Mindfulness at secondary education

Is there a way to work the attention and concentration of students in secondary education? Multitasking (doing and be aware of many things at once) and new circumstances, with a stage of life you lead, rather, to the “dispersion” make a dent, very commonly in adolescent students. You could help with anything mindfulness.

Mindfulness is a concept used recently in psychotherapy and coaching that refers to mindfulness: is based on the classic meditation, Buddhist origin, but not exactly the same. Mindfulness aims to pay attention, without judgment, to feelings and emotions, both positive and negative, and accept them as they are (and accept ourselves as we are) to reconcile with them and manage them in a mature and rational. For example, before an annoyance, it would not be shutting down at all costs the feeling of anger, but to relativize, accepting him first, allowed to feel and experience physical and emotionally and then make decisions about how to act.

secondary education

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To “feel” a feeling, not force him to disappear (which does not work EVER), the derivative suffering (or irrational euphoria) is weaker and it is easier to act in a calm and rational manner and remedy assertively to our problems this way we can differentiate between the real situation, our interpretation of the situation, our feelings about the situation … and decide according to a consistent and even-handed analysis what position to take it. 

Given that, many times, issues learned during our life, we tend to try to cover and hide negative emotions and positive emotions oversizing, we have great difficulty in our adult lives to be aware of our real emotional state. That unconsciousness of this also hinders us realize other circumstances, such as physical pain, and an important step in our ability to concentrate decline: mindfulness work on one thing can help us concentrate better, among many other benefits.

What must be considered?

– Breathing: Front diaphragmatic breathing used in yoga or other meditation techniques and relaxation (mindfulness is NOT a relaxation technique but attention … eye), respiration must be normal. In this way, we will know how we have started to breathe at the beginning of our meditation and how we ended: Is the same breath? How do you feel the heartbeat?

– Body Review: Detailed examination of the body and the sensations we experience in different parts of our anatomy (some people start with the head, others by hand …) is an important part of mindfulness.

– Observation of emotions is often defined as “compassionate”. It should not be interpreted as self – serving or self – pity, but as absent from value judgments: if you are angry or upset, you are.

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Mindfulness may require, in most situations, a professional orientation of Psychologists or skilled in the art Psychologists to avoid producing precisely the opposite effect to that intended: a mature assimilation of emotions with a reaction equally mature and assertive.

The biggest difficulty is the ability to concentrate: typically, the concentration can be anchored in breathing, but others find it easier to anchor in the body. It is a matter of practice: the diversion during the practice of mindfulness is part of that practice, not a “mistake” to correct. These detours correct themselves over time.

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