May 17, 2024 • 44 mins
In this episode, host Moneke Fields and guest Anne Corbin discuss the transition from formal education to online teaching, the importance of purpose in personal development, and critique the current educational system. They delve into energy principles, chakras, meditation, and breathwork for stress management. Anne also shares a transformative story and her life mantra.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Are you ready to unlock your full Markablysimple.
The podcast dedicated to helping you do justthat.
I'm Monique Fields, and I believe that with theright strategies, anyone can achieve remarkable
results.
Whether you're a seasoned leader or juststarting a business.
(00:20):
This podcast is your guide to achieving yourgoals with and efficiency.
Let's embark on this journey together and makesuccess Hello, and welcome everyone to another
episode of remarkably simple.
I'm Monique Fields, and I'm very excited tointroduce you all to Ms.
(00:45):
Ann Corbin.
She is a former accountant teacher, aninternational speaker, and author of 3 books.
She has taught children privately and in formaleducation.
She has taught adults, and now she is teachingonline.
(01:08):
And thanks so much for joining me for thisconversation today.
Monique is my absolute pleasure, and thank youvery much for inviting me.
Yes.
So, I would love for us to get started by justhaving you tell us a little bit about your
background and what has, prompted you to becomethe online teacher that you are today?
(01:34):
Well, my background is quite varied.
I was very fortunate to grow up, do myschooling in Rhodesia, which was a rebellious
colony, you might recall, And as a result, wehad a particular, propensity to be self
sufficient.
We had to be because most of the world wasagainst us.
(01:56):
So a Rhodesia as a com country had to make allits own stuff and be reliant on what we could
grow and what we could create for ourselveswithin the country.
So I think it bred into everyone who grew upthere that kind of a a feeling and a a
responsibility and so forth.
(02:18):
And it also bred into all of us a skepticismfor what we heard on the news.
Because whilst we trusted our own news, We werevery well aware of what the rest of the world
was saying about us, which was just so untrue.
I'll give you an example there was, a report inone of the newspapers in England of children,
(02:43):
little black children, scrambling in dust binsfor food, and they haven't really been
scrabbling for food, they were chasing coins,which had been thrown in by the reporters to
create this scene.
And there were a few other examples like that.
So as a result, I've always been ratherskeptical of what I see in the news and on TV.
(03:07):
In the last 4 or 5 years, that has served mevery, very well.
And my brother has exactly the same feelings asmyself.
He lives completely elsewhere, but we're on thesame wavelength, and I think that goes for a
lot of people who had the upbringing that wehad.
Yeah.
So it sounds like, you know, the the experiencethat you had growing up is contributing to this
(03:34):
belief that you are, you know, beingresponsible when you learn and develop your own
ideas, investigate things, and perhaps that'swhat leads you to be teaching of people about,
you know, concepts that are important to youand things that you think other people are
improved to know?
Well, I think so.
Yeah.
My policy is question the narrative.
Watch what everyone else is doing.
(03:56):
Think about it and probably do something else.
Yeah.
And then, you know, check.
What does it say?
Trust, but verify.
I've heard that phrase a lot.
That sometimes It's just worthwhile for you notto take everything at face value.
You can, look into things yourself.
It's very healthy.
That's right.
We're good.
Thanks so much.
In the current climate about the lies thatwe've been taught and even taught at school as
(04:22):
regular subjects and so much of it was a totalwaste of time.
School, trains compliance.
Boy, was I compliant?
So it's funny because you strike a chord.
As you know, I am a consummate educator andlearner myself.
(04:42):
It's actually how we met in a particularlearning experience that we both in both
engaged in.
And I agree with you that there is a largeelement of formal education that really does
train compliance, and I think it's also abeautiful blessing and opportunity when
teachers like you or like myself have anopportunity to help our students Fields their
(05:07):
own agency and activate the curiosity that theynaturally have so that they are alert And if
nothing else asking questions and seeking tounderstand what they're hearing and what
they're being told, so that they can, you know,sort of form their own knowledge, so to speak.
So I think that's very, a very empoweringperspective that you bring from your childhood
(05:29):
and, the work that you do.
Yeah.
So, I guess another thing that I'm curiousabout is now that you are teaching online, hear
a little bit about what it is that you teachand, what your experiences with that now that
you're not in the the formal education sense.
You know, I didn't stand I didn't spend verylong in formal education because I really
(05:54):
didn't like the rigidity that's involved there.
I gave up and became an accountant, which youmentioned.
And then when I found myself training or ortutoring children individually so much better
because you're just teaching without anyinterference from anybody else.
(06:14):
But to answer your question about, what I'mdoing now, I'm quite fascinated by personal
development, and also by energy.
And combining the 2, bringing in a bit ofpsychology as well, you're approaching the next
level of personal development, and I like tobring in consciousness as well.
(06:37):
Because that is a very fascinating subject.
You see the majority of people, I'm told it canpossibly as high as 88%.
They are living in this mode of survival.
They're seeing this wonderful lifetime that weshould be having as something that they have to
get through.
And they think, every time something goeswrong, they look for something outside of
(07:02):
themselves to blame.
Whether it's their parents or their family,their neighbors, the government, the weather,
whatever, it's they are the victim, and it'ssomebody else's fault or something else's
fault.
