The practice of mindfulness is described as an awareness that emerges through purposefully paying attention in the present moment, non-judgmentally (Kabat-Zinn, 1990). Practice usually entails attentional training, which is executed through meditation. Mindfulness meditation involves actively observing the present moment by attending to the breath, moment-to-moment, and without adding any meaning to the feelings and thoughts that emerge. This process assists people who observe the constant flow of information unfolding in the present moment and to systematically develop an ability to accept (instead of judge) the experiences that are encountered. Working with mindfulness meditation practices has been shown to lead to other multi-layered indirect benefits, such as compassion, self-compassion, and equanimity, which are parts of advanced mindfulness practice (Kabat-Zinn, 2003; Grossman & Van Dam, 2011). Interestingly, while benefits of mindfulness have been explored within higher education contexts, and improvements in achievement and mental health across student populations have been reported (e.g. Bennett, Egan, Cook, & Mantzios, 2018), the potential for teacher development and enhancement of teaching and learning has not been explored. Researchers have primarily focused on the health benefits within student populations (Bowen & Marlatt, 2009), while similar benefits have been observed in teaching staff when appropriate population-specific practices are put into place (Braun, Roesner, Mashburn, & Skinner, 2018). From simple and quick interventions (Mantzios & Giannou, 2018a, 2018b) to longer mindfulness programs (Beshai, McAlpine, Weare, & Kuyken, 2016; Gold et al., 2010), the evidence of mindfulness practices for health and well-being has been considerable in the past decade. However, are there any direct benefits to teaching and learning of students with more mindful teachers in higher education? In the next section, we put forward one example of how a mindful teacher could enhance active learning during core lectures and big groups of learners. Within higher education settings, the usual teaching practice is to embed more interactive and engaging material (such as videos, multiple-choice questions, different scenarios or case studies) in between the slides that hold the essence and the key

中文翻译：

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一位认真的讲师的体验性反思：探索提高高等教育中主动学习的能力

正念练习被描述为一种意识，它是通过在不加判断的情况下有意识地注意当前而出现的（Kabat-Zinn，1990）。练习通常需要注意力训练，这是通过冥想进行的。正念冥想涉及通过观察呼吸，时刻到时刻而积极地观察当前时刻，而不会对出现的感觉和思想增加任何意义。该过程有助于观察当前信息不断流动的人们，并系统地发展接受（而不是判断）遇到的经验的能力。研究表明，与正念冥想做法一起使用可带来其他多层次的间接收益，例如同情，自我同情和安宁，这些都是高级正念练习的一部分（Kabat-Zinn，2003； Grossman＆Van Dam，2011）。有趣的是，虽然在高等教育环境中探索了正念的好处，并且据报导了学生群体的成就和心理健康有所改善（例如Bennett，Egan，Cook和Mantzios，2018年），但教师发展和加强教学的潜力和学习尚未探索。研究人员主要关注学生群体对健康的好处（Bowen＆Marlatt，2009），而当采取适当的针对特定人群的实践时，在教职员工中也观察到了类似的好处（Braun，Roesner，Mashburn和Skinner，2018年）。 。从简单而快速的干预措施（Mantzios＆Giannou，2018a，2018b）到更长的正念计划（Beshai，McAlpine，Weare和Kuyken，2016年；Gold等人，2010年），在过去十年中，有关健康和正念行为的证据很多。但是，在高等教育机构中，如果有更细心的老师，对学生的教与学有直接的好处吗？在下一部分中，我们将举一个例子，说明一位正念的老师如何在核心讲座和大量学习者中增强主动学习。在高等教育环境中，通常的教学做法是在包含要点和关键的幻灯片之间嵌入更具交互性和吸引力的材料（例如视频，多项选择题，不同的场景或案例研究）在高等教育中拥有更细心的老师，对学生的教与学有直接的好处吗？在下一部分中，我们将举一个例子，说明一位正念的老师如何在核心讲座和大批学习者中促进主动学习。在高等教育环境中，通常的教学做法是在包含要点和关键的幻灯片之间嵌入更具交互性和吸引力的材料（例如视频，多项选择题，不同的场景或案例研究）在高等教育机构中，如果有更细心的老师，对学生的教与学有什么直接的好处？在下一部分中，我们将举一个例子，说明一位正念的老师如何在核心讲座和大量学习者中增强主动学习。在高等教育环境中，通常的教学做法是在包含要点和关键的幻灯片之间嵌入更具交互性和吸引力的材料（例如视频，多项选择题，不同的场景或案例研究）