Happy Teachers Will Change the World
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0:03 - 0:08[Plum Village presents]
-
0:13 - 0:20[Mindfulness is the energy of being aware and awake
to the present moment.] -
0:22 - 0:29[It is the continuous practice of touching life deeply
in every moment of daily life.] -
0:33 - 0:41[To be mindful is to be truly alive, present and at one
with those around you and with what you are doing.] -
0:53 - 0:56Mindfulness is a mental formation
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0:58 - 1:00Everyone has a seed of mindfulness
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1:01 - 1:04and if we practice diligently,
-
1:05 - 1:09the seed of mindfulness in us
-
1:09 - 1:12will grow bigger and bigger.
-
1:13 - 1:15Any time we need
that energy of mindfulness, -
1:16 - 1:21we just touch it and we have
plenty of it to make use of it. -
1:23 - 1:27We know that mindfulness
has the power, has the capacity, -
1:27 - 1:30to allow us to know what is going on.
-
1:35 - 1:38What is going on in our body,
-
1:40 - 1:43going on in our feelings,
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1:45 - 1:46going on in our mind,
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1:47 - 1:49and going on in the world.
-
1:50 - 1:55I remember very clearly
one time in Plum Village, -
1:55 - 2:00Thay came out with this expression,
'Happy teachers will change the world'. -
2:00 - 2:05Since then, Thay has done a calligraphy,
'Happy teachers will change the world', -
2:05 - 2:09and we've developed this
'Wake Up Schools' initiative, -
2:10 - 2:14which is our offering to bring mindfulness
-
2:14 - 2:18and Plum Village tradition's practices
-
2:19 - 2:22to offer to teachers,
classrooms and schools. -
2:24 - 2:27Thay, our teacher,
very much wants this to happen. -
2:29 - 2:32If the teachers know how to do that,
-
2:32 - 2:35they will transmit the practice
to their students. -
2:36 - 2:39The practice is possible in the classroom,
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2:40 - 2:42and the classroom will be happier.
-
2:47 - 2:54In education we want
to touch happiness and touch freedom. -
2:55 - 2:59Those are two points that I feel
are fundamental to any kind of education. -
2:59 - 3:03Help teachers be happier in their work,
-
3:03 - 3:08to help students,
the whole classroom environment, -
3:08 - 3:11be a place that is enjoyable.
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3:12 - 3:16To make a school become a second family
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3:17 - 3:23where the teacher, the students,
and the whole school, the parents as well, -
3:24 - 3:29see it as a joint effort to create
a place where it's not about the future, -
3:29 - 3:33about your careers, and the jobs,
and the positions, and the money, -
3:34 - 3:39but as a place where you actually
enjoy living and enjoy learning, -
3:39 - 3:41and enjoy exploring.
-
3:41 - 3:46When we're born we don't necessarily know
how to touch happiness. -
3:47 - 3:51There's a joy in the child
but how do we maintain that joy, -
3:51 - 3:55how do we grow it,
how do we make it lasting, -
3:56 - 3:58so that it can withstand
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4:00 - 4:02all the kind of difficulties we face.
-
4:03 - 4:08One very wise teacher told me
that a good teacher must first be happy -
4:08 - 4:12because you transmit
your presence to your students, -
4:12 - 4:14you're like the weather
in the classroom. -
4:15 - 4:21The mindfulness, and just being able
to see things with different eyes, -
4:21 - 4:25just simply through smiling,
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4:27 - 4:30breathing, and moving slowly.
-
4:30 - 4:33Who would have thought
that it's so simple! -
4:35 - 4:38(Bell rings)
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5:18 - 5:20To be alive on this planet,
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5:20 - 5:23and to be making steps
on this beautiful planet, -
5:23 - 5:25is a miracle.
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5:31 - 5:34Mindful walking means
-
5:34 - 5:42you touch the ground
of the planet earth mindfully, -
5:43 - 5:47and you touch all the wonders of life.
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5:56 - 6:03Mindfulness allows us
to be aware that we are alive, -
6:04 - 6:07that we are walking on this planet.
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6:09 - 6:14Every step can be healing,
every step can be nourishing, -
6:15 - 6:18every step can free us
from the past and the future, -
6:19 - 6:22so that we can truly enjoy
the present moment, -
6:22 - 6:26and there are those of us
who are capable of healing ourselves, -
6:26 - 6:30just by mindful walking.
