using the arrow buttons.
by clicking on the page.
the page around when zoomed in by dragging it.
the zoom using the slider when zoomed-in.
by clicking on the zoomed-in page.
by entering text in the search field, and select "This Issue" or "All Issues"
by clicking on thumbnails to select pages, and then press the print button.
displays sections with thumbnails and descriptions.
displays a slider of thumbnails. Click on a page to jump.
allows you to browse the full archive.
about your subscription?
Lions Roar : January 2007
SHAMBHALA SUN JANUARY 2007 70 for children, she says. “Students are multitasking, sitting in front of TVs and videogames. They are often very distracted. Very simple things like starting each class with a bell and having students focus on their breath help train their ability to attend to a task and can help transitions be much smoother.” The variety of exercises and practices Wallace uses—including body scanning, paying attention while eating, visualizing a safe place, and generating thoughts of loving-kindness for relatives, friends, and others—also bring children physical and mental health benefits. “Children today have a lot of stress and a lot of problems with overeating,” she says. “There is more and more be- ing written on the negative effects of multitasking on attention and learning. With these techniques, we can actually train children to notice tightness and pain, how stress shows up in their body. They can learn to slow down and notice their bodily sensations, including actually noticing when they are eating. It also helps with their meta-cognition, their ability to stop and reflect on their own thinking. They are learning that they are not their own thoughts.” Other programs, Wallace says, “told kids to stop and think, but the kids did not have the resources to stop their thought pro- cesses or their rapidly rising emotions. Contemplative practices help them to stop and get a different perspective, and then make a choice. Rather than imposing any belief on them, as some people might believe these practices do, it is quite the opposite. It asks them what their beliefs are and teaches students how to access them.” Many programs that Wallace has tried in the past, with names such as “refusal skills, bully-proofing, and silent major- ity,” amounted to “teachers telling students what steps to follow, working from the outside in.” By contrast, Wallace says, “Contem- plative practices provide a missing component, a perspective out- side their regular thoughts and emotions that allows students to focus and center and ground and calm themselves, so they can ac- cess their inner knowledge.” She quotes a student who was afraid of forgetting during a test saying, “My mind went blank, so I used my breathing and then I could remember,” and another who felt embarrassed about her own body: “I used my anchor breath to- day because this boy always calls me ‘bunny ears.’ I calmed down and said to myself, ‘These are the ears God gave me and I’m go- ing to keep them.’”