apcampbell

I mentioned earlier
that compassion is a necessary condition in the teacher/student
relationship for a movement toward learner autonomy to be possible, not
to mention a healthy communicative learning environment.  I then
stated that ‘creative visualization’ practices could be helpful in
bringing about compassion, something that Matt just asked me to explain. 

There are two types of visualizations I practice on occasion before
entering the classroom, both of which are Buddhist in origin and were
learned during my explorations here in Asia. 

The first is a very common and wonderfully beneficial practice called metta,
which is performed by forming the image of individuals or groups of
individuals and wishing them well-being and happiness.  The mind
is a form of energy which, like all energy, vibrates.  As
teachers, if we enter the classroom with minds agitated by the common
and self-centered stresses of our busy days, we bring with us
vibrations
that communicate this stress to students intuitively.  If these
vibrations are strong enough, they block compassion and empathy from
coming into being.  Metta serves to focus the mind, generating
calmer, more loving and caring type of vibrations that students really
can feel.  Just spending a few minutes mentally picturing your
students and
wishing them peace, happiness, and a successful learning
experience can do wonders for the teacher/student relationship.

The second is a very powerful Mahayana practice called tong-len,
or the ‘exchange of self and other’.   This is performed by
taking on the perspective of another person, in this case a student or
a group of students.  I practice it by placing the center of my
consciousness inside a student’s mind, kind of like ’switching
places’.  I then try to experience what that student’s experience
in life must be like, feeling all the possible anxieties, the
complexes, the physical discomforts, and especially his or her
experience in the classroom.  I try to look at myself through the
student’s eyes and to experience the interaction with the
‘teacher’.   How does it feel to be in this classroom? 
What can the teacher do to help me feel comfortable and
communicative?  How do I experience the way the teacher speaks and
acts?   Exchange of self and other is particularly helpful
with problematic or troubled students.   It’s practice can go
a long way to bring compassion and empathy into the classroom,
conditions which greatly enhance the learning experience.

I wonder if anyone else knows of other such practices that help to
bring about compassion, empathy, caring, or loving?  If you
haven’t ever performed these, please give them a try.