-
6:37 - 6:40I walked mindfully,
-
6:42 - 6:44taking care of my steps,
-
6:44 - 6:49and at that moment, seeing
these two groups come together, -
6:50 - 6:55and merge into one big community,
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6:55 - 6:59at that moment I felt tremendous joy.
-
7:08 - 7:12I remember Thay always asks us
to come back to our home. -
7:13 - 7:15Of course mentally, intellectually,
-
7:15 - 7:19I know it's coming back home to myself,
to the present moment, -
7:20 - 7:22but at that moment I just suddenly --
-
7:24 - 7:27kind of understood what he said.
-
7:28 - 7:31Coming back to home, the home is
-
7:31 - 7:36maybe the community
of us walking together, -
7:36 - 7:38flowing as a river.
-
7:39 - 7:44It's not fixed, it's always flowing,
-
7:44 - 7:47and the interconnectedness,
-
7:48 - 7:50coming back to home, to this feeling,
-
7:51 - 7:53this present moment
of interconnectedness, -
7:54 - 7:57I felt like, "Oh, how wonderful".
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8:09 - 8:12(Bell rings)
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8:33 - 8:36(Bell rings)
-
9:02 - 9:05Effortlessness is the nature
of the practice. -
9:05 - 9:10You don't strive, you don't fight,
you don't impose the practice on yourself. -
9:10 - 9:14You don't suffer, because of the practice.
-
9:14 - 9:18You just enjoy breathing in,
you just enjoy making a step. -
9:20 - 9:22And when your breathing
-
9:24 - 9:29is peaceful, deep, harmonious,
-
9:30 - 9:35your body will profit from it,
your body will become lighter, -
9:35 - 9:42more peaceful, and also
your feelings will be more peaceful. -
9:43 - 9:50In our daily life, very often, our body
is there but our mind is elsewhere. -
9:52 - 9:55In these moments we are not truly alive.
-
9:58 - 10:02According to this practice
you need only to breathe in mindfully, -
10:02 - 10:08and you ride on your in-breath and
go home in just one, two, three seconds. -
10:09 - 10:14When your mind is with your body, you are
well established in the here and the now, -
10:16 - 10:19and you can touch the wonders of life
-
10:19 - 10:24inside and around,
for your nourishment and healing. -
10:25 - 10:27Right now, I've been using
my mindfulness practice -
10:27 - 10:32to help keep me more clear
in my classroom, -
10:33 - 10:35with the stresses that come,
-
10:35 - 10:37and to be present for the students,
-
10:38 - 10:40and also to know
when I'm not like that. -
10:40 - 10:45To try to find a way to bring
more freshness, more presence to myself. -
10:47 - 10:52A happy teacher is a teacher that has time
-
10:53 - 10:57to be there for himself or herself.
-
10:58 - 11:00Someone who knows
how to take care of themselves, -
11:00 - 11:03so they have enough balance,
-
11:03 - 11:07so that they know how to deal
with the challenges they have. -
11:07 - 11:11Because one of the biggest problems
in teaching is actually -
11:11 - 11:16that teachers give too much,
without putting anything back, -
11:16 - 11:19and we have this big problem
of teacher stress and burnout. -
11:20 - 11:22Teachers can look like they're very busy,
-
11:22 - 11:25were giving this, doing that,
computers are out, -
11:25 - 11:27but what do students actually get,
-
11:27 - 11:30what are we actually
cultivating in young people? -
11:30 - 11:31That's kind of a hard question.
-
11:32 - 11:37I have kids coming in and out all day,
like they may come for 45 or 90 minutes, -
11:38 - 11:41a lot of transition,
it can be very hectic. -
11:42 - 11:44So, I'd start with that simple practice.
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11:45 - 11:47Just as the brother did first here,
-
11:47 - 11:52I'd have the kids sit in a circle,
and I would ring the bell. -
11:52 - 11:55I'd get out my little bell,
and I'd say to my students, -
11:55 - 11:59our bodies are here,
but where are our minds? -
11:59 - 12:03Our mind might still be at lunch,
it might still be in math class, -
12:03 - 12:09and so, if one hand represents our mind,
and the other hand represents our body, -
12:09 - 12:12when I invite the bell, and we bring
awareness to our breathing, -
12:12 - 12:15our mind and body come together.
-
12:20 - 12:23(Bell rings)
-
12:26 - 12:29I listen, I listen.
