Susan Picascia
Forum Replies Created
-
Posts
-
I feel prepared enough to be a beginner teacher/instructor. The one on one meeting with our teacher, Susan, provided feedback that helped increase the logical flow and the impact of my language use of my instruction. This feedback was exactly what I needed to build on my understanding of the instruction. I am also aware that giving this simple instruction over and over again will build my confidence over time. Equally important to me is the opportunity giving the instruction provides for deepening my own practice of Buddhism. We are “rousing the aspiration to be of benefit” not just for students but for ourselves.
Hi Rosie,
I especially appreciate that you highlight we are in a process of becoming a better and better teacher over time (more knowledge, more confidence, more humility, etc). To trust this process of building competence. It’s a reassuring message. Thank youThank you, Stina for your knowledge and the summary of the teaching nuggets. Helps me build confidence! Susan P.
I worked through my relationship with money when I became self employed and built a consulting business/private practice over many years. It took awhile to no longer be afraid of money and I feel very good that I took myself seriously about earning, investing, saving, spending money so I could take charge of my financial life. I separate out monastic meditation teaching from lay teaching…all the stuff Susan raised about Dana, etc. As a lay person, I feel it is acceptable to charge as long as you have a solid background in meditation education, experience and expertise. And that the fee is equal to that education and what is being offered. Then, fees are set with ethical intention. I really respect what Mako said about money being a practice. That’s been true for me.
I respect the need to earn a living-especially for women. Ethics around it has more meaning to me than the fact of charging. We don’t need to give away our expertise to be a good or humble person. However, we do need to have ethical intentions. Money is important for self esteem, security, generosity, Maslow’s hierarchy of needs, etc. It’s a good thing to have enough. And it’s a good thing to share enough.Hi Mary Beth, stage of life and tax complications! I identify with both of those. Both of those will influence my decision, also.
Thank you, Dawa for all you say. To be reminded “Clear is kind” means a lot. I have had so fewer “problems” setting fees with people when the number just rolls off my tongue because I know I am worth the fee (experience, education, study, practice), because I know the fee matches my experience level, and I know the fee is fair. Clear and kind. A good aspiration!
Hi ELizabeth, the CEU’s on line are enough to deaden any interest in learning in my experience! I have all the symptoms you have after spending time in this way of learning and my remedy is to try to find CEU workshops/retreats/courses that have some focus on Buddhism (James Baraz offers one thru Spirit Rock), mindfulness, meditation, mind body – anything that might have some aliveness to it. Thank you for mentioning this post covid way of learning which I find so deficient!
Hi Mary Beth, thank you for the Peter Block book heads up. This is a subject on my mind at this time so I will read it. Be well, Susanb
What comes to my mind is trust. The trust that the teacher has competence in the subject matter. Trust that the teacher has the skills to manage group participation in a group learning environment. Some humor. Some kindness. Time (the clock) is well kept. Comfortable seating! A sense one can settle in and focus on learning. Lighting matters too! I will go back to my previous two examples from last weeks question:
Ideal learning: one on one dokusan with teacher: the physical environment fit the reason for being with a teacher. A clean, well lit, private, two chairs with just the right amount of distance between them and the clock attended to by the teacher. Less than ideal dokusan: the teacher noticeably in over his head to skillfully address my question (as the student) and noticeably no skill at handling himself at realizing he was in over his head. So, I think in general my ideal learning environment includes, trust I am safe in an environment to my liking! And trust the teacher has competence. Less than ideal: the absence of those qualities. Though I also will say I have at times learned the most when none of these qualities were present. For instance, camping out in a Himalayan village hospital (in Nepal) in a pup tent on the ground. And, waking up to the village children surrounding the tents doing their homework while they waited for us (the foreign volunteers to their village) to wake up! Nothing was less than ideal at that moment: not even the lack of clean water or western toilet……I have two experiences with zen teachers in dokusan as a student. Oddly enough, one teacher was the student of the other teacher. Yet, there styles were quite different. One experience was the beauty of sitting in dokusan with a teacher who could attune, listen, maintain the container with warm heartedness and equanimity. I left with a full heart feeling nourished. The container was safe, boundaried and had a beginning, middle and end. Yet, the roles of teacher and student made it clear this was not a friendship. The experience was neither remote or too close. A gift.
The other experience was with a teacher who I did not experience as comfortable in his own skin. The subject matter I brought to the dokusan was serious and he was physically uncomfortable. He met out in the open space of the zen center with no container and no privacy. He kept a distance by responding to me with pithy remarks. Many signs of remoteness were in play. And the conversation ended with no beginning, middle, or end. I left feeling bewildered, surprised at the stance taken by the teacher and left with the feeling of nihilism we have touched on in class. The meeting left me with doubts about the benefits of Buddhist study. I worked those feelings out with no help from the teacher. Except seeing clearly teachers are just people. As Pema would say, “just like me.”Hi Elizabeth, I identify with your use of balance as the intention along with attuning to the specific student and their relationship with you. Boundaries that are there, not rigid, yet, clear help me balance-even with close women friends….thank you!
Hi Cheryl, the power of intention is clear in yours of being in GA by end of October!
I feel happy for you…..Hi Joe, thanks for underscoring the value of sangha. I think it brings the teachings to life and keeps us motivated to keep studying and applying Buddhism to everyday life and to our personal evolution. I am in 4 sanghas! Each brings something different…..
The article on Paramitas edited by Judy Lief really helped me understand the transcendent nature of practicing the paramitas: “Paramita practice is based on the realization that there is no individual here seeking individual little goals.” We are more learning/practicing human decency, how to be in the world, and how to help others who are suffering. This alone needs contemplation for a while! On the personal level, my mother in my 6th grade school year book wrote: “Susan, patience is a virtue.” She wasn’t wrong. This has been primary in my personal development, growth and buddhism practice. The biggest area of growth for me has been “don’t add your own destructiveness to the mix.” Practicing this “aspiration” little by little, has led me to like myself more and have healthier relationships with everybody….so grateful. And staying mindful of “Discipline” has taught me so much: competence, self respect, staying the course, letting go. To now know better, that all the Paramitas as a whole, interact, interface, build on each other and create a worthy path…..so grateful
