Join the Mindfulness & Meditation 4 Series Workshop Bonus!

Theme:

Practical mindfulness for real educators- These sessions are designed to help you navigate real school days, not ideal ones.

When and Where:

Zoom Workshops (Live)

Join the live workshops every Monday at 5 pm central time, starting January 12th

*You will receive Zoom links via email the day before each call.

All live workshops will be recorded and available if you can’t attend in real time.

Details:

Each workshop will include regulation tools that can be used immediately.

Leave with a tiny, doable “experiment” to try all week (ie: a mindful pause tied to an existing routine, a short meditation, a grounding practice, etc.)

Experience a guided meditation at the end of each workshop.

Outline:

Workshop 1

What Mindfulness Actually Is (and why it helps under real school stress)

Educator lens:
Teaching is a high-demand, low-recovery profession. Mindfulness gives educators a way to pause inside the pressure, not escape it.

Core through-line:
Mindfulness isn’t another thing to add-  it’s the skill that supports better choices, emotional regulation, and follow-through under real-life (and real classroom) stress.

Key ideas:

• Mindfulness ≠ calm, quiet, perfect meditation
  (Especially not during the school year.)
• Mindfulness = attention + regulation + choice
• How mindfulness helps educators:
• • • notice stress before reacting to students or colleagues
    • become aware of all-or-nothing thinking (“I’m failing / this day is ruined”)
    • stay engaged even when motivation, patience, or energy dips

Weekly experiment example:
A 60-second pause tied to a daily transition (arrival, lunch break, dismissal).

Workshop 2

Mindfulness & Stress Management (nervous system recovery for educators)

Educator lens:
Educators are not able to remove stress from their days, however they can learn tools for recovery during the day.

Core through-line:
Stress isn’t the problem, lack of recovery is. Mindfulness gives you access to recovery in real time.

Key ideas:

• Stress is not a personal failure- it’s an occupational reality
• How the nervous system responds to chronic demands like:
• • • constant decision-making
    • emotional labor
    • being “on” all day
• Why willpower collapses when stress is high
  (and why this shows up as irritability, exhaustion, or zoning out)
• Simple regulation tools that work:
• • • between classes
    • during meetings
    • after difficult interactions
    • without needing silence, privacy, or extra time

Weekly experiment example:
A brief regulation practice after a predictable stress point (last class, staff meeting, car before driving home).

Workshop 3

Supporting Your Wellness Goals with Mindfulness (inside educator life)

Educator lens:
Sleep, food, movement, and health don’t exist separately from teaching… they are shaped by it.

Core through-line:
Your body is always giving feedback. Mindfulness helps you notice that feedback and respond with care instead of self-judgment.

Key ideas:

• How stress and exhaustion influence:
• • • sleep quality
    • food choices
    • movement
    • motivation and confidence
• Why pushing through is often rewarded short-term, and costly long-term
• How mindfulness helps educators:
• • • recognize early signs of overload
    • adjust before burnout sets in
• Why self-compassion improves consistency across all wellness goals
• Reframing:
• • • I fell off → I gathered information
    • missed routines → useful data

Weekly experiment example:
Noticing one body signal each day and responding with one supportive action.

Workshop 4

Sustaining a Practice & Weaving Mindfulness into Real School Days

Educator lens:
Sustainability matters more than intensity– especially in a profession with predictable high-demand seasons.

Core through-line:
Consistency doesn’t come from motivation. It comes from integration. Mindfulness works when it lives inside and/or compliments the life and routines you already have.

Key ideas:

• Integration and sustainability
• Habit stacking:  attaching mindfulness to existing routines
• Seasonal reality (January vs testing season vs end-of-year)
• How to keep a practice alive during imperfect weeks
• How personal regulation supports:
• • • classroom presence
    • patience
    • emotional modeling for students

Weekly experiment example:
Choosing one tool to integrate into classroom life & teach to your students.