When I ask people what their challenges are in maintaining a mindfulness practice, either personally or with students, the number one answer, in a landslide, is (say it with me…) time.
“I don’t have time in my day to practice regularly.”
“We don’t have time in our schedule to practice with students.”
Short of a 25th hour in the day, or an administration that magically gets it and asks you to take the lead on implementing mindfulness in your school, how do you make it happen?
There’s a surprisingly simple answer to this: you don’t actually have to change anything. I know, that’s so Taoist -- just let the world be and it will transform to my needs. But here’s the thing: a mindfulness practice actually makes time for itself. That’s true whether it’s your personal practice at home, or a practice you share with students during those precious, scripted minutes in the classroom.
How?
Let’s take your personal practice first. The two most common times to practice -- when you first wake up or right before you go to bed -- can be fraught. Either you’ve got things to do to get ready, or you’re so tired you can do nothing but drop into bed or veg on Netflix. And this is exactly where your commitment and self-discipline has to play a role. If you can develop the habit, it’s worth it. Here’s why: Let’s say you practice in the morning right after you wake up. Five to ten minutes then, even as your to-do list ramps up your stress level, can increase your clarity and focus throughout the day. And if you make better decisions, approach your interactions with a clear mind and open heart, then you save WAY more than 5 minutes throughout the day.
Or, if right before bed is better, I can tell you from my own experience (and it’s backed up by research) that your sleep is better when you meditate. And better sleep = a better mood the next day. And a better mood makes everything flow more smoothly. It really is the practice that makes time for itself.
As for working with students, it’s basically the same idea, except with the added benefit that you’re multiplying the effects by the number of students you have. So if someone walks by your door and sees all your students sitting there with their eyes closed, you can ask them if they think there’s any room for improvement in the quality of their students’ attention. And then offer to help! Or you can direct them to this new report, which explains why mindfulness works and how to implement it in schools.
There’s no longer any doubt that mindfulness has an impact. The only question left is whether or not you’re able to maintain a consistent practice. So stay tuned for next week’s post, when I’ll talk about tips for developing a sustainable practice even though the world is out to thwart you.
In the mean time, here’s a simple awareness practice you can use every day.
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