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Lisa has served as a member of the Educational Outreach team, assisting in the development and implementation of programs that provide training in mindfulness-based practices for Center for Healthy Minds research studies. Her focus is on supporting well-being for children, families, and for teachers and staff in educational settings.
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Oftentimes as a teacher I would find that I would get easily triggered by behavior and would kind of instinctively react to it telling a student to quiet down or stop moving and in a way that might not really be very helpful.
When I'm able to tap into my own practice (of meditation) and pause before reacting quickly I might choose to let a few things go and not say anything at all, or when I do say something I might say it in a way that's much more supportive of helping that student actually make a change in their own behavior.
Because oftentimes they don't, they might not even have control of what's happening. So I have found that it's been very helpful for me to not necessarily react to things as much when I'm triggered but maybe to respond in a way that's actually more supportive of the students.
Lisa talks about something important in mindfulness pratices: the difference between reacting and responding. In this short time when something trigger us, we can learn to respond and not react.
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