智慧行动挑战营“传承之风”——关于小组会议的引导语
WIA Winds of Transmission — Group Meet-Up Prompts
These are the prompts for the teacher leading each weekly group meet-up of the Wisdom in Action Challenge: Winds of Transmission. Each meet-up is one hour. Use these prompts to hold space for the cohort’s shared reflection on the week. As the leader, your role mirrors the teacher’s role in the daily classes: hold the container, cue once and pause, let the silence work. Do not over-explain.
以下是老师在每周“智慧行动挑战营：传承之风”小组会议中将使用的引导语。每次会议时长为一小时。请利用这些引导语，为小组成员共同反思当周内容留出空间。作为带领者，你的角色如同日常课堂中的导师角色：守住容器，只给出一次口令、然后暂停，让静默发挥作用；切勿过度解释。
第一周 — 如何表达：口令与同意（如镜的智慧） · Week 1 — How to Speak: Cueing & Consent (Mirror Wisdom)
Introduction (10 minutes)
开场环节（10分钟）
a. Welcome and Settle In (2–3 minutes)
Begin by warmly welcoming everyone to this week’s gathering.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
a. 欢迎到场，稍作安顿 （2-3分钟）：
* 首先，热情欢迎大家参加本周的小组讨论。
* 邀请学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、相互支持的氛围，让每个人都感到安全，愿意分享。
* 首先，热情欢迎大家参加本周的小组讨论。
* 邀请学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、相互支持的氛围，让每个人都感到安全，愿意分享。
b. Set the Intention (2–3 minutes)
Share the purpose of this gathering: to reflect on their first week of teaching and being taught with Mirror Wisdom — cueing, consent, and the timing loop.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Mirror Wisdom and Section Three of the manual — cueing, consent, the timing loop, and repair.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Mirror Wisdom and Section Three of the manual — cueing, consent, the timing loop, and repair.
b.设定意图（2-3分钟）：
* 分享本次小组会议的目的：请学员回顾第一周：如镜的智慧的教授与学习——口令、同意和时间循环。
* 邀请学员以开放和好奇的态度参与本次会议，在分享过程中互相支持。
* 明确本周的重点：如镜的智慧及手册的第三章——口令、同意、时间循环与修正。
* 分享本次小组会议的目的：请学员回顾第一周：如镜的智慧的教授与学习——口令、同意和时间循环。
* 邀请学员以开放和好奇的态度参与本次会议，在分享过程中互相支持。
* 明确本周的重点：如镜的智慧及手册的第三章——口令、同意、时间循环与修正。
c. Inspiration (4–5 minutes)
Offer a brief reflection on this week’s wisdom and the manual section it corresponds to.
Quote: “When the wind stabilizes, the mind clears.” — LN2 teaching
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
Quote: “When the wind stabilizes, the mind clears.” — LN2 teaching
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
c. 启发（4-5分钟）：
* 简要回顾本周的智慧及手册的相应章节。
名言：“风息平稳时，意识便会变得清明。”——LN2教义
* 需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
* 简要回顾本周的智慧及手册的相应章节。
名言：“风息平稳时，意识便会变得清明。”——LN2教义
* 需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
2. Student Sharing (45 minutes)
Guide the group through reflection based on this week’s daily challenges. Use the following prompts to inspire discussion and encourage participation. You do not need to use all of them — choose what is alive in the room.
How did it feel to step into the role of today’s teacher — or to take class as a steady student — this week?
Where did you catch yourself stacking cues to manage your own nerves, whether teaching or practicing?
What was your one consent line this week, and how did it land in the room?
Where did the timing loop — cue, pause, watch, one refinement — reveal something about your default pace?
What did Mirror Wisdom show you about your own habits in cueing or in receiving cues?
What is one cueing or consent habit you are dropping before next week?
How did it feel to step into the role of today’s teacher — or to take class as a steady student — this week?
Where did you catch yourself stacking cues to manage your own nerves, whether teaching or practicing?
What was your one consent line this week, and how did it land in the room?
Where did the timing loop — cue, pause, watch, one refinement — reveal something about your default pace?
What did Mirror Wisdom show you about your own habits in cueing or in receiving cues?
What is one cueing or consent habit you are dropping before next week?
