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MODULE 2 MINDFULNESS

MODULE 2 MINDFULNESS. WELCOME. Acknowledgement of country Facilitators introduction Housekeeping Introduce each other Introduce module. AIMS. • Provides an introduction to the concept of mindfulness practice and strategies and how to apply in the teaching environment

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MODULE 2 MINDFULNESS

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  1. MODULE 2MINDFULNESS

  2. WELCOME • Acknowledgement of country • Facilitators introduction • Housekeeping • Introduce each other • Introduce module

  3. AIMS • Provides an introduction to the concept of mindfulness practice and strategies and how to apply in the teaching environment • Contributes to increased cultural safety, • Improves intercultural skills, raises self- awareness, grows patience and applies loving kindness and self-compassion • Provides experience through practice in this session.

  4. LEARNING OUTCOMES • Understand the relevance of mindfulness to intercultural teaching and leadership • Apply mindfulness as a reflective practice within the intercultural space • Apply mindfulness as a self-care practice within the intercultural space • Understand and apply ‘Dadirri’ – Deep listening

  5. MODULE OUTLINE • What is Mindfulness • Understanding Dadirri – Deep Listening • Introduction to the automatic pilot • How meditation can help in the classroom/lecture theatre /personal • Sitting meditation – ‘Visiting Country’ • Feedback • How breathing can help in the classroom/lecture theatre/personal • STOP technique • Feedback • Group discussion - Identifying supports that can assist tutors • Feedback • Follow up Support and Resources • Evaluation • Close - Mindfulness Check Out Session

  6. MINDFULNESS Mindfulness means paying attention in a particular way: on purpose, in the present moment, and non-judgementally. (JON KABAT-ZINN)

  7. DEEP LISTENING • Involves listening, from a deep, receptive, and caring place in oneself, to deeper and often subtler levels of meaning and intention in the other person. • It is listening that is generous, empathic, supportive, accurate, and trusting. • Trust in this case does not imply agreement, but the trust that whatever others say, regardless of how well or poorly it is said, comes from something true in their experience. • Deep Listening is an ongoing practice of suspending self-oriented, reactive thinking and opening one’s awareness to the unknown and unexpected. http://www.mindful.org/in-love-and-relationships/relating-to-others/deep-listening

  8. ‘DADIRRI’Miriam-Rose Ungunmerr-Baumann http://www.youtube.com/watch?v=k2YMnmrmBg8&feature=player_embedded

  9. EMOTIONAL COMPET ENCIES 1. Self and other awareness 2. Mood management 3. Self-motivation 4. Empathy 5. Management of relationships Goleman, D. (1995) Emotional Intelligence, why it can matter more than IQ, Bantam Books, New York.

  10. The Automatic Pilot • Not being present in the moment – “miles away” • Thoughts, feelings and sensations triggered without awareness can result in unhelpful responses • Awareness gives us greater freedom and choice

  11. PRACTICING MINDFULNESS Will assist you as a tutor/lecturer: • To better understand yourself • To become more self-aware of not only your own feelings and thoughts but how to manage difficult situations that can and do emerge in a classroom or tutorial situation. • Develop the ability to integrate thinking, feeling and behaviour to achieve social tasks and outcomes in the classroom, tutorials or lecture situations.

  12. How Meditation can help in the Classroom/Lecture Theatre/Personal

  13. ‘Visiting Country’ Sitting meditation that will be guided by the facilitator

  14. How can Breathing assist in the Classroom? Stress Response: • Sympathetic nervous system mediates response to perceived danger: • Alarm (perceiving the danger); • (fight/flight cost lot of energy); rest and recovery (lower energy). • Parasympathetic nervous system mediates the Relaxation Response: • Decreasing the heart rate; slowing and deepening the breath; relaxing the muscles. • Becoming more relaxed allows us to think more clearly and have less reactive responses

  15. STOP TECHNIQUE Stop whatever you are doing Take a breath Observe your thoughts/feelings/body Proceed

  16. Activity Participants to practice STOP technique Feedback to group

  17. Self-CareIdentifying Supports for Tutors Group Discussion In groups discuss what supports you think you will need and that can assist you as a tutor to take care of yourself in delivering the Indigenous curriculum.

  18. Follow up Support and Resources • University Counselling and Disability Services http://counselling.curtin.edu.au/studentservices/self_helpstd.cfm#Downloads • Jon Kabat-Zinn http://www.youtube.com/watch?v=3nwwKbM_vJc • Jon Kabat-Zinn http://www.youtube.com/watch?v=qvXFxi2ZXT0 • Russ Harris (The Happiness Trap / audio resources) http://www.thehappinesstrap.com

  19. Reflection Please write down your reflections of participating in Module 2

  20. Evaluation Please take time to fill out the evaluation. Doing so will assist the facilitators and project team to assess how this module worked and if there are any amendments or additions to be made. THANK YOU

  21. Close

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