really interesting and appropriate for what I am doing today! Like the 2 columns as it is a clear tool to use. And a good reminder re my own sate of awareness.
Great information! I liked the review of the common misunderstandings others may have about mindfulness and also appreciated the suggested wording of how a mindfulness facilitator might respond. Thank-you for another great lesson!
Misunderstandings around achieving blissfulness and the role of thinking can be explored easily through a pre-training questionnaire. In supporting students through the practices to recognise all thoughts, sensations and feelings it can support students to accept and move through both pleasant and unpleasant emotions, feelings, thoughts. Paying attention through kindness and curiosity can lead to self compassion for the full range of experiences. Having spent a lifetime in thinking, mindfulness is so transformative in supporting students to open to other ways of knowing. The difference between explicit focusing and imagining is dependent on the needs of the student. The more you get to know your students the easier this becomes. There is no right or wrong – the return without judgement and with curiosity and kindness is so beneficial.
Mindfulness is a practice of openness, of letting go the shpuld or shouldn¨t and just let the attention be in what is presente now, the real experience. Phenomenological, here and now in the bundle of the Self. I think the most important is to take away the expectation of bliss or grace, but the grace of being aware of the experience of being here and now.
What a great reminder, as often times when teaching mindfulness we forget about the importance of us as instructors to be present in the moment and aware of our own mindful state.
This lesson brought me back to when I started practicing mindfulness almost ten years ago. I had experienced most of the misconceptions discussed and kept going and overcame these obstacles. I can use my experience with challenges like “am I breathing correctly?” Or “I keep getting distracted” to relate to my students and understand their struggles. I was in their shoes not so long ago. My hope is that students will be at ease knowing that it’s common to have these misconceptions and it’s all part of the process.
Good to have suggested wording for addressing common misconceptions, which I also had when starting on my mindfulness journey. I really appreciate the mindful starts and ends to these chapters.
really interesting and appropriate for what I am doing today! Like the 2 columns as it is a clear tool to use. And a good reminder re my own sate of awareness.
Great information! I liked the review of the common misunderstandings others may have about mindfulness and also appreciated the suggested wording of how a mindfulness facilitator might respond. Thank-you for another great lesson!
Misunderstandings around achieving blissfulness and the role of thinking can be explored easily through a pre-training questionnaire. In supporting students through the practices to recognise all thoughts, sensations and feelings it can support students to accept and move through both pleasant and unpleasant emotions, feelings, thoughts. Paying attention through kindness and curiosity can lead to self compassion for the full range of experiences. Having spent a lifetime in thinking, mindfulness is so transformative in supporting students to open to other ways of knowing. The difference between explicit focusing and imagining is dependent on the needs of the student. The more you get to know your students the easier this becomes. There is no right or wrong – the return without judgement and with curiosity and kindness is so beneficial.
Mindfulness is a practice of openness, of letting go the shpuld or shouldn¨t and just let the attention be in what is presente now, the real experience. Phenomenological, here and now in the bundle of the Self. I think the most important is to take away the expectation of bliss or grace, but the grace of being aware of the experience of being here and now.
What a great reminder, as often times when teaching mindfulness we forget about the importance of us as instructors to be present in the moment and aware of our own mindful state.
Always full of content that addresses the chapter so well.
This lesson brought me back to when I started practicing mindfulness almost ten years ago. I had experienced most of the misconceptions discussed and kept going and overcame these obstacles. I can use my experience with challenges like “am I breathing correctly?” Or “I keep getting distracted” to relate to my students and understand their struggles. I was in their shoes not so long ago. My hope is that students will be at ease knowing that it’s common to have these misconceptions and it’s all part of the process.
`Thank you insightful.
Good to have suggested wording for addressing common misconceptions, which I also had when starting on my mindfulness journey. I really appreciate the mindful starts and ends to these chapters.