-
12:31 - 12:32You are listening very deeply.
-
12:33 - 12:36You allow the sound of the bell
to penetrate into your body, -
12:36 - 12:38every cell of your body.
-
12:42 - 12:45(Bell rings)
-
12:45 - 12:47And when you breathe out, you say,
-
12:47 - 12:51this wonderful sound
brings me back to my true home. -
12:56 - 12:58To really be there in the classroom.
-
12:58 - 13:02I mean, your body can be there,
but your mind might not be there, -
13:03 - 13:05and when your mindful,
you're mind and body are there, -
13:05 - 13:07and you have more of a chance to really --
-
13:08 - 13:10If you're there,
you know who else is there, -
13:11 - 13:14you know you're there,
and you can have a real encounter, -
13:14 - 13:18true communication with someone else,
and real learning can happen -
13:18 - 13:21when there's two humans
who really connect with each other, -
13:22 - 13:23because they're both present.
-
13:24 - 13:28And that is a life-giving moment.
-
13:28 - 13:29Like Thay says,
-
13:30 - 13:34"The best gift you can offer
is your true presence." -
13:34 - 13:36So you have to start with teachers.
-
13:36 - 13:40You have to have teachers
who are themselves calm, centered, -
13:40 - 13:43able to really be there for the kids.
-
13:44 - 13:46So mindfulness is key,
and it starts with us, -
13:46 - 13:49it starts with being able
to come home to ourselves, -
13:50 - 13:53and really be there for ourselves,
-
13:53 - 13:57and then the moment of teaching
and learning becomes a -- -
14:01 - 14:06a really rewarding
experience of connection. -
14:07 - 14:09It has quality to it,
-
14:10 - 14:13because you're learning information
but you're learning to be a human being -
14:14 - 14:15at the same time.
-
14:20 - 14:23(Bell rings)
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14:26 - 14:30Dear friends, eating can be
a deep meditation also. -
14:31 - 14:36During breakfast time or lunch time,
we can stop our thinking. -
14:40 - 14:42When I pick up a piece of bread,
-
14:44 - 14:49I may spend one or two seconds
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14:49 - 14:52to recognize that it is a piece of bread.
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14:52 - 14:53That's mindfulness.
-
14:56 - 14:59And mindfulness has concentration in it,
-
15:00 - 15:03and one second
of mindfulness and concentration, -
15:04 - 15:08allows me to see that this bread
contains the whole cosmos. -
15:12 - 15:17The rain, the cloud, the earth,
-
15:18 - 15:22time, space, farmers, everything.
-
15:25 - 15:28When you put that piece
of bread into your mouth, -
15:29 - 15:31you're in touch with the whole cosmos.
-
15:32 - 15:39We can eat every morsel
of our breakfast or our lunch in that way. -
15:40 - 15:46And from time to time we stop eating
and we are aware of the co-practitioners, -
15:46 - 15:49the brothers and sisters
in the Dharma who are there, -
15:49 - 15:56that can help build the spirit,
-
15:56 - 16:01the energy of brotherhood
and sisterhood, joy and peace. -
16:07 - 16:10(Bell rings)
-
16:16 - 16:19In our Dharma discussion families,
-
16:21 - 16:24we just sit in a circle and we share -
-
16:25 - 16:29maybe 25 people that never
met each other before. -
16:31 - 16:34People get so much from this experience
-
16:34 - 16:38because we set it up in such a way,
-
16:38 - 16:43that everybody has a chance
to share and be listened to, -
16:43 - 16:47and the energy of concentration,
of listening, is quite profound. -
16:49 - 16:54We don't go into dialogue,
and we're not interrupted. -
16:56 - 17:01You don't get advice,
you get people sharing their experience, -
17:01 - 17:04and it may relate
to somebody else's experience. -
17:04 - 17:08You get authentic sharings from people.
-
17:08 - 17:12People open up, share from their heart,
what is going on for them, -
17:12 - 17:15what is their experience,
what is their difficulty, -
17:18 - 17:20what is their success,
-
17:22 - 17:27what they found to be helpful for them.
-
17:28 - 17:32So we exchange experiences
that are beneficial, -
17:32 - 17:34and also we get to --
-
17:37 - 17:43put down our load,
if we're having a difficulty. -
17:44 - 17:47A lot of healing takes place,
and people experience this feeling -
17:47 - 17:51of brotherhood and sisterhood
in this kind of circle, -
17:52 - 17:56in a way which seems miraculous.
