbal and mathematical tasks) involve greater activity of the left hemisphere of the brain; tasks that require spatial ability involve greater activity of the right hemisphere of the brain.
These findings indicate more flexible functioning of the whole cortex, in which diverse cortical areas are more capable of active involvement, as required by the task. A characteristic of higher states of consciousness developed thorough the Transcendental Meditation and TM-Sidhi® programs is the experience of Transcendental Consciousness maintained outside of the meditation period, including during deep sleep. Participants in the Transcendental Meditation program showed greater activation of the appropriate hemisphere of the brain (lateralization) for both analytic tasks (left hemisphere) and for spatial tasks (right hemisphere). Cognitive processing involves a sequence of responses in a variety of neural structures; faster processing thus reflects more integrated and efficient brain functioning. Individuals who practice the Transcendental Meditation technique also show faster response of the brain evoked potentials that are associated with sensory perception of stimuli (19). Elderly individuals who practice the Transcendental Meditation program, in comparison to controls of the same age, show faster response of the brain to visual stimuli (shorter latency of P300 response). Many cognitive abilities that improve with regular practice of the Transcendental Meditation® program — creativity, concept learning ability, intelligence, moral reasoning — are positively correlated with higher levels of EEG coherence, particularly in frontal cortical areas (20-22). High levels of EEG coherence measured during Transcendental Meditation are significantly correlated with higher creativity, greater efficiency in learning new concepts, more principled moral reasoning, higher verbal intelligence (IQ), less neuroticism, higher academic achievement, clearer experiences of Transcendental Consciousness, and greater neurological efficiency (faster spinal reflex recovery) (22). Individuals who learn the Transcendental Meditation® and TM-Sidhi®programs, in contrast to controls, show continuing development of cognitive abilities that usually stop developing in late childhood, including fluid intelligence (23–24), ego development (25), and field independence (26). The findings in this section thus indicate greater integration and effectiveness of the brain processes that underlie cognitive functions; and correspondingly, a unique improvement in cognitive abilities.
University students who were practising Maharishi’s Transcendental Meditation and TM-Sidhi Programme increased significantly on intelligence in contrast to control students (23).
Individuals randomly assigned to learn the Transcendental Meditation program displayed a significant increase after three months, incomparison to controls, on measures of field independence, indicating broader comprehension with increasing ability to focus (26).
University students who were practicing the Transcendental Meditation and TM-Sidhi programs increased significantly on self-development (ego-development) when measured after graduation, in contrast to control students at three other universities who were not participating in these programs (25). Higher integration of brain functioning is naturally associated with more integrated functioning of the physiology as a whole. Individuals practicing the Transcendental Meditation program, in contrast to controls, show more rapid recovery of the autonomic nervous system from stress, as measured by habituation of skin resistance responses (28). Decline in cognitive functioning with aging is assumed to be associated with neuronal loss (30).
Research has shown, however, that practice of the Transcendental Meditation®technique improves many physiological, cognitive, and behavioral variables that usually decline with aging.
These developments, opposite in direction from the aging process, suggest continued brain development and increased integration of cortical functioning in adulthood through the experience of Transcendental Consciousness.
In addition, a wide range of other developments opposite in direction to the aging process occur through regular practice of the Transcendental Meditation technique, including decreased susceptibility to stress (54), reduction of high blood pressure (58), reduced cardiovascular disease (59), increased serum DHEA-S (dehydroepiandrosterone sulfate, an adrenal hormone related to good health in the elderly) (60), increased efficiency of endocrine control (55), and reduced depression (61).
These results indicate greater integration and effectiveness in the total functioning of the brain and related physiological processes; that is, greater integration and effectiveness in the interrelationship among the cerebral cortex, the subcortical structures of the brain, the autonomic nervous system, and neuroendocrine processes. The neurological and neurocognitive research reviewed in “Education’s Failure to Promote Use of Full Brain Potential”, indicates that the prevailing systems of education are failing to develop the full brain potential of every student; as a result education everywhere is unable to realize its highest goals. Research shows that experience directly shapes the development and modification of brain functioning.