2. 学员分享（45分钟）
引导小组回顾本周的每日挑战。使用以下引导语来激发讨论、鼓励参与。不必使用全部的引导语——只需选择最适合现场的引导语即可。
* 本周作为当日老师走进角色 — 或作为学生稳稳上课 — 是什么感受？
* 在教学或练习过程中，你发现自己什么时候会为了缓解紧张而叠加使用口令？
* 本周你使用的一句同意语是什么？这句话如何影响了课堂？
* “口令、停顿、观察、调整一次”这一时间循环，在什么时候揭示了你的默认节奏？
* 如镜的智慧让你对自己的口令或接受口令的习惯有了哪些新的认识？
* 在下周之前，你打算改掉口令或同意语方面的哪一个习惯？
* 本周作为当日老师走进角色 — 或作为学生稳稳上课 — 是什么感受？
* 在教学或练习过程中，你发现自己什么时候会为了缓解紧张而叠加使用口令？
* 本周你使用的一句同意语是什么？这句话如何影响了课堂？
* “口令、停顿、观察、调整一次”这一时间循环，在什么时候揭示了你的默认节奏？
* 如镜的智慧让你对自己的口令或接受口令的习惯有了哪些新的认识？
* 在下周之前，你打算改掉口令或同意语方面的哪一个习惯？
结尾（5分钟） · 3. Closing (5 minutes)
a. Appreciation and Inspiration (1–2 min)
Thank the group for their openness and willingness to teach and to be taught this week.
Offer inspiration to continue carrying the Winds of Transmission forward.
Offer inspiration to continue carrying the Winds of Transmission forward.
致谢与勉励（1-2分钟）：
* 对大家在本周教与学过程中的敞开与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
* 对大家在本周教与学过程中的敞开与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
b. Encouragement (1–2 min)
Encourage participants to continue teaching, taking class, and journaling — both roles are training.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
鼓励（1-2分钟）：
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
c. Closing Invitation (1 min)
Invite everyone to reflect on one takeaway from today’s discussion.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
结尾邀请（1分钟）：
* 邀请每个人思考今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
* 邀请每个人思考今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
第二周 - 如何带领：节奏、静默与注意力（平等的智慧） · Week 2 — How to Lead: Pace, Silence & Attention (Equal Wisdom)
开场环节（10分钟） · Introduction (10 minutes)
a. Welcome and Settle In (2–3 minutes)
Begin by warmly welcoming everyone to this week’s gathering.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
a. 欢迎到场，稍作安顿（2-3分钟）：
* 首先，热情地欢迎大家参加本周的小组讨论。
* 邀请学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、互相支持的氛围，让每个人都感到安全，愿意分享。
* 首先，热情地欢迎大家参加本周的小组讨论。
* 邀请学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、互相支持的氛围，让每个人都感到安全，愿意分享。
b. Set the Intention (2–3 minutes)
Share the purpose of this gathering: to reflect on their second week of teaching and being taught with Equal Wisdom — pace, silence, and attention.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Equal Wisdom and Section Four of the manual — pace as leadership, silence as integration, triangulated cueing, and discipline.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Equal Wisdom and Section Four of the manual — pace as leadership, silence as integration, triangulated cueing, and discipline.
b. 设定意图（2-3分钟）：
* 分享本次小组会议的目的：请学员回顾第二周：平等的智慧的教授与学习---节奏、静默与注意力。
* 邀请学员以开放和好奇的态度参与本次会议，在分享过程中相互支持。
* 明确本周的重点：平等的智慧与手册的第四章——，节奏即领袖角色静默即融合，三步式口令，以及变体纪律。
* 分享本次小组会议的目的：请学员回顾第二周：平等的智慧的教授与学习---节奏、静默与注意力。
* 邀请学员以开放和好奇的态度参与本次会议，在分享过程中相互支持。
* 明确本周的重点：平等的智慧与手册的第四章——，节奏即领袖角色静默即融合，三步式口令，以及变体纪律。
c. Inspiration (4–5 minutes)
Offer a brief reflection on this week’s wisdom and the manual section it corresponds to.