-
17:57 - 18:02My Dharma discussions, I just cried
through every session of that, -
18:02 - 18:04because there was such sisterhood --
-
18:04 - 18:06we had a couple of brothers --
-
18:06 - 18:09but there was
such a sisterhood bond in there. -
18:09 - 18:12The sense of belonging to a community,
-
18:12 - 18:15that is something that happens
here in the retreat, -
18:15 - 18:19is so powerful and so inspiring.
-
18:19 - 18:22There's a tremendous support,
-
18:23 - 18:25a sense of safety,
-
18:26 - 18:29there's a protectedness
in the teachings -- -
18:29 - 18:33A sense of sacredness, a sense of --
-
18:36 - 18:37deep love.
-
18:41 - 18:47(Children sing)
-
19:13 - 19:16(Bell rings)
-
19:29 - 19:31After four or five days
-
19:32 - 19:35of just being in this collective energy
-
19:36 - 19:40of peace, quiet, mindfulness, ease,
-
19:40 - 19:44not having any projects to work on,
any meetings to attend, -
19:45 - 19:50just letting go of their thinking,
coming back to their breathing, -
19:50 - 19:53being aware of their body
and their emotions -
19:54 - 19:56for four or five days --
-
19:57 - 20:01I think they felt very touched
-
20:02 - 20:04that we care enough.
-
20:10 - 20:13That will always be a core part
of Wake Up Schools - -
20:13 - 20:15taking care of the teacher.
-
20:27 - 20:32(Heavy tribal drumming)
-
21:35 - 21:39There is a habit energy
in every one of us. -
21:40 - 21:42We're used to run.
-
21:46 - 21:50Usually, people don't like
to go home to themselves -
21:50 - 21:53and get in touch
with the suffering inside. -
21:54 - 21:59They are afraid of being overwhelmed
by the suffering inside, -
21:59 - 22:03so their usual way is to try
-
22:03 - 22:07to run away from their own suffering.
-
22:08 - 22:11They try cover up the suffering inside,
-
22:11 - 22:15their loneliness, their fear,
their anger and their despair. -
22:21 - 22:23For a teacher,
-
22:26 - 22:28for a school teacher,
the first thing to do -
22:28 - 22:31is to go home to himself or herself.
-
22:38 - 22:40The way out is in.
-
22:45 - 22:47Go back to oneself
-
22:49 - 22:53and take care of oneself.
-
22:54 - 22:57Learning how to generate a feeling of joy,
-
22:58 - 23:01learning how to generate
a feeling of happiness, -
23:02 - 23:04learning how to handle
-
23:05 - 23:06a painful feeling,
-
23:08 - 23:10a painful emotion.
-
23:11 - 23:12Listening to the suffering,
-
23:13 - 23:19allow understanding and compassion
to be born, and suffer less. -
23:20 - 23:21This is the first step.
-
23:22 - 23:26He or she has to do that,
that is the first step. -
23:27 - 23:29Five years ago my father passed away,
-
23:29 - 23:32and at that time I --
-
23:35 - 23:37it was a an aneurysm, very sudden,
-
23:38 - 23:39and so --
-
23:43 - 23:45I retreated.
-
23:46 - 23:48I can remember at that time,
-
23:51 - 23:53just, I don't know --
-
23:54 - 23:56people would try to get it out of me.
-
23:57 - 23:59My wife tried very hard
to have me talk about it. -
24:00 - 24:02I couldn't. I thought, I can control this.
-
24:03 - 24:06My rational mind thought,
I can control this experience. -
24:07 - 24:12But since that time, I lose my temper,
-
24:13 - 24:17I yell, raise my voice,
things have happened, -
24:18 - 24:21but coming here,
at the beginning of the retreat -
24:22 - 24:23Thay made a comment, he said,
-
24:24 - 24:27"Sometimes through the practice,
you can touch your suffering." -
24:27 - 24:29Well, I didn't really --
-
24:30 - 24:32I listened --
-
24:32 - 24:38but then, there was this sister leading
the 'mindfulness of the inner child'. -
24:39 - 24:43We had to visualize the inner child,
-
24:44 - 24:46take care of our fragility,
-
24:46 - 24:50and then she went on
to the mother inside of us, -
24:50 - 24:56and I love my mother very much,
that was a very painful time for her, -
24:56 - 25:00but, though I was trying to concentrate,
I found myself thinking, -
25:02 - 25:05move on, move on to the father,
move on to the father in me, -
25:06 - 25:09and there was --
-
25:10 - 25:14so I've caused suffering for my wife,
I've caused suffering for my children, -
25:14 - 25:18and for my students,
in not knowing about my anger. -
25:18 - 25:21I felt, that moment,
-
25:22 - 25:25that I actually had touched my suffering.
