Through hundreds of meditations with students, I have seen many of the traditional benefits noted in research, like improved focus, help with behavior, and even the calming of anxious nerves. What started out as a student’s simple experiment, grew into a meditation club, grew into schoolwide requests for guided meditations, and eventually grew into an integral part of the whole community. It wasn’t until a decade ago, when a student asked me to participate in a mindfulness experiment for a science class that I began to bring the contemplative part of myself more fully into my professional life. However, to go forward it is worth considering a practice from the past.Īs an educator for 20 years, meditation has proved to be an unexpected tool for bending and morphing these learning spaces, as well as my own perception of teaching and learning, into something more. Rather than reverting to past modes of content delivery, it is worth reimagining these spaces more expansively for the cognitive, emotional, and physical potential they hold. However, as we begin to return to the buildings and classrooms that have so long characterized education, it is important to reflect upon how we, as teachers, will meet and engage our students once again. For the last two years, many educators like myself have existed in an intermediary space between the physical and the virtual - teaching to screens, posting assignments online, and never actually sharing a physical space with our students.
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