Many aspects of cognitive functioning have their basis in the growth of higher, or more integrated, brain functioning.
Research also shows that the brain continues to adapt its functioning to specific channels of learning and behavior. The conclusion from the selected research findings is that the segmented approach to knowledge that characterizes education today restricts the awareness and brain functioning to narrow channels of activity. Scientific research on Consciousness-Based education summarizes findings in neuroscience, physiology, and psychology that verify the development of higher integration of brain functioning, and correspondingly, the progressive unfoldment of mental potential, through the Transcendental Meditation® and TM-Sidhi® programs.
Research shows greater integration of all cortical areas during the practice of these technologies of consciousness, as measured by synchrony and coherence of EEG activity at diverse frequencies, by greater use of the latent reserves of the brain, and by increased cerebral blood flow throughout large areas of the cortex.
Participants in the Transcendental Meditation and TM-Sidhi programs also show, outside the practice, an integration of different styles of brain functioning, including greater activation of each brain hemisphere; and a unique integration of EEG, associated with the experience of higher states of consciousness.

The research on the Transcendental Meditation and TM-Sidhi programs also indicates greater integration and effectiveness in the total functioning of the brain, the peripheral nervous system, and neuroendocrine processes. The conclusion of this research, supported by more than 600 research studies on the Transcendental Meditation and TM-Sidhi programs and 40 years of educational experience, is that it is now possible to develop brain functioning in its totality, for the enrichment of all aspects of life — mental potential, health, behavior, and the society as a whole. Government and civic leaders who are sincere in their desire to do the most for their citizens and nation will avail themselves of this knowledge to eliminate the weaknesses of education by offering Consciousness-Based courses through their existing educational systems.
Welcome to the next instalment of our closer look at the types of professional behaviour that underpin the CPD Framework.
Showing commitment to own development and supporting and encouraging others to develop their knowledge, skills and behaviour to enable them to reach their full potential for the wider benefit of the organisation.
Personal and professional development implies the striving for professionalism through continuous improvement, by developing your thoughts, feelings, ideas, attitudes, behaviour, knowledge, capabilities, experience and skills.
People who take their personal and professional development seriously engage positively with appraisal processes.
When discussing development with appraisees, remember that as the manager you don’t need to have all the answers.
One of the most powerful ways that I have developed personally and professionally is through reflection on activities and actions that didn’t go as well as planned.
A leader or manager’s ability to contribute to an organisation’s mission is partly determined by his or her ability to attract, retain and develop talented people, by building a work environment in which colleagues can thrive. In using delegation as an opportunity to develop others, effective delegation consists of the choice of the right tasks to delegate, choosing the right people to delegate to (which depends upon factors such as their present skill set, level of self-confidence, openness to growth, and level of ambition), and delegating in such a way that the person grows from the experience. If you want to improve your self-control, you can start with identifying your concrete goal. Forcing yourself to do something you don’t want to do will never help you toward your goal. Certainly the road to self-discipline has different obstacles, but it is the hidden key for success and freedom. Without self-discipline you cannot increase your self-confidence nor have a high self-esteem, it is the core of the self-improvement foundation.
For example, if you want to lose weight, you should keep away from the fridge and cookies every night!
Even 10 minutes of daily exercise, healthy eating, sleeping and spending time with your family can give you the motivation to acquire self-discipline. Remember you need to stay focus on what is really important for you and not get carried away from short-term feelings or distractions. A walk with a friend, listening to music or a cup of coffee can protect you from breaking your self-discipline. This is different than setting goals; it is a promise by YOU to YOU, a promise that you have to meet if you respect yourself. Judging ourselves by character traits that we think we ought to have and not the traits that we posses naturally sets us up for disappointment. Limited vocabulary and cultural stereo-types hinder their ability to find and understand their strengths and realize their full potential.
The student now thinks that no one will want to play tag with him at recess because he is not fast enough.
