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
• Contributes to increased cultural safety,
• Improves intercultural skills, raises selfawareness, grows patience and applies loving
kindness and self-compassion
• Provides experience through practice in this
session.
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
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
MINDFULNESS
Mindfulness means
paying attention in a particular way:
on purpose,
in the present moment,
and non-judgementally.
(JON KABAT-ZINN)
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
‘DADIRRI’
Miriam-Rose Ungunmerr-Baumann
http://www.youtube.com/watch?v=k2YMnmrmBg8&feature=player_embedded
EMOTIONAL COMPETENCIES
1.
2.
3.
4.
5.
Self and other awareness
Mood management
Self-motivation
Empathy
Management of relationships
Goleman, D. (1995) Emotional Intelligence, why it can matter more
than IQ, Bantam Books, New York.
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
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.
How Meditation can help in the
Classroom/Lecture Theatre/Personal
‘Visiting Country’
Sitting meditation that will be guided by
the facilitator
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
STOP TECHNIQUE
Stop whatever you are doing
Take a breath
Observe your thoughts/feelings/body
Proceed
Activity
Participants to practice STOP technique
Feedback to group
Self-Care
Identifying 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.
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
Reflection
Please write down your reflections of
participating in Module 2
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
Close