In teaching L2B, we use a process of guided discovery. The structure of the sessions builds on progressive themes that are best suited to inductive methods that support inquiry and experiential learning. In other words, don’t be a talking head; Help STUDENTS DISCOVER THINGS ON THEIR OUR. You can scaffold students’ understanding by making connections explicit when appropriate: using real-time, present-moment examples; assisting students in noticing relationships between the class discussion and their lives; and supporting the application of ideas and practices to daily living.

Overall, teachers should model the attitudes of curiosity and nonjudgment described by Kabat-Zinn (2013), because teaching mindfulness requires a shift from top-down, content-heavy instruction (pedagogy of knowledge) to a style that facilitates awareness (pedagogy of curiosity). Thus, striving to be aware of present-moment experiences in the classroom and maintaining that focus using questioning directed toward noticing and exploring feelings, sensations, and their patterns are important features. There is less teacher talk compared to student talk during lessons, as teachers model patience with the process of cultivating mindful awareness. Don’t worry about doing everything. There are no tests. A critical teacher practice involves the willingness to be accepting of uncertainty and even of unpleasant experiences without reacting or needing to change or fix things immediately. Overall, prioritize and save time for the actual mindfulness practice.