This particular student has played tag everyday at recess without any problems since the beginning of school. For those of you that may not be familiar with a web, draw a circle in the middle of a sheet of paper and write the character trait inside.
We see confidence as a basic quality which leads to success and happiness while at the same time providing a person with stalwart qualities which can carry them through difficult times.
The confident person appears to be self-assured in his or her ability to accomplish or succeed at a particular task.
When parents become concerned that their child lacks confidence, they usually conclude that they should provide their child with more praise. One way to approach this is to establish regular chores and duties in the household and to enforce these with consistent consequences. Family camping, the more primitive the better, frequently provides a place where a child can learn that food which is unevenly cooked over an open fire is edible and just as nourishing or that stayi8ng in a tent all day because of rain can also have its rewards. EEG studies have found that during the practice of the Transcendental Meditation® technique, EEG activity is highly synchronized over almost all cortical areas; this synchrony was measured at all the categories of EEG frequencies associated with wakeful awareness (theta, alpha, and beta). Synchronous EEG activity at all these frequencies and cortical areas reflects a global integration of brain functioning. Higher EEG coherence thus indicates greater integration of brain functioning in the measured areas. This study found that many experiences of Pure Consciousness were associated with periods of natural respiratory suspension, and that during these respiratory suspension periods individuals displayed higher mean EEG coherence over all frequencies and brain areas, in contrast to control periods where subjects voluntarily held their breath (6).
However, research on the Transcendental Meditation®technique has found that during this practice there is increased cerebral blood flow in both frontal and occipital parts of the cortex (12), reflecting an integrated state of cortical activity extending over large areas of the brain.
Increased cerebral blood flow was found during Transcendental Meditation both in the occipital (back) area of the brain, charted above, and also in the frontal area. Electroencephalographic research shows that those who practice the Transcendental Meditation® technique display, outside of the meditation period, greater lateralization (hemisphere-appropriate activation) of brain functioning suitable to the given task.
This finding indicates a profound natural integration of diverse styles of brain functioning. This means that among those who practice Transcendental Meditation, both hemispheres of the brain respond more flexibly and dynamically to task, as needed. Those who practice the Transcendental Meditation® technique show faster response (shorter latency) of brain evoked potentials in the cognitive processing of stimuli (P300 response) (16, 17). This type of response of the brain usually becomes slower with age, and this finding thus indicates one aspect of the reversal of the aging process which takes place through regular practice of the Transcendental Meditation program (16). Among the aspects of the nervous system that are most intimately connected with brain functioning are the peripheral nervous system, including the autonomic nervous system; and endocrine processes, which are under direct influence of the brain through the hypothalamus. The Transcendental Meditation program participants also showed a more stable physiological response to the stressful stimulus (fewer multiple responses), and had fewer spontaneous skin resistance responses (independent of the stressful stimulus) than control subjects, indicating more stable as well as more flexible functioning of the autonomic nervous system.
Low baseline cortisol and enhanced cortisol response to stress have been found by previous research to be a more stable and adaptive physiological profile; low plasma serotonin indicates decreased stress and decreased risk of high blood pressure. These include changes in the following variables most closely related to brain functioning: increased cerebral blood flow (37), increased EEG alpha power (31,32), faster response (shorter latency) of P300 evoked brain potentials (41–44), increased learning ability and improved memory (56), increased creativity (57), increased intelligence(50,51), faster reaction time (50), increased field independence (53), and increased behavioral flexibility (56). Research also suggests that the type of experience most valuable for brain development after childhood is greater integration of brain functioning, which is not systematically provided by education.
