Everybody Present Book Talk by Joanne MacIntyre & Terri Connolly

Major Theme  Everybody Present makes an argument for implementing mindfulness in the classroom to enhance inner peace in teachers and students, ultimately benefitting society.

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

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?

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

Stress and Anger Management Rage Anger Blame Irritation Unfulfilled expectations Sub-Theme 2

Abundance  Unhealthy desires  Healthy desires - generosity Sub-Theme 3

Wellness & Self Awareness  Interoception  Cortisol  The brain changes when we practice Mindfulness  Mirror Neurons Sub-Theme 4

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

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

AH-HA!!  Acceptance will take care of the emotion  Guarded in your Mindfulness

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?

Thank you for your attention!