Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Page 175

direct experience of the group, so that any didactic material is
‘woven’ from lived experience – the teacher collaborates with
participants to link direct observations of experience to learning
relevant to the participant and to the aims of the program. When
teaching didactically the teaching is brief and clear, engages all
elements of experiencing (thinking, sensing and feeling) and
encourages interactive responses from participants’ own
experience.
o Playful, alive and responsive – the teaching is engaging and
inspiring; the participants and the teacher are mutually engaged in
a creative exploration of the material; it is a highly ‘in the moment
process’ – the teacher is responsive to the material as it arises in
the moment rather than working from a plan or script; the teacher
supports participants in navigating towards dimensions of the
material which are highly relevant to the immediacy of
participants’ experience; the teacher shows skill in deflecting
participants from getting stuck in their stories, and instead keeps
the focus on immediate experience.
o Use of teaching aids – teacher makes skilful and appropriate use
of flip chart or other teaching aids (the provision of appropriate
teaching aids is assessed in Domain 1 Coverage, pacing and
organisation of session curriculum; the use of these aids is
assessed here). The teacher integrates direct experiential teaching
with teaching drawn from other sources e.g., stories, poetry and
quotations, which point to other ways of experiencing.
(v) fluency – teacher conveys ease, familiarity with and confident
knowledge of the material
o Ease – the teacher is clearly at home within the material.
o Familiarity with the material – the teacher clearly knows what they
are teaching, and is able to move around flexibly within its
territory.

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