Teaching with Presence: THE FOUR PILLARS

Becoming a Mindful Teacher: Learning to Lead by Example

I used to think that being a teacher was all about teaching lessons, grading papers, and managing the classroom. And while those things are still part of my day-to-day, something shifted when I started asking myself a deeper question:
Am I truly ready to be a role model for my students?

That question has stayed with me. Not in a way that pressures or burdens me, but as a gentle nudge toward awareness---a reminder that what I do in front of my students often speaks louder than what I say.

That's how I began my journey toward becoming a mindful teacher.

The Sound That Changed My Pace

One of the most surprising practices I've learned is using the mindful bell. At first, it felt awkward---pausing a lesson, asking students to breathe, listening to a small sound fade into silence. But slowly, I started to feel the power of it. That small chime gives us permission to stop; to breathe; to reset.

There are days, of course, when I hear the bell but don't truly listen. I let it ring, but my mind races ahead to the next instruction, the next deadline. It's easy to fall into the habit of treating the bell as a routine or a signal, rather than what it really is: an invitation to return to the present moment. I've come to realize that as teachers, we sometimes forget---or even ignore---the essence of the sound, especially when we're caught in the momentum of a busy day.

But the more I practice, the more I recognize how much I need that pause. Sometimes I ring the bell for the students, but often, I realize it's me who needs the pause most. It's become my way of reminding myself that I don't need to rush through teaching---I need to be present for it.

Teaching Through the Four Pillars

Over time, I've come to understand that teaching isn't just about delivering information. It's about nurturing something much deeper---in myself and in my students. That's why I hold on to what I now consider the four essential pillars of being an educator: Knowledge, Skill, Attitude, and Mindfulness as introduced by my senior colleague, Dr. Y.L. Sunardiono, on the graduation occasion of SMA Ekayana Dharma Budhi Bhakti.

• Knowledge is the foundation. It's what we teach---facts, concepts, and ideas. But it's not just about knowing the material; it's about staying curious, continuing to learn, and being willing to say "I don't know yet." I've learned that my willingness to grow intellectually gives students permission to do the same.
• Skill is how we teach. It's in our planning, our methods, how we explain a concept, how we adapt when students don't understand. It includes classroom management, time management, and the ability to listen. Teaching is an art and a craft---and like any craft, it needs sharpening over time. Every lesson becomes a chance to refine how I reach others.
• Attitude is who we are. It's in our tone of voice, our body language, our patience---or lack of it. It's the energy we bring into the room. I've come to believe that attitude can either build or break trust with students. They may forget what I teach, but they will always remember how I made them feel. My attitude is the invisible message I send every day, with or without words.
• Mindfulness is how I stay grounded. It's the invisible thread that holds the other three pillars together. Without mindfulness, I risk teaching on autopilot---saying the right things but missing the moment. Mindfulness helps me notice when I'm losing connection, when I need to slow down, or when a student needs my full attention. It brings me back---not just to the lesson, but to the people in front of me.

These four pillars don't stand alone; they support one another. When I strengthen one, the others grow with it. And when I overlook one, the balance of the others often starts to fall apart. As teachers, we need to keep developing in all four---not for perfection, but for presence, growth, and joy in our work.

At first, I thought these pillars were goals just for my students. I encouraged them to study well, practice skills, show good character, and stay focused. But over time, I realized---how can I expect my students to build these if I am not also working on them myself?

Leading from Within

Now I ask myself often: Am I learning something new (Knowledge)? Am I sharpening how I communicate and handle challenges (Skill)? Am I checking my mindset when I enter the room (Attitude)? Am I fully present with my students (Mindfulness)?

Students don't just learn from what we assign---they absorb who we are. They watch how we respond to stress, how we treat others, how we handle mistakes. They pick up on our energy, our mindset, even our unspoken beliefs about learning and growth. Every day, in ways we might not notice, they're learning from our habits, our tone, our presence. We teach content, yes---but more importantly, we teach through our character. That's why our inner work as teachers matters just as much as our lesson plans.

When I ask them to be curious, I must first be curious.
When I ask them to be respectful, I must show respect---even when I'm frustrated.
When I want them to focus, I must model presence---not distraction.
When I ask them to grow, I must grow too.

A Shared Journey

Being a mindful teacher doesn't mean I never make mistakes. It means I'm willing to reflect. To pause. To adjust. It means I treat my own learning process with compassion, the same way I hope my students treat theirs.

Each time I ring the mindful bell---literally or in my own heart---I'm reminded that I'm not just teaching students to get through school. I'm teaching them how to learn, live, and lead. And to do that well, I need to live those lessons too.

We grow together---student and teacher---not in perfect harmony, but in shared effort.

And that, to me, is the heart of teaching.