In the ancient Buddhist philosophy, mindfulness practices are deeply rooted in the practice of gratitude and self-awareness through the process of meditation, and we can start from here in order to understanding mindfulness education. It is seen as a simple concept that actually works, and it is described as an activity teaching the brain to focus on an object while being non-judgmental to its surrounding at the moment.
You may have observed that as a mindfulness trainer you will be amazed at how others are passionate and thoughtful of this practice, but they are also the same practitioners who are limited and trapped in how they practice this education.
Some trainers view the many activities in school like field trips, recess and so on can be made into mindful activities filled with the fun aspect. The idea is pushing for a heightened awareness and concentration while kids are playing with words, music, colors, numbers, shapes, textures and smells, even if they are settling peacefully in their own space. This goes to say that the process of teaching education to children is not to be limited in paying attention.
The above contention is supported with the facts that kids prefer shortcuts, just like us, that they love games and remember most the things that make them laugh, and they pay attention to a process that will give way to their creative selves. Let us remember that children are very resourceful when it comes to the most insignificant concepts and objects if it comes to playing and giving them a free hand to play.
Some mindful trainers are then encouraging other teachers to make mindfulness in the classroom but with a less notion of being serious about the process, but instead lighten up in the activity.
According to mindful trainers, mindfulness is about the very essence of fun which is noticing new things, drawing distinctions, shifting perspectives and being present at the moment.
Moreover, the above disposition is based on the observation that kids do have already the innate tendency to be mindful on the fact that they know how to have fun, and let us again be reminded that it is impossible to have fun unless the person has fully the presence of situation.
The ingredients therefore of lots of humor, a blast of creativity and some guidance, can very well equip further good teachers to become great mindful trainers, but the condition has to be that they are having fun in the process.
The competition spirit of kids and pressure of excellence from parents are creating stress to both, but with mindful education, we are limiting the impact of such life but instead allow a positive end to all.