My aim is to develop relationships with the organizations I teach. I can see so clearly in my own experience that these simple mindfulness practices are no sooner developed in one lecture than a marathon runner can be trained in one dead sprint. I am a Certified Teacher from the Search Inside Yourself Leadership Institute, a non-profit born out of Google that promotes corporate education in Emotional Intelligence, Modern Neuroscience, and Mindfulness, all over the world. I am also an Ordained Disciple the late Zen Master Thich Nhat Hanh. His tradition has a special focus on bringing mindfulness to educators and created a guidebook called Happy Teachers Change the World. Here is a short passage on the benefits of Mindfulness for educators:

“Teachers who study mindfulness tend to experience fewer mental health problems, such as stress, depression, and anxiety. They report greater well-being, including a sense of calmness, life satisfaction, self-confidence, and self-compassion. They show an increase in kindness and compassion for themselves and for others, with greater empathy, tolerance, forgiveness, and patience, and less anger and hostility. Their cognitive performance improves, including their ability to pay attention and focus, make decisions, and respond flexibly to challenges. They make better teachers, showing higher levels of classroom management and organization, with a greater ability to prioritize, to see the whole picture, and to be more self motivated and autonomous. They are more attuned to their students’ needs, and achieve more supportive relationships with them. They also tend to have better physical health, including lower blood pressure, declines in cortisol (a stress hormone), and fewer reported physical health problems and days off work.” —Pg. 11 of the preface. 

Scientific research in this area has been well summarized in a review by Khoury et al: B. Khoury, T. Lecomte, G. Fortin, M. Masse, P. Therien, V. Bouchard, M. Chapleau, K. Paquin, and S.G. Hofmann, “Mindfulness Based Therapy: A Comprehensive Meta-Analysis,” Clinical Psychology Review 33:6 (2013), 763-71

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