-
25:57 - 26:02It's because of all these people,
they have taught me so many lessons. -
26:02 - 26:06And it was very overwhelming for me,
-
26:08 - 26:09and I'm very grateful.
-
26:11 - 26:14We can speak about
the goodness of suffering. -
26:14 - 26:18If you know how to embrace suffering,
-
26:19 - 26:22to hold it tenderly,
to look deeply into it, -
26:22 - 26:27then you will be able to generate
the energy of compassion, -
26:27 - 26:28and understanding,
-
26:29 - 26:32which are the foundation
of true happiness. -
26:34 - 26:40It's like when you grow
lotus flowers, you need the mud. -
26:41 - 26:44Lotus flowers cannot grow on marble.
-
26:47 - 26:50Without the mud you cannot grow a lotus.
-
26:51 - 26:54The same thing is true
with happiness and suffering. -
26:55 - 26:57A good practitioner knows
-
26:58 - 27:02how to make good use of suffering
in order to grow happiness. -
27:03 - 27:05We get teachers in our retreats
-
27:05 - 27:08that want to come and learn
curriculums and techniques, -
27:09 - 27:15but in the end, we teach them
how to transform themselves, -
27:15 - 27:17and to bring about happiness
in their own lives. -
27:18 - 27:21That is more powerful
than any curriculum or technique. -
27:22 - 27:25Although it's important to teach
young people mindfulness, -
27:25 - 27:29it's even more important
to be mindful yourself, as a teacher, -
27:29 - 27:33because kids pick up
on what you embody, who you are, -
27:33 - 27:36much more than they do
what you tell them to do. -
27:36 - 27:41It's just fundamental
to any kind of teaching - -
27:42 - 27:46the teacher needs to master it
before they can share with the student. -
28:12 - 28:19(Chanting)
-
28:51 - 28:53This, being my first retreat,
-
28:54 - 28:58has been very eye-opening,
very heart-opening to me, -
28:59 - 29:02because I consider myself a skeptic.
-
29:03 - 29:09There's been a relatively small number
of studies, but they are powerful, -
29:09 - 29:12and they show that
mindfulness with young people -
29:13 - 29:16has very similar impacts
to mindfulness with adults, -
29:16 - 29:19where there's a very good evidence base,
showing, not surprisingly, -
29:20 - 29:23that young people's minds are the same
as adults' minds, essentially. -
29:23 - 29:26They show that mindfulness
appears to have an impact -
29:27 - 29:30on mental health, stress,
anxiety, depression. -
29:31 - 29:36It can help kids to learn more effectively
and that's very important for schools, -
29:36 - 29:39who may not be interested, sadly,
in the mental health side -- -
29:40 - 29:42but are always inspired by the idea
-
29:42 - 29:47of improved results, better learning,
better concentration and so on. -
29:48 - 29:52Mindfulness would appear
to improve that side of school, -
29:52 - 29:56and also appears to help kids to have
better relationships with one another, -
29:56 - 30:01to behave better, to be less impulsive,
-
30:01 - 30:04and to manage their emotions
more effectively. -
30:04 - 30:07I felt the difference in me
-
30:07 - 30:11of walking meditation every day,
-
30:12 - 30:15sitting meditation and guided meditation,
-
30:15 - 30:21and what that can do to increase
my ability to be open, -
30:21 - 30:27and my ability to notice
my reactions before they spill over. -
30:27 - 30:34So these changes are not just subjective,
they're actually visible on brain scans, -
30:34 - 30:36and I think that is really
quite influential -
30:36 - 30:40for the people who are wondering
whether there's any science here -
30:40 - 30:42or whether this is just wishful thinking.
-
30:43 - 30:46You can actually see
the physiological changes in brains. -
30:47 - 30:50(Bell rings)
-
30:55 - 30:58(Guitar music)
-
31:07 - 31:08Wow.
-
31:09 - 31:10It's amazing.
-
31:12 - 31:15Breathing in, breathing out.
