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 not know it but there are mindfulness trainers who are most passionate and thoughtful of this practice but unfortunately are trapped and limited in their minds as to the execution of the practice.
The limitation comes in the sense that, according to some trainers, the various activities and practices in school like field trips, recess, and others can still be made into fun. The approach is saying that even in the state of peacefulness, children can still be active and has a heightened awareness while playing with words, music, numbers, colors, shapes, textures and smells. 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. We are then reminded that if kids are left to approach differently and if it were up to them, they can come up with resources and ideas adults sometimes have not imagine, because they have the ability to see connections even in odd situations and concepts.
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.
It is further explained by mindful trainers that mindfulness is about able to notice new things, to shift perspective and draw distinctions, and staying fully to the present, which for these mindful trainers are the very main reason of having fun.
To further support the idea, we are reminded that it is not possible to have fun unless one is fully present, and this scenario can be best described to kids, a proof that they have already the innate inclination to be mindful.
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.
Let us then remember that striving for excellent education is both stressful to kids and parents, but incorporating some mindful education will surely be a victorious end for everybody.