Learn to teach mindfulness meditation,change of address,inspiring youtube videos 2014 - Easy Way

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Strategies from K-12 schools, districts, and programs that are dramatically improving the learning process. We share evidence- and practitioner-based learning strategies that empower you to improve K-12 education. Once in a while, a resource comes along that is so invaluable to our work as educators that I have to share it with you. What Meena honestly and graciously offers in this easy-to-read book is a roadmap for this desire. While the lesson plans could be very useful and the quotes from students bring their perspective into this discussion, it's Meena's story as an educator, embedded in this text, that I found most inspiring and that makes this book unique. In the meantime, I want to give you a taste of who Meena is and what her book is about through this interview I did with her. Meena Srinivasan: This book is an offering of my heart and my hope is that it will provide tools, resources, and inspiration for anyone interested in bringing mindfulness into their life and the lives of young people.
The more we practice coming back to the present with kind awareness, the easier it actually is to be present -- a vital quality for educators. Mindfulness enables us to connect deeply with ourselves so in turn we can authentically connect with others. The concept of interdependence is foundational to how mindfulness is introduced in my book. Tell me a story about the role mindfulness has played in your personal or professional life. When I shared with my students that we were hiring an instructional assistant to help provide more support for our class, one of my beautiful American boys yelled, "I hope it's not an Indian!" In that moment my heart sank. The pre-mindfulness me would have snapped at him that his comment was unacceptable, but now, because of my mindfulness practice, I engaged in emotional self-regulation. He explained that he found it very difficult to understand Indian accents and this made it hard for him to learn. Sometimes mindfulness in schools is discussed as a method to help kids focus so that they can be stronger students, as a way to have stronger academic skills.
While it is true that mindfulness can create conditions for learning by helping students focus and self-regulate, this was definitely not my approach in sharing mindfulness with young people. If a reader was to take one action based on reading your book, what would you hope that would be? Before we can share mindfulness with our students we need an experiential understanding of mindfulness from our own practice. If someone is curious about mindfulness and wishes to learn more, aside from reading your book, what do you recommend?
I finally got smart and learned that too-many cigars and brooding for way too long every evening at home was not the way to take the edge off what a teacher experiences. I got in trouble with Principal Lurlene for something else, too, among one or two million other things. Many educators are introducing meditation into the classroom as a means of improving kids' attention and emotional regulation.
Join Rumba and Salsa legend, Fito Reinoso, for a once-in-a-lifetime opportunity to learn about the essence of Cuban music! This class is for anyone who loves Cuban culture and would like the opportunity to learn Cuban music with a focus on “cantar con clave”, or “singing with rhythm”.
Students will have the opportunity to attend regular classes on the 1st and 3rd Sundays of each month starting Sunday, March 6! Fito will also be incorporating instruments, such as: Conga, Quinto, Tres-Dos, and Tumbadora, and will be inviting world-class musicians into the classroom to teach about both folkloric and popular Cuban music “con clave” (with rhythm).
Pulling from various ends of the musical spectrum while taking cues from traditional mariachi sounds and blending layers of modern sonics, De’Anza is a breath of fresh air in a rather smoggy metropolis. A living documentary, emerging poet laureate and wanderlust bohemian, Natasha’s music–like her life–is a story unfolding. Empowered and motivated, she took her enthusiasm to any stage including the political–tenuring four years as class president. Enter producer Jay Arr through a chance Hotel Roosevelt encounter that led to a miscegenation that literally writes the score of Natasha’s biography. By objective measures, our young people are more anxious, more depressed, and have more psychopathology in general than students did a few decades ago.
As we are all well aware, the current educational system is narrowing its definition of what defines student success. A young person could be a prodigy in one or more areas (kinesthetic, inter-personal, musical, ecological), yet still grow up thinking that he or she is a failure based on messaging given by the schools.
Mindfulness is a way of paying attention to present-moment experience and doing so with kindness and curiosity.
Just a few weeks ago, I was introducing the practice to some graduate students in a highly competitive health sciences program. If the photo accompanying this article is accurate, mindfulness education will face much opposition from parents groups, community groups and administrations. Parents and community groups will object (and have objected) to the introduction of mindfulness education when they sense that a program is not rigorously secular.
MRI scans show that after an eight-week course of mindfulness practice, the brain's "fight or flight" center, the amygdala, appears to shrink.