Quote: “Silence is a source of great strength.” — Lao Tzu
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
Quote: “Silence is a source of great strength.” — Lao Tzu
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
c. 启发（4-5分钟）：
* 简要回顾本周的智慧及手册的相应章节。
名言：“静默是巨大力量之源（大音希声） ”。--老子
* 需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
* 简要回顾本周的智慧及手册的相应章节。
名言：“静默是巨大力量之源（大音希声） ”。--老子
* 需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
2. Student Sharing (45 minutes)
Guide the group through reflection based on this week’s daily challenges. Use the following prompts to inspire discussion and encourage participation. You do not need to use all of them — choose what is alive in the room.
How did your pace feel this week — leading or receiving? Where did the room’s eyes start looking up for rescue?
Where did your talk-to-move ratio shift — toward more words, or toward more space?
Where did silence land as integration, and where did it feel like the teacher had left?
Where did Equal Wisdom show up in your cueing or in how you received cues at different levels?
What was the smallest variation choice you made this week that protected the rhythm of the whole room?
What is one pace, silence, or attention habit you are dropping before next week?
How did your pace feel this week — leading or receiving? Where did the room’s eyes start looking up for rescue?
Where did your talk-to-move ratio shift — toward more words, or toward more space?
Where did silence land as integration, and where did it feel like the teacher had left?
Where did Equal Wisdom show up in your cueing or in how you received cues at different levels?
What was the smallest variation choice you made this week that protected the rhythm of the whole room?
What is one pace, silence, or attention habit you are dropping before next week?
2. 学员分享（45分钟）
引导小组回顾本周的日常挑战任务。使用以下引导语来激发讨论、鼓励参与。不必使用全部的引导语，只需选择最适合现场的引导语即可：
*本周你的节奏感觉如何——是在带领还是在接受带领？课堂中学生的目光何时开始寻求帮助？
* 你的“说话与动作比率”何时开始发生改变——是变得话更多，还是留出更多空间了？
* 哪些时候静默真正实现了融合，哪些时候又让人感觉老师仿佛离开了？
* 平等的智慧如何体现在你的口令中，以及如何体现在你接受不同难度口令的过程中？
* 本周你选择了哪种最小幅度变体，成功保住了整个课堂的节奏？
* 在下周之前，你打算改掉节奏、静默或注意力方面的哪一个习惯？
*本周你的节奏感觉如何——是在带领还是在接受带领？课堂中学生的目光何时开始寻求帮助？
* 你的“说话与动作比率”何时开始发生改变——是变得话更多，还是留出更多空间了？
* 哪些时候静默真正实现了融合，哪些时候又让人感觉老师仿佛离开了？
* 平等的智慧如何体现在你的口令中，以及如何体现在你接受不同难度口令的过程中？
* 本周你选择了哪种最小幅度变体，成功保住了整个课堂的节奏？
* 在下周之前，你打算改掉节奏、静默或注意力方面的哪一个习惯？
结尾（5分钟） · Closing (5 minutes)
a. Appreciation and Inspiration (1–2 min)
Thank the group for their openness and willingness to teach and to be taught this week.
Offer inspiration to continue carrying the Winds of Transmission forward.
Offer inspiration to continue carrying the Winds of Transmission forward.
a. 致谢与勉励（1-2分钟）：
* 对大家在本周教与学过程中的敞开与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
* 对大家在本周教与学过程中的敞开与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
b. Encouragement (1–2 min)
Encourage participants to continue teaching, taking class, and journaling — both roles are training.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
b. 鼓励（1-2分钟）：
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
c. Closing Invitation (1 min)
Invite everyone to reflect on one takeaway from today’s discussion.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
C . 结尾邀请（1分钟）：
* 邀请每个人思考在今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
* 邀请每个人思考在今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
第三周——压力下的真实自我（成就的智慧） · Week 3 — Who You Are Under Pressure (Accomplishing Wisdom)
开场环节（10分钟） · Introduction (10 minutes)
a. Welcome and Settle In (2–3 minutes)
Begin by warmly welcoming everyone to this week’s gathering.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
a. 欢迎到场，稍作安顿（2-3分钟）：
* 首先，热情欢迎大家参加本周的小组讨论。
* 鼓励学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、互相支持的氛围，让每个人都感到安全，愿意分享。
* 首先，热情欢迎大家参加本周的小组讨论。
* 鼓励学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、互相支持的氛围，让每个人都感到安全，愿意分享。
b. Set the Intention (2–3 minutes)
Share the purpose of this gathering: to reflect on this week’s work with the three containers — inner, structural, and relational — and what showed up under pressure.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Accomplishing Wisdom and Section Five of the manual — the inner, structural, and relational containers; minimum viable sadhana; repair as leadership.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Accomplishing Wisdom and Section Five of the manual — the inner, structural, and relational containers; minimum viable sadhana; repair as leadership.