-
31:15 - 31:20Just the image of so many people -
ordinary people, teachers, administrators, -
31:21 - 31:24really being inspired by these messages.
-
31:24 - 31:29Just the vision of all those people
sitting in the hall, meditating, -
31:30 - 31:31listening to Thay,
-
31:31 - 31:36the depth of discussion that happens
in the little Dharma groups we're in, -
31:36 - 31:41the way people open up to each other,
the honesty, the freshness. -
31:41 - 31:44It is just a real endorsement
of mindfulness -
31:45 - 31:51as a way of being, and a way
of helping people feel more authentic, -
31:52 - 31:57which is not always to be happy
in the sense of cheerful and smiley. -
31:57 - 32:00There's been a lot of tears,
there's been a lot of opening up, -
32:00 - 32:03but just renewing that sense of touching,
-
32:03 - 32:06touching the humanity
in everyone, and in oneself, -
32:06 - 32:09feeling part of a greater whole.
-
32:09 - 32:11It's just priceless.
-
32:11 - 32:16Experiencing that suffering is happiness
and happiness is suffering and -- -
32:20 - 32:24So our mindfulness is not just
a technique to be successful, -
32:25 - 32:27but it's a technique
to be a free human being. -
32:29 - 32:32If you stay with it the long enough
that will become its intention. -
32:33 - 32:39It's not just stress reduction
or being a successful student, -
32:40 - 32:44but it's actually coming
to the deepest of your suffering -
32:44 - 32:47and finding a way to be free from it,
-
32:48 - 32:51and to untie these knots
that are stuck in your mind. -
32:52 - 32:57This is more like the ultimate concern.
-
33:09 - 33:12I can do this, and I can share it.
-
33:12 - 33:18Coming here just made me more eager
and hopeful about a new school year, -
33:18 - 33:22and not to impose anything
I've learned on my students, -
33:22 - 33:25but to bring to them
a teacher that is happy, -
33:25 - 33:29a teacher that can find peace and joy
in being in the classroom. -
33:29 - 33:36I have tremendous hope for my future
and what I can do as a teacher. -
33:36 - 33:42To know that I can be a part
of this mindful movement -- -
33:52 - 33:55that can change the world.
-
33:55 - 33:57We've talked about that,
-
33:57 - 34:01the theme that happy teachers
can change the world. -
34:02 - 34:05It's the happy kids
that are gonna change the world. -
34:05 - 34:11We're just sort of a vehicle
to bring that movement wherever we go. -
34:12 - 34:16And the long-term project, thinking,
-
34:17 - 34:22as we could live like this,
and as we could practice this even more, -
34:22 - 34:24what an impact
that's gonna have on the world. -
34:25 - 34:28That's why we say: "Happy teachers
will change the world." -
34:31 - 34:35(Singing)
-
35:09 - 35:12If we are a happy teacher,
we are a mindful teacher, -
35:13 - 35:17and that mindfulness
ripples out around us. -
35:19 - 35:23(Guitar music)
-
38:08 - 38:18[for more information, please contact us at:
info@wakeupschools.org]
- Title:
- Happy Teachers Will Change the World
- Description:
-
A film by artist/ filmmaker Wouter Verhoeven for Wake Up Schools: Cultivating Mindfulness in Education, a global vision to walk the path of compassion, peace and joy in education through the practice of mindfulness.
This film shows teachers learning mindfulness, true transformation and happiness on our retreats. Please share it to help us reach out to as many teachers as possible—at all levels, worldwide—so that mindfulness, concentration and the insight to take care of difficult emotions may be available in classrooms everywhere. Be the change you want to see in the world, so that the children and students of today and tomorrow will become mindful, responsible, ethical and happy citizens of the global community.
- Video Language:
- English, British
- Duration:
- 38:19
Peter van de Ven edited English subtitles for Happy Teachers Will Change the World | ||
Peter van de Ven edited English subtitles for Happy Teachers Will Change the World | ||
Peter van de Ven edited English subtitles for Happy Teachers Will Change the World | ||
Peter van de Ven edited English subtitles for Happy Teachers Will Change the World | ||
Peter van de Ven edited English subtitles for Happy Teachers Will Change the World | ||
Wouter Verhoeven edited English subtitles for Happy Teachers Will Change the World | ||
Wouter Verhoeven edited English subtitles for Happy Teachers Will Change the World | ||
Peter van de Ven edited English subtitles for Happy Teachers Will Change the World |