Everybody Present seeks to create a new kind of culture in our schools: one that counters stress and facilitates learning. With stories, case studies, exercises, and real-world examples Didde and Nikolaj Flor Rotne encourage educators to grow their own mindfulness practice and are offered the tools to create mindful learning environments. Everybody Present helps educators enjoy their time with children, reduce conflict, and foster strong relationships with both colleagues and students.
Nikolaj Flor Rotne has an MA in Educational Psychology, and Didde Flor Rotne is a primary classroom teacher and meditation teacher in the tradition of Thich Nhat Hanh. The Flor Rotnes are the authors of three best-selling books in Danish and founders of Denmark’s Educational Mindfulness Program. They live in Lagebaek, Denmark with their three sons. Visit www.stillnessrevolution.com for current news and events with the authors.
This will not only help teachers and administrators, but anyone interested in understanding the benefits of mindfulness.
—Dr. Paul Ekman, Emotions Revealed
Everybody Present is a wellcrafted and artful blend of clear explanations, research, teaching stories, and practice instructions that beautifully guides school teachers into developing a personal mindfulness practice and implementing it in the classroom. In the face of the tremendous challenges of teaching in schools today, no teacher should be without!
—Diana Winston, Fully Present: The Science, Art, and Practice of Mindfulness and Director of Mindfulness Education, UCLA’s Mindful Awareness Research Center
The Flor Rotnes offer a practical and straightforward guide for bringing mindfulness into educating our children and helping ourselves in the process. Thought provoking science, along with case studies and anecdotes clearly illustrate points while inspiring and educating the reader.—Christopher Willard, Child’s Mind
The personal stories, case studies, and everyday practices presented in Everybody Present provide valuable inspiration for teachers who want to bring mindfulness into their classrooms and and into their lives. Snapshots of the teaching life are interwoven with concepts from Thich Nhat Hanh and findings from recent brain research to inform a mindful approach to teaching and learning in today’s world.—Irene McHenry, PhD., Executive Director of The Friends Council on Education
Teaching, not therapy
A further pitfall is that we treat the education relationship as if mindfulness were a therapy. The mindfulness teacher is not a therapist, and it is not the intention that mindfulness teaching should become therapy. In therapy, a person’s emotional challenges are laid bare often with the primary aim that the therapist should help the person. Education is characterized, on the other hand, as a relation in which the teacher sets up possibilities for learning to talk place. If a teacher has emotional challenges it is important not to invite a confessional mood in connection with mindfulness practice. We sympathize with emotional difficulties not by commenting on them but by listening consciously without making judgements. We do not make inquiries that could be of a more therapeutic character into emotional problems.
Mindfulness is not a religion but a practice based on research. It is a universal mode for being aware in a way that everyone can practice, regardless of whether they have any religious affiliation or not. We must not blindly have faith in the practice and its effects, but trust our own experiences. In mindfulness we do not work with a super-sensible world or concept of the divine that influences our conduct.