b. 设定意图（2-3分钟）：
* 分享本次小组会议的目的：回顾本周关于三个容器的内容——内在容器、结构容器及关系容易——以及在压力下显现的问题。
* 邀请学员以开放和好奇的态度参与本次会议，在分享过程中相互支持。
* 明确本周的重点：成就的智慧及手册的第五章——即内在、结构及关系容器；最低限度的日常练习；修正即领袖角色。
* 分享本次小组会议的目的：回顾本周关于三个容器的内容——内在容器、结构容器及关系容易——以及在压力下显现的问题。
* 邀请学员以开放和好奇的态度参与本次会议，在分享过程中相互支持。
* 明确本周的重点：成就的智慧及手册的第五章——即内在、结构及关系容器；最低限度的日常练习；修正即领袖角色。
c. Inspiration (4–5 minutes)
Offer a brief reflection on this week’s wisdom and the manual section it corresponds to.
Quote: “Authority comes from steadiness, not intensity.” — LNTT2, Section Five
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
Quote: “Authority comes from steadiness, not intensity.” — LNTT2, Section Five
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
c. 启发（4-5分钟）：
* 简要回顾本周的智慧及手册的相应章节。
名言：“权威来自稳定，而非强度。” ---- LNTT2，第五章
*需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
* 简要回顾本周的智慧及手册的相应章节。
名言：“权威来自稳定，而非强度。” ---- LNTT2，第五章
*需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
2. Student Sharing (45 minutes)
Guide the group through reflection based on this week’s daily challenges. Use the following prompts to inspire discussion and encourage participation. You do not need to use all of them — choose what is alive in the room.
2. 学员分享（45分钟）
引导小组回顾本周的每日挑战。使用以下引导语来激发讨论、鼓励参与。不必使用全部的引导语，只需选择最适合现场的引导语即可：
Where did your authority tend to collapse this week — pace, boundaries, or attention?
What is your minimum viable sadhana, and did it hold this week?
Where did emotional movement show up in the room? How was the relational container held — by you, or by the day’s teacher?
How did studio realities (time, tech, logistics) test your structural container?
Where did you choose steady over impressive? What did it cost — and what did it open?
Where did repair land cleanly this week — yours, or your peers’? What made it leadership rather than apology?
What is your minimum viable sadhana, and did it hold this week?
Where did emotional movement show up in the room? How was the relational container held — by you, or by the day’s teacher?
How did studio realities (time, tech, logistics) test your structural container?
Where did you choose steady over impressive? What did it cost — and what did it open?
Where did repair land cleanly this week — yours, or your peers’? What made it leadership rather than apology?
* 本周你的权威容易在哪些地方崩塌——是节奏掌控、还是边界划分注意力？
* 你的最低可行练习是什么？本周是否有完成？
* 课堂上何时出现了情感流动？关系容器是如何稳住的，是由你还是由当天的老师？
* 课堂的现实情况（时间、技术、后勤支持）如何考验了你的结构容器？
* 你何时选择了稳定而非炫技；这让你失去了什么？又开启了什么可能？
* 本周什么时候，状况得到了干净利索的修正——是来自你的，还是来自同伴的？是什么让这一举动塑造了领袖角色，而非道歉？
* 你的最低可行练习是什么？本周是否有完成？
* 课堂上何时出现了情感流动？关系容器是如何稳住的，是由你还是由当天的老师？
* 课堂的现实情况（时间、技术、后勤支持）如何考验了你的结构容器？
* 你何时选择了稳定而非炫技；这让你失去了什么？又开启了什么可能？
* 本周什么时候，状况得到了干净利索的修正——是来自你的，还是来自同伴的？是什么让这一举动塑造了领袖角色，而非道歉？
结尾（5分钟） · 3 Closing (5 minutes)
a. Appreciation and Inspiration (1–2 min)
Thank the group for their openness and willingness to teach and to be taught this week.
