Those of us who have young children and some time to spare may wonder what kind of contribution to make in the schools they attend. Having made the same pizza at least thirty times with excitable eight-year-olds, I found my desire to help with Arts and Crafts quickly satiated. There was always more flour on the floor than in the pizza, and clearing up was never one of the kids stronger interests. Inspiration came quickly at this point. Buddhism! At least there's no mess to clear up, in a tangible way, at least.
Some weeks later, having received much supportive guidance from Throssel Hole, I had my package ready to roll. The school was moderately interested, in a polite way. But somehow the session got repeatedly cancelled. "We don't want to give a religious message too strongly", the Headmistress pointed out. Dismayed, I almost gave up.
The OFSTED report provided new enthusiasm - the school was criticised for it's poor religious education, and self-development activities. I decided to approach the subject differently..., and spoke to the Headmistress about some "self-awareness" training. Interest appeared to be quite high. I got a new package together. Briefly it involved beginning the session with some listening activities-Tibetan bells, the sounds around them, and then moving on to listening to "inside"..., their feelings and sensations. We then turned to a discussion of why self-awareness might be important, and ended with a brief meditation instruction, a meditation exercise, and a discussion of the children's' (10-year-olds) preliminary impressions.
This was my first attempt at such an endeavour - I'd done quite a lot of things with children, planting plants, and even singing to them - but this was new and I had no idea how they were going to react. My first group of six were hand picked by the teacher for being keen and enthusiastic students. I had an easy start. However, even as the time wore on, and I began to receive the more difficult children ("You sit there and you sit there, and if there's any trouble at all Ms Jones will call me!")
"So why do you think I've come to talk to you about self-awareness, why is it important?" I asked, thinking the answer must be obvious by now. "Because you're bored, Miss?" one pupil offered. "Because we need to listen to the teacher more?" "So we can tell when the Police are around?" one boy from a slightly rougher background added.
I was surprised that meditation was not a completely new idea to most of the children. Some mothers had already begun to teach their children how to do it The saddest story came from one boy whose mother had taught him meditation as a gift before she died of cancer. "When I meditate, I talk to her", he explained Another mother had bought a meditation pack and was using that with her children. But those whose parents did not practise, still had popular culture to rely on - some spoke of the martial arts - and others of videos they had seen - Ace Ventura Pet Detective, being one rather well known one. In one group I decided to go with it when they all put their hands up in the air and began to hum, as Ace Ventura himself had. OK, so why did Ace Ventura meditate? I asked. "To find the bat?" "No, no it was because he lost his pet racoon." another child added. Realising my mistake I quickly suggested another line of enquiry. (You'll have to see the vid now!).
So what were their impressions?
I have to say that the length of the meditation was extremely short - just a minute. And this I think was appropriate. Children needed to feel that they were doing a task that would be over soon if it was hard for them - there would be opportunities to extend the period, I hoped, if they enjoyed it.
And enjoy it I think they did. Many times they asked to continue the session "Can we do it for a whole hour?" "Can we do it all day please?' No one wanted to leave the session at the end. Some described feeling "Peaceful," "Calm". One boy described his experience as follows "I felt that all my bad feelings packed their suitcases and went out of my ears. "I have to say there was considerable interest in the incense stick and candle, especially getting a chance to light it or blow it out. And sometimes this felt quite out of control!
On the whole though, I felt very positive about the response and a certain pleasure when a mother approached in the playground to thank me for helping her daughter through her exams; "She was so nervous.... but after she saw you she sat in her room every morning burning incense, and I think it calmed her down."
Where next? I am hoping that I might pluck up the courage to suggest a workshop for teachers on teaching meditation to children. They might also try it out themselves and see the benefits. Perhaps a subtle Change in the whole school culture might come about.
If you are interested I can recommend an excellent book, "Teaching Meditation to Children" by David Fontana and Ingrid Slack (Element Press). Throssel Hole also provide a 'Teachers pack' on Buddhism which provides many helpful ideas. Good Luck.
