Page 161 - YBAM 50th Anniversary Souvenir Magazine

Chart 3 shows the number of students feeling ‘Calm’ when checking in and out of WY: 谢谢你教我怎么让自己轻松 (Translation: for planning and organising effectively.
each session. The average number of students who check-in with ‘Calm’ is 1.5 and Thank you for teaching me how to relax myself) Not only does it affect their learning but
6.6 at checkout; an average of 5.1 stickers.
also the wellbeing of a growing child.
Chart 3: Calmness level of each Session BE: I like mindfulness class because I can learn

to keep my mind calm. I like the part where we Children who identified their emotions
lie on the floor and rest, that can keep me calm as ‘lousy’ or ‘don’t know’ (unsure of their
and peaceful. I feel happy and calm every time emotion) tended to link these mental
at home and in school. I can manage myself states to being sleepy and/or tired in their

when I am angry. narrations. These qualitative data showed
that some children were exhausted, which
XY: I love the mindfulness class ~ I like the potentially would be detrimental not only
mindfulness eating, I am happy and relax at to their learning but also their quality of

of wakefulness of mind, alertness- an which helps one to develop a kinder intra class and at home. life in school. Because at that time, these
intrinsic awareness. Mindfulness practice and inter relationship. While Mindfulness mental states were felt ‘internally’, and the
is usually directed to a specific ‘anchor’ meditation creates a ‘still quiet place’, Some Unseen problems children did not display any behavioural

such as the breath, body sensation or LKM enhances this place with warmth The study highlighted a worrying problems, their ‘voices’ would often have
mental content which serves as a means and love and so enables one to stay observation. In their choice of ‘Worried’ been unheard and hence their issues
of ‘coming back’ to the present moment longer in this quiet place. sticker, the children were worried to be would have been left unattended. This
and may further leads to calmness and late for school and the impending school means that these children could be at risk

stability. The Programme tests/examinations. While some degree without any display of disorder and would
M.I.L.K. was conducted twice-weekly over of stress may be helpful for academic be suffering without any help. This is an
Loving Kindness is a ‘state of mind which eight weeks, with a total of 60 minutes of achievement; studies show excessive area that certainly calls for further probing.
aspires that all sentient beings may enjoy activity-based learning per week. It has and sustained stress damages the

happiness’ and compassion, ‘the wish three key components namely, calming architecture of the developing brain which
that all sentient beings may be free from handicaps the abilities for learning, for A full copy of the thesis can be obtained at email:
sufferings’. In written letters at the end of the holding information, for reaching flexibility shifaxun@yahoo.com.sg
programme, the children appreciated the and creatively, for focusing attention, and

Loving Kindness Meditation (LKM) is a experience for helping them to be ‘calm’,
technique to cultivate and habituate the ‘peaceful’, ‘happy’, ‘rest’ and ‘relax’.
mind to have good will towards self and Below are some of their narrations:
others especially in the mist of suffering.

The commonly used method is to focus DS: Thank you for teaching me to love myself
on good will and send good wishes by and relax, please come back!
generating silent phrases such as ‘May
I/you be well and happy’, ‘May I/you be YX: Yes, I like the lesson because it makes

free from fear and worry’. It is a way of me peaceful….I am managing myself tire.
learning to soothe oneself and feel safe [managing my tiredness]
158 159

50 YEARS OF DHARMA PRO PA GATION CO NTINUING THE MIS SION IN THE 5G ER A