We are happy to offer a range of workshops and presentations for your staff. Please note that, in consultation with your school, our aim is to determine what best suits the needs of your community and create presentations/workshops accordingly.
An Introduction to Mindfulness in Education: Be Mindful, Teach Mindfully, Teach Mindfulness
Start Where you Are: Developing Teacher Presence
Mindful Teacher, Mindful School
Mindfulness Based Social and Emotional Learning: Engaging the Heart in Learning
The Mindful Counselor
Contemplative and Contemporary Approaches to Career Counselling
Shifting the Focus: Emerging Directions in 21st Century Learning
Wellbeing and Mindfulness for School Leaders
Retreats for Educators
What the heck, tech? A practical application of mindful awareness training
Sample Keynote and Workshop Outlines
“Be Mindful, Teach Mindfully, Teach Mindfulness”
Mindfulness Based Wellbeing for Flourishing School Communities
We live in an age where busy-ness and being switched on 24/7 are the norm but also in an age where depression is set to become the most common disease worldwide and where concerns about the mental health of young people are endemic.
In order to be successful and resilient in this age of distraction, we need to cultivate attention, self-awareness and emotional regulation.
There is now considerable and compelling evidence that training in mindfulness is a very effective way of alleviating stress, anxiety and depression as well as promoting wellbeing and flourishing.
This experiential workshop will use the most relevant research and practice in mindfulness and social-emotional learning to explore how training in these areas can enhance teaching and learning. There will be an introduction to mindfulness curricula currently being used in elementary and secondary schools and participants will learn some simple strategies that can be applied in and out of the classroom.
The key to successful mindfulness education in schools is the recognition of the importance of teacher self-care. If we want to help our children develop the skills they will need for a fruitful, balanced life, it is important that we are able to cultivate these capacities in ourselves. Developing our own self-awareness can help us connect more authentically with our students, manage our stress more effectively, and make teaching more enjoyable.
Using the 3 aspects of mindfulness in education - Be Mindful, Teach Mindfully, Teach Mindfulness - this workshop will explore how mindfulness based wellbeing can provide a foundation for a flourishing school community.
What the heck, Tech? A practical application of mindful awareness training
It’s no secret that many of us these days struggle with distraction and compulsion related to phone, computer and social media use. How can we support our students (and ourselves!) in best dealing with these critical issues of attention and self-regulation? In this session, we will explore both a theoretical understanding of media use and some practical ways that mindful awareness can help students and teachers learn to ‘pull back’, unplug and reconnect with ourselves and each other.
The Mindful Teacher
Developing Self-awareness and Self-care in Ourselves and Our Schools
When we ask parents and teachers what they really want for their children, the responses are usually as much about happiness, wellbeing, and resilience as they are about success and academics. If we want to help our children develop the skills and capacities they will need for a fruitful, balanced life, it is crucial that the adults in their lives know how to model these skills effectively.
In order for us to provide a safe and nurturing environment, we also need to be able to understand and care for ourselves. Drawing on research from social neuroscience we will explore the power and potential of the role of the educator as well as the evidence that how we teach is as important as what we teach. We will explore in practical ways how developing greater self awareness can transform our daily experience as adults in a demanding social environment and help us to work more effectively with colleagues, parents and children.
Mindfulness Based Social and Emotional Learning (MBSEL):
Engaging the Heart in Learning
Mindfulness training can provide a valuable resource for counselors, teachers and students to draw from but perhaps the real strength of developing mindful awareness programs in schools is harnessed when they are connected within a larger framework of wellbeing. Some schools are beginning to consider how combining academic, social and emotional learning into a more coherent framework can promote a healthier school community better equipped to meet the significant demands and distractions of learning and teaching in the 21st Century. Recent research supports this work and shows that when we pay attention to social and emotional aspects of learning there is also a positive effect on academic achievement.
In this experiential workshop participants will explore how mindfulness based approaches, coupled with SEL, can be used to enhance programs in areas such as Advisory, Health Education, Resilience and Life Skills training. Understanding how our minds, bodies and emotions work is a key life skill and teachers can helping their schools shift the focus towards developing this understanding - empowering their students to be able to connect more authentically with themselves and with others.