Despite the efforts of educators applying a variety of teaching and curriculum approaches, these cognitive abilities have been found to stop developing after adolescence. The cognitive activities typically exercised in education (reading, speaking, memorizing and recall), as well as specific categories of knowledge, activate highly specific areas of the brain, rather than promote more holistic or integrated brain functioning. Restricted awareness leads to problems, mistakes, and the inability to evaluate the environment and act in a way that consistently favors progress and happiness. They also display greater efficiency and integration of brain functioning at the basis of cognitive processes, as measured by faster brain processing of cognitive and sensory stimuli; and by development of cognitive abilities that are associated with more integrated brain functioning — abilities previously found to stop developing in adolescence, after the initial maturation of the brain. This is evident from more adaptive responses to stress by the autonomic nervous system and the endocrine system; as well as by reversal of the detrimental effects of the aging process, as measured in a broad spectrum of physiological, cognitive, and behavioral variables. The result will be generations of students who are enlivening their total brain functioning, on the basis of which they will lead increasingly problem-free, productive, and fulfilling lives, directly contributing to progress in every area of national life.
This applies to everyone regardless of whether they have aspirations for further career progression or not. One of the most effective ways to achieve learning and professional enrichment is by using all situations as potential learning opportunities, by recognising and maximising development opportunities within the course of everyday work activities.
They take an active approach by preparing thoroughly and allowing sufficient time for this. Rather, you need to provide a map of potential routes for learning and to encourage colleagues to do the exploring.
I was very fortunate early on in my career to have had a line manager who was an excellent role model.
This requires the taking of a broad organisational perspective by supporting others to undertake alternative duties, short-term secondments etc, and by acknowledging and accepting that people may move on as a result of development opportunities. One of the most common reasons for the loss of high-performing employees is the under-use of their talents.

Imagine a person getting coerced to perform a particular task they never want to be involved in the first place. If you are tempted to eat too much chocolate, you can imagine that you only have a small piece.
Self-discipline will help you move forward and evolve regardless the current state of your life. Set realistic goals so you can achieve them and avoid the sometimes endless loop of going one step forward and two steps backwards. To eliminate the temptation, you can set some small, achievable goals, such as not to eat cookies for the next two nights. It is much better to immediately wash the dishes and do not give yourself time to think of something different.
If you give yourself time to think there is a chance that the temporary feeling of ‘not wanting to wash the dishes’ will win the logical action. For example if you spend a lot of valuable time on computer games or social media instead of working or studying, you can simply equip yourself with strength and delete them. The student always makes new students in the school feel welcome and encourages other students during group work. Self-confidence is something which we as adults can never get enough of and we want it very much for our children. When they do succeed, we assume it is because they had an undying faith in themselves as being competent to succeed at the task. The child on Saturday morning who has to redo the bathroom mirror because he or she did not get it done well enough the first time encounters a healthy and manageable dose of failure.
A child can learn a great deal more from falling in a stream when attempting to cross on a log than from successfully crossing without getting wet.
Nagging, although certainly not intended, belittles the child and makes them dependent upon your nagging.
Lyubimov of the Moscow Brain Research Institute of the Russian Academy of Medical Sciences found that during practice of the Transcendental Meditation technique, when a light somatosensory stimulus was given to the skin, then the early components (less than 100 milliseconds) of the somatosensory evoked potentials of the brain, which are associated with sensory input, are more widely distributed in the brain structures — both in the brain hemisphere where the response usually occurs, as well as in the opposite hemisphere. When performing analytic tasks, participants in the Transcendental Meditation program show a greater ratio of activation of the left hemisphere than controls; and for spatial tasks, they show a greater ratio of activation of the right hemisphere (14). It is likely that this unprecedented development of global cognitive abilities after childhood, which is promoted by the practice of the Transcendental Meditation technique, is the expression of greater integration and effectiveness of brain functioning. Integration in the total functioning of brain, peripheral nervous system, and neuroendocrine processes has been found to develop through the practice of the Transcendental Meditation® program, as indicated by the following sample research findings.
This lack of continued growth of cognitive abilities is compelling evidence that education fails to continue unfolding the full brain potential of each student.
These findings show that the development of brain potential and of mental potential are simultaneous through the practice of the Transcendental Meditation and TM-Sidhi programs. Another factor that facilitates effective delegation is the provision of ongoing support by adopting a coach-like attitude and manner.
