Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Page 136

Domain 1: Coverage, pacing and organisation of
session curriculum
Five key features need to be considered when assessing this domain:
(i) adherence to the form of the program and coverage of themes and
curriculum content
(ii) responsiveness and flexibility in adhering to session curriculum
(iii)appropriateness of the themes and content (to stage of program
and to the participants)
(iv) level of organisation of teacher, room and materials
(v) the degree to which the session flows and is appropriately paced
Mindfulness-based teaching requires that time is given to exploring
important issues with sensitivity and simultaneously that time is used
in an intentional and focused way. Effective coverage and pacing of
the session curriculum offers an opportunity to embody the
possibility of balancing working responsively with the present
moment whilst holding an awareness of overarching intention. Skilful
teaching therefore requires a dynamic balance between staying with
the core intention for the session and responding to the spontaneity
of the moment.
Generally, the teacher will have a session plan to work to with
approximate times allotted to each part of the session curriculum. A
key skill is to hold this plan flexibly and lightly, to enable appropriate
responsiveness to the moment.
This is particularly emphasised in teaching MBSR, where content is
transferable both between and within sessions. The main requirement
is that the session themes are conveyed. A teacher may appropriately
decide to drop a particular planned exercise should the material be
naturally arising through other aspects.

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