As the amygdala shrinks, the pre-frontal cortex - associated with higher order brain functions such as awareness, concentration and decision-making - becomes thicker.
The scale of these changes correlate with the number of hours of meditation practice a person has done, says Adrienne Taren, a researcher studying mindfulness at the University of Pittsburgh. Thanks, Samer, for sharing just a small bit of the scientific data showing the positive benefits of mindfulness practice for mind and body. My school uses Inner Explorer, a recorded program for students to help calm students down and focus.
If this is a change in "the past few decades", how could public schools be responsible for it?
Meena Srinivasan's new book, Teach, Breathe, Learn: Mindfulness In and Out of the Classroom, is such a resource. She introduces a variety of mindfulness practices and then offers a wealth of resources for how to integrate these into our lives and classrooms. From one of the first anecdotes she shares about how she realized that her mood was affecting her students, I was hooked. The book is filled with anecdotes and practices that illustrate both the power and the accessibility of the transformational practice of mindfulness. Except for perhaps surgeons, teachers make more decisions during the course of the work day, and the demands of the classroom require us to be able to have simultaneously both expansive and focused attention. Being a principal or a school leader can be a very lonely job and a mindfulness practice can be incredibly helpful with developing the strong relationships needed to successfully lead a school.

Over the years I've found it very helpful to reflect on interdependence when working with teachers and colleagues to help us see that our school can only work with all of its multiple parts working smoothly.
My very first classroom moment was very powerful where I said, "Wow, this mindfulness stuff really works!" I was teaching an academic support class at an international middle school in New Delhi, India. I was one of the few teachers of color at the international school and the only expat of Indian origin.
Recognizing my feelings as they arose within me, I paused and took a breath, and instead of shutting my student down I politely asked him why he didn't want an Indian instructional assistant. As he spoke, I realized he had no intention of hurting my feelings as someone with an Indian heritage; instead I saw a young boy who had difficulty learning, a boy who hadn't chosen to be in India, a boy who was brought there because of his father's job -- a boy who felt frustrated and needed my love and acknowledgment of his feelings.
I've heard of teachers using what they call "mindfulness" to help kids prepare for taking tests.
Mindfulness is empowering because it helps us see that in every moment we have a choice; we can choose to be more skillful, and there are concrete strategies that can help us bring more peace, love, and joy into our lives. The action I hope readers will take after reading my book is to develop a personal mindfulness practice so they can cultivate and grow their own happiness. Once we begin to develop our own practice, we will see how it impacts our classroom and our relationships with others. It was also the best time to grieve, and even weep, for what you saw and experienced that day. You can know your subject and teach it like an expert, but if you want to impress young scholars, let them punch you in your new rock-hard gut and enjoy the satisfaction of being their teacher-hero in the most unconventional way.
If a guy got in trouble in class, instead of kicking him out, I had him do twenty push-ups. As a teacher, it has been an important practice to me (throughout my long teaching years) to be able to 'park' my private emotions and problems outside the school gate and switch into the "FRESH-LOOKING, HAPPY ME" mode before entering the school compound. Berkeley, CAView on Facebook·ShareLa Pena Cultural Center 7 hours ago La Pena Cultural Center added an event.
Redefining what it is to be Latin Alternative, De’Anza creates an eclectic mix of music, crossing borders and boundaries, resulting in a new take on an old form. Literally the daughter of a preacher man, she developed her musical roots performing in the churches her father ministered. His contemporary, apocalyptic compositions and her eerie vocal impertinence stretch the definition of a recycled pop genre with its soulful originality and powerful illustration of unspoken emotions.
This has important implications for educators, school administrators, and society at large. As some students' light dims and self-doubt grows, there's a good chance that they won't grow into their full brilliance and power.
It is not cognitive but sensory, and so taps into and strengthens different but vitally important parts of the brain that have been neglected by traditional education. The students closed their eyes and were invited to let the sensation of breathing command their full attention. She had noticed her thoughts telling her that she was probably breathing wrong and wasn't good at it. Sadly, many of them never make the connection between mind and body, and just keep sinking into those self-defeating thoughts as they worry about how they will measure up on the next standardized test.
They can put their hands in their laps, or have them hanging by their sides, or resting on their legs. Anyone sharing this practice in schools needs to take great care to not have any religious overtones whatsoever.
