everybody present book talk by joanne macintyre & terri connolly
TRANSCRIPT
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Everybody PresentBook Talk by Joanne MacIntyre & Terri Connolly
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Major Theme Everybody Present
makes an argument for implementing mindfulness in the classroom to enhance inner peace in teachers and students, ultimately benefitting society.
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Interconnectedness “Studies show that teacher competence in
the areas of relational skills and classroom management is the single most influential factor in a student’s learning” (p.37)
Empathy: What is the student trying to achieve? What are her needs?
Reflection: How does my practice and the learning environment affect my students?
Sub-Theme 1
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Activity In groups of 2 or 3 discuss a time when
you have compared your life to others, or have felt the need to defend yourself or prove yourself worthy.
How did this make you feel? How often do you fully accept yourself
as who you are and allow yourself to experience unconditional love?
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Activity Write down 3 things you are grateful for
Note why you are grateful for them
Put into words the feelings that the exercise evokes in you
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Stress and Anger Management
Rage
Anger
Blame
Irritation
Unfulfilled expectations
Sub-Theme 2
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Abundance Unhealthy desires
Healthy desires - generosity
Sub-Theme 3
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Wellness & Self Awareness Interoception
Cortisol
The brain changes when we practice Mindfulness
Mirror Neurons
Sub-Theme 4
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Connections to Class Historical Connections-Buddhist tradition Jon Kabat-Zinn and stress management Decentering The Four Ennobling Truths Autopilot Concerns/What Mindfulness is Not 2 forms of meditation
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Points to be Aware of Not having enough time More insistent when you
experience boredom, let go when you experience distractions
Feelings arise Acceptance of thoughts Accept people but not
inappropriate behaviour Recognize, accept and calm
our feelings Less striving, more
acceptance
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AH-HA!! Acceptance will take
care of the emotion
Guarded in your Mindfulness
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Questions How can we avoid re-traumatizing students
when practicing mindfulness? How can these mindfulness activities be
integrated into core subject areas so that they reach curricular objectives?
How can we serve the needs of those students and teachers who choose to opt out of mindfulness practices? What does this look like?
In this post post-modern era what is the role of public education and how does mindfulness fit into this purpose?
Considering mindfulness is a being not a doing, can it be taught if it is not something that has been sought out by the individual?
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Thank you for your attention!