86 • PART II: MINDFULNESS IN EDUCATING FOR SELF-REGULATION AND ENGAGEMENT CHAPTER 5: THE MINDFUL CLASSROOM • 87
I am going to do yoga.” She said that it was my calm response and my ability to be with and
for the class, despite what had just happened, that inspired her to keep doing yoga.
It is during moments like these that I know exactly why I practice. As an educator, you
will model the benefits of mindfulness practice as you stay steady in the face of challenge
and stress. Your successes and struggles in developing your mindfulness skills will allow
you to speak authentically as a teacher about the process of learning. You will be able to use
your experience to inform your mindfulness and meditation instruction to your students
(Cook-Cottone, 2015; Rechtschaffen, 2014). So let’s get started. This book, and others, can
be wonderful guides in developing your own practice (see the references at the end of this
chapter). Nevertheless, I found that some of my most powerful learnings occurred during
lived experiences with a mentor. Others agree. Willard (2016) recommends finding your
own mindfulness teacher, mentor, and/or center to help you get started in your practice.
For many in small towns, rural areas, or in certain parts of the country, there is simply
nowhere to go. In these cases, seek out professional conferences and rally for mindfulness-
based speakers to be brought to your district. Consider mindfulness retreats for mini vaca-
tions. There are dozens of helpful web resources as well (e.g., search Mindfulness Practice
Guidance and Mindfulness in Schools; see also The Collaborative for Academic, Social,
and Emotional Learning [CASEL]; Mindful Teachers: Living, Learning, and Teaching with
Mindful Awareness; The Garrison Institute; The Mindfulness Education Network; Daniel
Rechtschaffen’s page at http://www.danielrechtschaffen.com or http://www.mindfuleducation.com).Making Time
There will always be roadblocks to any new behavior. First, it is new. Creating a new routine
behavior or habit is a challenge for all of us. Accept that. Then, begin anyway. Willard (2016)
suggests that you ask yourself when you might have a few minutes to set aside for practice.
He suggests that you build your practice into an existing habit. For example, when I practice
yoga or run, I meditate as a form of coming to rest after my more rigorous work. Many yoga
studios and meditation centers have classes and group practices. Being part of a group with
a regular schedule can be a good way to develop a practice.
Formal mindfulness practice can begin small. The key is consistency. In fact, Willard
(2016) suggests that, if you have a goal of meditating an hour every day starting tomorrow,
you will be less likely to have a steady practice in a year than if you began today at 3 to
5 minutes. There are several wonderful meditation apps for smartphones that offer options
such as setting an interval timer and an end timer (Cook-Cottone, 2015). The Insight Timer
(www.insighttimer.com) is my favorite with many scripted meditations, progress tracking
tools, and bell and chime options. This app, as others, allows you to plan and track your
practice, which can also help you in establishing a routine.Setting Up Your Meditation Space at Home
First, it is important to note that you don’t need a dedicated space to meditate. One of the
benefits of mindfulness practice is that it requires absolutely no equipment. Most impor-
tantly, the area should be a space that is quiet, free from distractions, and cultivates a sense
of peacefulness. You should be able to sit comfortably. That is all. Still, it can be a lot of fun
setting up your space. At our house, we have a room dedicated to yoga and meditation