Offer inspiration to continue carrying the Winds of Transmission forward.
Offer inspiration to continue carrying the Winds of Transmission forward.
a. 致谢与勉励（1-2分钟）：
* 对大家在本周教与学过程中的敞开与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
* 对大家在本周教与学过程中的敞开与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
b. Encouragement (1–2 min)
Encourage participants to continue teaching, taking class, and journaling — both roles are training.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
b. 鼓励（1-2分钟）：
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
c. Closing Invitation (1 min)
Invite everyone to reflect on one takeaway from today’s discussion.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
C . 结尾邀请（1分钟）：
* 邀请每个人思考在今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
* 邀请每个人思考在今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
Week 4 — Integration Lab: Stepping Forward Into Leadership (Unshakable & Discriminating Wisdom)
第4周——整合实验室：迈向（领袖角色不可动摇的智慧与善辨的智慧） · Introduction (10 minutes)
开场环节（10分钟） · a. Welcome and Settle In (2–3 minutes)
Begin by warmly welcoming everyone to this week’s gathering.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
Encourage participants to take a few deep breaths, relax, and settle into the space.
Establish a calm, supportive environment where everyone feels safe to share.
a. 欢迎到场，稍作安顿（2-3分钟）：
* 首先，热情欢迎大家参加本周的小组讨论。
* 邀请学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、互相支持的氛围，让每个人都感到安全，愿意分享。
* 首先，热情欢迎大家参加本周的小组讨论。
* 邀请学员做几组深呼吸，放松，在场域中安定下来。
* 营造一个平静、互相支持的氛围，让每个人都感到安全，愿意分享。
b. Set the Intention (2–3 minutes)
Share the purpose of this gathering: to reflect on the full 30 days — how the Winds of Transmission have moved through your teaching, your practice, and your way of being a student.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Unshakable & Discriminating Wisdom and Section Six of the manual — integration of clarity, pace, container, and regulation, held at the same time.
Invite participants to approach the session with openness and curiosity, supporting each other as they share.
Frame the week’s focus: Unshakable & Discriminating Wisdom and Section Six of the manual — integration of clarity, pace, container, and regulation, held at the same time.
b. 设定意图（2-3分钟）：
*分享本次小组会议的目的：请学员回顾这整整30天的任务——“传承之风”如何渗透于你的教学、练习以及作为学生的过程之中。
*邀请学员以开放和好奇的态度参与本次会议，在分享过程中相互支持。
* 明确本周的重点：“不可动摇的智慧与善辨的智慧”以及手册的第六章——清晰、节奏、容器与调节，同时并行。
*分享本次小组会议的目的：请学员回顾这整整30天的任务——“传承之风”如何渗透于你的教学、练习以及作为学生的过程之中。
*邀请学员以开放和好奇的态度参与本次会议，在分享过程中相互支持。
* 明确本周的重点：“不可动摇的智慧与善辨的智慧”以及手册的第六章——清晰、节奏、容器与调节，同时并行。
c. Inspiration (4–5 minutes)
Offer a brief reflection on this week’s wisdom and the manual section it corresponds to.
Quote: “Teaching is not saying everything. Teaching is choosing what matters.” — Theme Development Worksheet
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
Quote: “Teaching is not saying everything. Teaching is choosing what matters.” — Theme Development Worksheet
Emphasize that the cohort is learning by both teaching and being taught — each role is part of transmission.
c. 启发（4-5分钟）：
* 简要回顾本周的智慧及手册中的相应章节
名言：“教学并非要巨细靡遗地教授；教学在于选择真正重要的内容。”——主题发展工作表
*需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
* 简要回顾本周的智慧及手册中的相应章节
名言：“教学并非要巨细靡遗地教授；教学在于选择真正重要的内容。”——主题发展工作表
*需强调的是，同期学员既通过教授也通过上课来学习；为师为生皆是传承的一部分。
2. Student Sharing (45 minutes)
Guide the group through reflection based on this week’s daily challenges. Use the following prompts to inspire discussion and encourage participation. You do not need to use all of them — choose what is alive in the room.
As you reflect on the past 30 days, how has your relationship to teaching — and to being taught by your peers — changed?