This primal region of the brain, associated with fear and emotion, is involved in the initiation of the body's response to stress.
It speaks to a yearning I hear across our country: a desire to teach and work in a way that is anchored in joy, emerging from compassion, and that is more humane and slower than the way we work now. While the book is written from my point of view as an educator, its contents will be useful for anyone especially teachers, caregivers, and those working in educational settings.
I felt extremely hurt by his comment, and feelings of anger and sadness bubbled inside of me.
From that moment forward, I made it my policy to always engage my students in dialogue in order to really understand them.
It's not always what you teach but how you teach it, and the love and joy behind your teaching that is perhaps the strongest impression you will leave with your students.
By the end of the day, I stop by at the school gate to pick what I have left there earlier of the day and continue my journey home. The event is free and open to anyone interested in mindfulness, peace building, and social justice. Appointed principal keyboardist of the church band by age twelve, Natasha was given the mic at fourteen to lead congregations through their Pentecostal Christian revivals. Pain proves the birthplace of artistry, as Natasha secretly began to write what she had always understood as secular music, speaking to the angst and trappings of early adulthood through the eyes of an ambitious, type A and eventual sorority misfit. What if our traditional school systems are unwittingly contributing to the problem -- and what if a relatively simple practice could help?
This is a tragic outcome that's a loss for all of us -- yet it's also an avoidable outcome.
I started by explaining the triangle of awareness to them -- how thoughts, emotions, and physical sensations all affect each other. When they noticed their attention wandering, they were allowed to notice where it went, but were encouraged to gently and kindly escort their awareness back to the breath.
These thoughts are contributing to the rise in mental illness and inhibiting students from reaching their full human potential. What if we helped all students make this simple connection and gave them the tools to strengthen their own inner knowing? The connection between the amygdala and the rest of the brain gets weaker, while the connections between areas associated with attention and concentration get stronger. I wanted to know what had happened to her, how she shifted that very common experience of being a stretched-too-thin, overwhelmed teacher into being something different. Sometimes there can be challenges between different entities within schools, but if we can remember that without the administration, parents, staff, and students, our schools would not be able to function.
They'd pop off a quick twenty, and then crank their head up and look me right in the eye and ask for twenty more. Artists will offer music from the heart, there will be an inspiring reading from Teach, Breathe, Learn and a panel with local mindful educators will share their wisdom on building mindful community. Traveling the world as a student enrolled in Semester at Sea, far from the church and its regiments, Natasha found her true voice performing these songs for both her alma mater and the anonymous passerby. However, a side effect of this system is decreased flexibility in how we define success, and we are leaving many students with internal beliefs that they are failures. Many of our students are so hard on themselves and their internal critic is so loud that just a few moments of being given permission to not judge can bring huge relief to body and mind.

In those few minutes, she recognized how her thoughts have been contributing to her anxiety all these years and also causing discomfort in her body. What if we gave them permission to honor their true genius, even if we can't measure it on a standardized test? We can approach our interactions with others in our community with more gratitude and understanding. Teach, Breathe, Learn is a practical guide for how to bring more awareness, love, and resilience into our daily lives. I started training for marathons and ran in a bunch of marathons and half-marathons and in those hard-core, military style obstacle course races, one of them with Mr.
At his old school, six or seven hundred years ago, he said he used to kick kids out of class by dragging them into the hall while they were still in their desks.
There will be a table with mindful education resources and an opportunity to purchase books from Parallax Press. Deciding to commit wholly, her arrival in Hollywood was picture perfect: hopelessly unemployed, unknowingly housed with a heroin-addicted prostitute and fending off induction by the nearby Church of Scientology. They were invited to imagine a stressful situation and notice how they were feeling in their body, what emotions they were experiencing, and what thoughts they were having. The ridiculousness of not being good at breathing revealed to her in stark clarity how insidious and unfair her inner critic was. What if we practiced full disclosure and acknowledged that there are many different kinds of intelligence, and that some cannot be measured by conventional means? Warbird leading the charge to not be burned alive, electrocuted, or drown in creeks, lakes, or pools of mud or ice water. I kept it together for as long as I could, while I think I was lecturing about Abraham Lincoln or somebody, and then excused myself and went to the teacher's bathroom to see if my liver had come out my navel. By noticing the thoughts as the final step in the process, students can identify them as just thoughts they're having and not truths that must be believed, especially if these thoughts are causing unpleasant physical sensations and negative emotions. What if schools gave equal time and emphasis to cultivating things like kindness and compassion?