WELLBEING, MINDFULNESS AND THE AFFECTIVE SKILLS – AN EXPERIENTIAL WORKSHOP FOR HEADS OF SCHOOL
Schools around the world are increasingly focusing on the wellbeing of their students and teachers. Against a background of rising depression and anxiety, and in particular amidst concerns around mental health issues facing young people, many educational organisations are considering how best to promote positive mental health and social and emotional learning (SEL). This pre-conference will support leaders looking to develop this important area in their schools – especially in light of the IBO focus on self-management, reflective and affective skills in the new ATLs.
Many schools have begun to train teachers and students in mindfulness as a tool to support personal growth and self-awareness. In the course of our day together we will look at the productive connections that some schools are beginning to make between wellbeing, mindful awareness and the affective skills.
Participants will experience for themselves examples of mindfulness programs that are being used effectively in schools and will also consider various approaches to affective skills development that can complement existing school frameworks, enlivening and enhancing academic programs.
Key to the successful development of affective skills and SEL in schools is recognition of the importance of self-awareness and self-care for teachers. Drawing on current research, especially in social neuroscience and its applications to education, we will explore how mindfulness can promote teacher self-care and stress management as well as enhance the social and emotional sensitivities of teachers in the classroom.
This workshop will draw on the experiences of participants to openly consider the challenges that might arise in finding the time and space for this important work in our busy schools.
Shifting the Focus: Emerging Directions in 21st Century Learning
In this age of fast-paced change, global imbalance and endless distraction there is an urgent need to shift the focus of schools to incorporate a more balanced approach to learning that equips students to cope effectively and holistically with the demands of the 21st century. Our education systems were designed ‘at another time, in another place, for a different purpose’ (J. Abbott) and our lingering industrial-age schooling models no longer meet the deeper needs of our students our teachers – and our planet.
When we ask parents and teachers what they really want for their children, the responses are usually as much about happiness, wellbeing, and resilience as they are about success and academics. If we want to help our children develop the skills and capacities they will need for a fruitful, creative and balanced life, it is crucial that the adults in their lives know how to model these skills effectively.
In order to be successful and resilient in this age of distraction, we need to cultivate attention, self-awareness and emotional regulation. There is now considerable and compelling evidence that training in mindfulness is a very effective way of alleviating stress, anxiety and depression as well as promoting wellbeing and flourishing.
Kevin Hawkins will provoke us to consider these and other questions pertinent to educators interested in tapping the full range of capacities in our students – and in ourselves.
Start Where You Are: Developing Teacher Presence
In this workshop we will explore how developing self-awareness can help us connect more authentically with our students, manage our stress more effectively, and make teaching more enjoyable. Not everybody wants nor needs to be a teacher of mindfulness, but starting from where we are we can all explore what it means to be more mindful and especially how to teach more mindfully. This can be cultivated by bringing greater awareness to our presence of mind, body and emotions.
This experiential workshop will use the most relevant research and theory on mindfulness in education and on social-emotional competencies to help us discover how being more mindful – more present - can enhance teaching and learning and promote teacher self-care. Participants will learn some simple strategies that can be applied in and out of the classroom as well as with colleagues and parents.
Contemplative Career Counseling:
Using Design Thinking with Mindful Awareness to help students direct their lives in the way that they want.
Where am I going? What courses should I take? What do I want to be when I grow up?
We know that these are some of the self-knowledge questions that teenagers frequently ponder. But how can they begin to answer these questions – questions that require internal understanding - if we don’t teach them how to engage with this inner intelligence?
Mindfulness practice can help develop inner knowledge by contributing to the awareness of thoughts and emotions as well as fostering the ability to tolerate ambiguity, deal with confusion and be okay with ‘not knowing.’
Combining contemplative practice with activities from Designing Your Life (a successful course taught in Stanford’s Design Lab) participants will gain practical tools to help their students access their inner compass and cultivate their ability to be more internally referential when making decisions. When we honour this different way of knowing and help students understand how it can be accessed we can begin, sooner rather than later, to help students direct their lives in the way that they want.