The Art of Teaching Mindfulness. 12 Points for Mindfulness Teachers

I know many Mindfulness teachers. I have the privilege of training citizens to be Mindfulness Teachers.  As teachers, let us be committed to walk the talk as much as possible. A wise teaching requires a wise teacher. Develop into a wise teacher.

A teacher has no place of arrival. It is a constant learning process around content, tone of delivery with warm, friendship and quiet authority. The presentation skills are different from the classroom teacher, lecturer or giving a formal talk.

Teachers of Mindfulness make a precious contribution to society. They reach out to every area of society from the youngest to the oldest, the public and private sector providing a range of tools and practices for inner peace, clarity and insight.

Twelve Points to Remember in Teaching Mindfulness

Before speaking, start with a minute or two of silence. Invite people to sit tall with both feet on the floor and dwell in presence.

  1. A Mindfulness teacher speaks with an attitude of sharing rather than informing. Remember to step fully into the role of teacher from the beginning.
  2. The talk stays committed to explanation and practice to support the theme.
  3. Teacher speaks with a warm tone of voice, caring and supportive.
  4. Teacher has no need to quote authority figures, past or present. She/he relies upon their understanding.
  5. Any excessive quoting of another can generate doubt in the authority of the teacher in front of them
  6. Fast speech makes it difficult for the person to listen and understand.
  7. Teacher does not stand while others sit but sits at the same level.
  8. Mindfulness teacher can share their personal experience if it supports the talk. This rarely happens in the world of professionals offering classes/lectures or therapies who rarely reveal anything about themselves.
  9. Any excessive uhms and ahs while speaking, looking down at the hands or up to the ceiling often communicates self-doubt to the listeners.
  10. Mindfulness teachers develop a wide range of themes to share rather than repetition of a set of standard talks.
  11. Teacher can speak spontaneously, prepare the who talk or use notes. Be mindful of personal reactivity to your talk. The audience decides the value of the talk.
  12. The teacher considers three primary areas: content/practical application, shows a sharing voice rather than telling and makes time for questions/responses. Later engage in reflection on ways to develop the art of teaching.

Have a minute or two of silence upon closure.

Upon completion of talk have a minute or two of silence before Q and A.

If you record the talk, listen to the flow, notice uhms and ahs, repetition such as ‘you know’ and more.

With practice you develop trust in sharing what you have to offer.

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