Any organisation that fails to promote the development of talent is unlikely to remain competitive in our current HE environment. More recently, Jan has contributed to our Professional Development Programme and worked with the Leadership Foundation for Higher Education on phase 2 of the Professional Careers in HE project. Or whenever you want to indulge in sugar-filled piece of chocolate cake before going to bed, imagine the calories you might not be able to burn during sleep and the fats that will add to your thighs and legs. Imagine yourself on a beautiful summer dress you’ve wanted to wear for a long time and you look devastatingly gorgeous at it. It can be tough to be away from things that you are used to having and stop doing things that you usually do, but modifying your environment and getting rid of the triggers can improve your self-control by training yourself to live without the things you believe you can’t do without.
Maybe you are unemployed and looking for a job or you want to make the next big step in your career, you need self-discipline to push yourself to the next stage. You must decide what behaviour best reflects your goals and values and to follow that behaviour over the emotions of the moment. Such a move is not an alternative but a different way of life and a huge step in developing self-discipline. Remember that when the excitement fades, the task of self-discipline becomes more difficult. When you get to the end of the word continue drawing your line but curve it around so it circles the word.
However, self-confidence is not so much the belief that one is competent and will succeed but is, instead, a belief that should one fail, it is not catastrophic. The same applies to the child who has to rake part of the lawn and can’t play until the job ids done. From such a mistake one learns that although being suddenly wet is uncomfortable, it is not disastrous. No matter how expert we become in our roles or profession, there is always room for improvement especially in the context of the current pace of change in the sector. When faced with a disappointing outcome she asked me to assess for myself what went well and what went less well than I’d hoped, and in each case, why. Coaching and mentoring others is one of the most effective means of developing others (and yourself). Whatever you may call it, self-discipline or willpower; you lost it over a piece of chocolate cake. Goals that are too general such as “I will save money” may be unattainable and destined to fail so make a concrete goal such as “Do not buy new set of clothes” or “Refrain from looking for stuffs to buy online”. If you make your goals more attractive for you, you will be more motivated to develop your self-control. At the same time successful completion of regular chores and duties allows the child to feel a sense of accomplishment and contribution. Changing routines by varying schedules, going on a winter picnic, or taking the child to community events they might normally be exposed to, all contribute to building confidence. To institute such a change is difficult since we find it easier to remind or scold the child rather than having them suffer the consequences for forgetfulness of dawdling.
As Will Rogers put it: “Even if you are on the right track, you’ll get run over if you just sit there”.
These activities would have occurred anyway but, with a small amount of planning and reflection time, the knowledge derived as a result of the activity will become conscious and therefore more likely to be lasting and effective.
She always gave honest and constructive feedback that focused on my learning rather than on her need to get the job done or for outcomes to reflect well on her. And contrary to popular belief, adopting a coaching approach to management need not be excessively time-consuming.
If you want to have a progress in your self-control exercises, then working with the specifics will increase your chances of success. You will have that willpower to resist hanging out on a dessert counter and going on fast food whenever you crave for French fries or burger. By not fearing failure, one can apply all of their skills and abilities to the task at hand. However, learning that they can survive when held accountable is a significant contributor to the development of over-all self-confidence. The objectives contained in the fictitious example Personal Development Plan (PDP) on the website exemplify this approach to development. We then jointly considered what we would do differently next time to avoid the same outcome, identified assumptions that we may need to challenge, and concluded with the positives that we could take from the situation.
Based on scientific studies, self-control makes you gain more friends, get better grades, and improve your overall health. I felt valued rather than scolded or criticised and as a result the knowledge I derived was meaningful and lasting. The self-control you have when you were born has some limit, but with some practice, you can further hone it.

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Comments »

  1. Ayka012 — 28.06.2014 at 12:36:18 Practiced meditation for a few years, sitting all times lay.
  2. LorD — 28.06.2014 at 23:18:23 Been educating within the New York/New not you're an educator, a mother or father plenty of develop self confidence tips opportunity to practice the.