PRESENTATIONS FOR TEACHERS and STUDENTS
These introductions are stand-alone talks which will inform, educate and even entertain. Many schools are now adopting mindfulness practices in their classes to help students cope with exam pressure and peer pressure, not to mention parental pressure ! Today it is advisable that teachers know what mindfulness is and what it isn’t. If a school decides that mindfulness would be useful for their students the first step is to educate the teachers.
Please let me know if this is something that would be of interest to you, I am keen to pass on this valuable skill to schools where both teachers and students often feel the need for more calm and focus.
If you would like a presentation then please contact me and we can set up a date. Some schools are even recommending all staff attend such a talk.
As well as this introductory session there is an 8 week part time course available to help teachers adopt a mindful approach to work and to help them handle the not-insignificant stress in their busy lives.
An 8 week course comprises weekly lessons of 90 mins each. Participants also commit to 20 minutes of home practice daily in the form of sitting, walking or lying down meditation, written exercises and informal practice. All supporting printed and recorded materials are provided.
Presentation fee: 280 euros
8 week course starts at : 2,200 euros group rate.
In the Var and the Alpes Maritimes France
Mindfulness in Schools Project programmes have been chosen as the foundation for a very large piece of research involving over 6000 teenagers in the uk. This has been covered extensively in the news recently.
In her research paper “Evidence for Mindfulness – Impacts on the Wellbeing and Performance of School Staff “ Katherine Weare (Emeritus Professor, Universities of Exeter and Southampton) says….
“Specific mindfulness interventions for school staff are now developing, some connected to existing school based programmes, others within teacher education.
There are currently 13 studies published in peer reviewed journals of mindfulness with school staff. They include 5 RCTs, 7 control studies, 3 before and after, and one qualitative study. They mostly use self-report methodology, but increasingly include tests of real world performance. Their findings echo the wider adult and workplace literature on the impacts of mindfulness, and show:
- Reductions in stress, burnout and anxiety, including a reduction in days off work and feelings of task and time pressure, improved ability to manage thoughts and behaviour, an increase in coping skills, motivation, planning and problem solving, and taking more time to relax.
- Better mental health including less distress, negative emotion, depression and anxiety.
- Greater wellbeing, including life satisfaction, self-confidence, self-efficacy, self-compassion and sense of personal growth.
- Increased kindness and compassion to others, including greater empathy, tolerance, forgiveness and patience, and less anger and hostility.
- Better physical health, including lower blood pressure, declines in cortisol (a stress hormone) and fewer reported physical health problems.
- Increased cognitive performance, including the ability to pay attention and focus, make decisions and respond flexibly to challenges.
- Enhanced job performance, including better classroom management and organisation, greater ability to prioritise, to see the whole picture, to be more self-motivated and autonomous, to show greater attunement to students’ needs, and achieve more supportive relationships with them.”
Anna Edgar from ASEICA trained with Omindfulness.com 4 years ago, she uses the practice for her own wellbeing and for that of her students.
“I use a pretty basic mindfulness of the breath, along the lines of coming into the moment, through physical sensation of being, noticing contact with chair, floor, noticing posture, physical sensations, noticing breath, in, out, sensations of breathing in nose, throat, abdomen, being aware of thoughts, sensations, observe, acknowledge, accept, refocus on breath. Five minutes is enough. They are usually all settled by 2 minutes, and by 5 the energy in the class is very different. I tell them that being more in the moment, and more able to focus their attention, acknowledge passing thoughts etc, and refocus attention, should help them focus in class, acknowledge distractions, refocus on ideas and work, acknowledge passing thoughts and questions about the work, and so become more engaged in the lesson, and more single-tasking with their brains.”