Under pressure, where did you rush first — words, transitions, or options? What pattern did you name most honestly?
Where did Room Before Individual hold, and where did your attention still collapse onto one student?
What is your minimum viable sadhana going forward, and what is the one habit you are dropping to protect a long teaching life?
What is your 6-month teaching vision — who, what, what wind of transmission?
What is the one piece of unshakable ground you will carry forward from this 30-day journey, into the next phase of teaching?
As you reflect on the past 30 days, how has your relationship to teaching — and to being taught by your peers — changed?
Under pressure, where did you rush first — words, transitions, or options? What pattern did you name most honestly?
Where did Room Before Individual hold, and where did your attention still collapse onto one student?
What is your minimum viable sadhana going forward, and what is the one habit you are dropping to protect a long teaching life?
What is your 6-month teaching vision — who, what, what wind of transmission?
What is the one piece of unshakable ground you will carry forward from this 30-day journey, into the next phase of teaching?
学员分享（45分钟）
引导小组回顾本周的每日挑战。使用以下引导语来激发讨论、鼓励参与。不必使用全部的引导语，只需选择最适合现场的引导语即可：
*回顾过去30天，你与教授—以及接受同伴的教授——的关系发生了怎样的变化？
*在压力之下，你最容易在哪一部分仓促行事？——是语言、过渡动作还是给学生的选项？你能最坦诚地说出哪种模式？
*什么时候你能做到先照看全场，再关注个人？什么时候你的注意力还是会塌缩到个人？
*日后你的最低可行练习是什么？为了保障长久的教学生涯，你决定放弃哪一项习惯？
*接下来六个月你的教学愿景是什么——教授谁、教什么、传递哪种传承之风？
*在这段为期30天的旅程里，你将把哪一项内容作为你不可动摇的根基，带入到下一阶段的教学生涯中？
*回顾过去30天，你与教授—以及接受同伴的教授——的关系发生了怎样的变化？
*在压力之下，你最容易在哪一部分仓促行事？——是语言、过渡动作还是给学生的选项？你能最坦诚地说出哪种模式？
*什么时候你能做到先照看全场，再关注个人？什么时候你的注意力还是会塌缩到个人？
*日后你的最低可行练习是什么？为了保障长久的教学生涯，你决定放弃哪一项习惯？
*接下来六个月你的教学愿景是什么——教授谁、教什么、传递哪种传承之风？
*在这段为期30天的旅程里，你将把哪一项内容作为你不可动摇的根基，带入到下一阶段的教学生涯中？
结尾（5分钟） · Closing (5 minutes)
a. Appreciation and Inspiration (1–2 min)
Thank the group for their openness and willingness to teach and to be taught this week.
Offer inspiration to continue carrying the Winds of Transmission forward.
Offer inspiration to continue carrying the Winds of Transmission forward.
a. 致谢与勉励（1-2分钟）：
* 对大家在本周的教学与受教过程中的开放与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
* 对大家在本周的教学与受教过程中的开放与热忱表示感谢。
* 鼓励大家继续带着“传承之风”前进。
b. Encouragement (1–2 min)
Encourage participants to continue teaching, taking class, and journaling — both roles are training.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
Remind participants to complete their intermodule and end-of-module homework to attain the certificate of completion for the course.
Remind them they are not alone in this journey, and their peers and teachers are there to support them.
Remind participants to complete their intermodule and end-of-module homework to attain the certificate of completion for the course.
b. 鼓励（1-2分钟）：
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
* 提醒学员完成各个章节及结业作业，方可获得课程结业证书。
* 鼓励学员继续教授，上课学习，以及写日志——为师为生皆是训练。
* 提醒他们在这段旅程中并非孤军作战，同伴和老师都会在身边支持他们。
* 提醒学员完成各个章节及结业作业，方可获得课程结业证书。
c. Closing Invitation (1 min)
Invite everyone to reflect on one takeaway from today’s discussion.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
End with a collective breath or a moment of silence, allowing the group to internalize what they’ve shared.
C . 结尾邀请（1分钟）：
* 邀请每个人思考在今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。
* 邀请每个人思考在今天讨论中的一个收获。
* 以集体深呼吸或静默片刻结束会议，让小组成员将分享的内容内化于心。