Toward a Sustainable Sense of Self in Teaching and Teacher Education: Sustainable Happiness and Well-Being Through Mindfulness

Abstract

This paper examines the effects of mindfulness practice through pranayama, hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore, mindfulness practice is discussed in the context of new pedagogies that are contributing to the transformation of teachers, students, and education. This inquiry has demonstrated that this process not only offers the practitioner serenity, awareness, peace, and well-being: but the benefits of the practice move far beyond the personal environment of those practicing teachers and into the classroom and school community providing opportunities for transformation; growing sustainable happiness and well-being.

Balancing the story of fetal alcohol spectrum disorder: A narrative review of the literature on strengths

“…To better understand the current state and contributions of the to cope with daily stressors and challenges; and support them in finding meaning in their lives (Dunn & Burcaw, 2013). For people with FASD, nurturing self-awareness may promote fulfillment, wellbeing, and happiness as it has been shown to do in other populations (Kyte, 2016;Thieme et al, 2013). Building on this self-awareness, a second common strength of individuals with FASD is receptiveness to support.…”

Developing a Framework Peace Education for Primary School Teachers in Indonesia

“…Students who are taught with a sense of peace will have a happy personality, attitude and positive behaviour (Deutsch, 1993). Teachers who have a peaceful attitude are happier and find life meaningful (Kyte, 2016). Peace creates comfort and security which ultimately increases psychological well-being in individuals (Cohrs et al, 2013) and economic well-being for society (Cairns & Lewis, 2003;Swee et al, 2019).…”

Coming Into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School

“…(Russell, March 9, 2018) Burrows (2011) stated, "relational mindfulness can help educators to address the management, teaching, and emotional challenges of classroom and school environments more successfully" (p. 24). Kyte's (2016) suggested, "with teachers gaining inner strength, they become more present and responsive to their students' needs, thus becoming more effective teachers, role models, and guides to healthy behaviors" (p. 1147). What we learned from Russell is that mindfulness is a way of attending to the child.…”