I boxed at the local Police Athletic league and got kicked around, but while I changed my body and teacher's mind for the better.
A contributor to United Nations publications on inclusive education, she earned a Masters degree in Education from UC Berkeley and a Bachelor’s degree in History and Political Science from Amherst College. Some of my students caught on and asked why in the heck would I subject myself to all that. She has taught middle and high school students in Brazil, India and California and currently works for the Oakland Unified School District’s Social Emotional Learning & Leadership Team. With the thumb and the index finger of his right hand he methodically pinched the heads of about two hundred spiders.
Meena is a student of Nobel Peace Prize Nominee, Thich Nhat Hanh and was involved in the creation of his bestselling book Planting Seeds: Practicing Mindfulness with Children. He has a deep mindful meditation practice and became a known figure of the Occupy movement after being arrested while meditating during the dismantling of the Occupy Oakland Camp. Pancho was previously a doctoral student of astrophysics at the University of California at Berkeley, but when he realized his work would serve as one of the institution’s facades to create “safer nuclear weapons,” he resigned from the program, stopped cooperating with the university and became involved in community organizing. He was born and raised in Berkeley, CA and then went on to attend Saint Mary’s College in Moraga, where he received his B.S.
After graduating from SMC, he felt a deep desire to work with children in underserved communities in the Bay Area.
He’s worked at Sports4Kids (now Playworks) in Oakland and Richmond, and holds a Bilingual Teaching Credential. As a classroom teacher he built invaluable relationships with students, families and community implementing culturally relevant pedagogy, with an emphasis on the social-emotional aspect of the students. He a very committed mindfulness practice that he is passionate about sharing with the world.
In creating Mindful Life Project he wants to help provide a space where all students feel valued, empowered and loved. Theo Koffler is dedicated to social impact, and founded Mindfulness Without Borders, a non-profit that focuses on advancing Social and Emotional Learning and secular mindfulness in educational, healthcare and corporate settings. The primary focus is strengthening the essential skills and practices that enable young people, educators and professionals to connect with the present moment and use this awareness to bolster attention, regulate emotions and build resilience to stress.
MWB’s core programs are offered in a variety of formats, such as in-school councils, in-person workshops and online learning. From 2007-2013, MWB programs crossed over eight international borders, including United States, Canada, Rwanda, Uganda, Nigeria, Israel, Jamaica, and Botswana and served more than 4,000 youth in 60+ high schools, 1,500 educators and 600 health professionals.
In 2013, MWB launched its first-ever online certification program that enables people across the globe to receive the training needed to bring its evidence-based programs to the youth in their respective community.
In 2014, the first cohort of online graduates expanded the youth program to an additional 15+ new cities around the world.
Theo has served on several boards and advisory committees including the Hawn Foundation, Inner Kids, and the Garrison Institute – where she co-authored the first-ever mapping report on Contemplation and Education in K-12 Educational Settings in the United States. His passion is to make schools places that validate young people, their families, their culture and their history. He wants all students to understand and value their ancestral roots, possess self-awareness, and act compassionately to address injustice. He has led the development of a national online Ethnic Studies curriculum and co-chaired Oakland Unified School District’s Ethnic Studies Task Force. Through his work in public schools in New York City, Providence, RI, and Oakland, CA, he has developed expertise in classroom instruction, curriculum design, work-based learning, and teacher professional development.
Currently, as the Civic Engagement Coordinator in Oakland Unified School District, he is leading an initiative to ensure that all high school students graduate with the knowledge, skills, and habits to be active members of their community. HEART OPENING MUSICIANS Aaron Ableman (aka A-Natural) is a widely celebrated entertainer, author, and ecologist.
From India to Haiti, he has produced award-winning education and entertainment programs for children and youth. His life and work have been heralded in publications such as the Los Angeles Times, MTV, CNN, New York Times, Montreal Mirror, San Francisco Examiner, amongst others. He is also the author and co-creator of the celebrity-studded children’s musical, Pacha’s Pajamas. Broderick Rodell is an educator of human potential, musician and martial artist. He also has a PhD in Chemical Engineering and a Doctorate of Naturopathic Medicine from Bastyr University. He feels that his daily, personal practice is the means by which he is able to express his highest self in service to others.

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