Master Trainers’ Four-Module training

MODULE TWO

• MODULE TWO - Session One Page

  Recognizing that mindful sitting, walking and mindful day-to-day activities are all part of the same training. Introduction to clear comprehension. Understanding disturbances faced when practicing mindfulness, and unmindful states.

• MODULE TWO - Session Two Page

  Using the practice to observe when feelings and emotions arise.

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  Learning outcomes – Module Two

  Daily practices of mindfulness using the exercises described in Module One. Teacher would gradually move from applying bare attention to being mindful. He/she would become competent in guiding students in these exercises in simple and interesting ways. Mindfulness based practices can easily be interwoven into routine class activity, when playing during recess and on the playground.  Gradually the teacher becomes mindful of his/her own feelings (eg, happy, sad, indifferent), or emotions (eg fear, anger, jealousy, joy, love). The teacher develops competency in knowing such feelings and emotions, without getting involved and engaged with them. And without being judgemental about the feeling/emotion, or about oneself or others. Eventually, with repeated practice the teacher will become aware of students’ feelings/emotions. And be able to empathise from a distance without engagement. The teacher learns how to train the ‘mental muscle of mindfulness’ over and over again through the exercises mentioned. He/she gradually learns to use mindfulness and MBI in his/her own personal daily life, routinely.  The teacher learns to cultivate patience, empathy, kindness, and understanding of situations in class (eg, when students are boisterous or when they pose challenging situations to the teacher). And the teacher becomes able to manage emotions and varied situations by using bare attention, and by reverting back to the present moment non-judgementally.  Teachers begin to develop humane-qualities themselves, i.e. being simple, humble, innocent and have less ego. They will be hesitant to demonstrate ‘one-upmanship’. He/she begins to understand these as products of mindfulness practice. Using mindfulness-based-initiatives (MBI) teacher learns to share and demonstrate qualities like gratitude, benevolence, selflessness, understanding others, and being happy for others.  Appreciation of tiny joys, simple things that someone does and also appreciate family and friends. Appreciating nature, being kind and protective of the environment and being aware of climate changes, and what students can do to prevent crises in climate - can all be shared through mindfulness-based practices.