But then there's another level ofconsciousness, which is where most personal
development takes its students, and that's towhat would be known as the achievable level.
(07:28):
So This is taking responsibility for yourself,but you could wear yourself out doing that
because trying and trying and doing it, doingit, doing it all the time.
So my aspiration is to spend more time in the3rd level, which is the effortless level, where
(07:53):
life is genuinely happening for you.
It's not something that you're strugglingagainst, and you you can reach a place of
recognition that everything that happens isreally to bring about your growth.
If you're challenged, well, there's a reasonfor that.
(08:14):
And when you overcome said challenges, then itdoesn't mean that everything's over and done
with.
It just means the challenges are gonna getbigger and more exciting.
So you have to get your mindset right.
Yeah.
I can identify with that 100%.
And I think that you speak to something that somany of us who are a part of a very work
(08:36):
focused culture, can also relate to that it'svery easy to get caught up in the work that
you're doing.
And, in my own experience, it's a sort ofstriving that is, not anything like ease or
flow.
And that when I say ease or flow, I'd I'm nottalking about easy.
I think we expect to demonstrate discipline andhave commitment and, you know, engage hard
(09:02):
work.
But I think the point that you're making aboutthat, achievable level is that very often it
can be, you know, the source of quite a lot ofoverwhelm and people speak about burnout.
I've experienced this myself.
Because it is a little, not as as functional asthis third level that you're talking about.
(09:25):
So I would love it if you would just share alittle bit of your experience about how you
help individuals to perhaps transfer.
From the work that they're doing, and gettingto this place where the personal development
really does happen and they're experiencingmore of the ease in their either their life
their professional experience.
(09:46):
You know, Monique, it's a huge subject to it's,difficult to know where to start.
But if I start with where I was going with myenergy training and the the sort of, the
simpler courses which I used to train, and I Ihave some recorded and they're available.
(10:09):
There's far more to us than just this physicalbody.
We are surrounded by energy.
And sometimes this is referred to as the,losing my vocab for a minute, the the suffolk
body There are layers and layers, which wecan't see, but they surround us.
(10:30):
And it's in the shape of a taurus, which youmight be familiar with, from electricity,
studies of electricity.
It's this kind of, donut shaped Fields energy,which surrounds every one of us.
And looking at a a really huge character suchas Jesus or, Krishna or the Buddha.
(10:57):
They would be surrounded by an enormous Fieldsbecause their vibration is so high.
Yes.
Their presence can be felt as they just walkeddown the street in the village, everyone in the
village would be aware of it.
I mean, I haven't come across that, but it thisis the the contrast between a really big being
(11:17):
and a very normal average person.
That's the lower your consciousness is, ifyou're in that survivor mode, you will be
vibrating very, very low.
And not making an impression on anybody, andthe energy around you is actually very close
(11:39):
But as you raise your levels of consciousnessand you raise your, your vibration level, and
the torus grows, And this is how we're allconnected with one another because you know how
you walk into a room sometime where you canfeel attention of some sort because the heated
(12:03):
argument, whatever.
Well, how do you feel that?
You feel it through these waves, the shellenergy, which overlap the layers belonging to
the other people in there.
And I when I first heard about this, it wasbecause I got interested in studying medicine.
(12:24):
Sorry, energy medicine because I had had a backinjury.
Mhmm.
And it wouldn't heal.
And the regular, western doctors were useless.
What's the useless?
They don't really understand pain.
And their idea is a pill for every ill, as youknow.
(12:45):
Okay.
But these pills do not address pain, and Iwasn't getting any better.
And at one point, I was taking 4 differentkinds of painkillers.
And I I wondered if this was my life in thefuture because, you know, after a while, the
painkillers don't even work because you getused to them, and you get addicted to them.
(13:08):
And I'm very aware of that.
I don't like taking medicine anyway, but whenyou're in intense pain, where do you go?
Right.
I'd say the Moneke can't help.
I even had a few procedures done, not hiveblown operations.
I would have been terrified if anyone hadsuggested that but things like, you know, the
(13:29):
thing they give to pregnant women.
The epidurals, a lot of people here are takingthose.
Yeah.
But it wore off after a few weeks, and then thespecialist wanted to do it again.
What sorted me out was I went to see achiropractor who was also a healer.
She practiced energy medicine, and I saw hercrossing over with our hands.
(13:51):
And I I, for some reason, I was aware that shewas working with energy, but I got talking to
her, and I never looked back.
I started studying in a little bit here andthere in my spare time, so I was still working
full time.
Back then.
Yeah.
But my interest developed over time, and I'mI'm actually certified to teach some of this
(14:14):
energy.
Stuff.
But I'm addicted to learning.
I keep coming across new trainings and newapproaches.
And to me, this is yet another level.
So Deepgram.
I think that, what you what you just the storythat you told about your own, you know,
(14:34):
experience with pain, and I I think many peoplelike me can think of several individuals that
they you know, are close to or are aware of whohave similar struggles to what you described
and are using, what I guess are consideredtherapies but, you know, pain treatments that
over time are less and less effective.
(14:55):
And they too are, perhaps afraid of moreinvasive, treatments.
But this brought to my mind the connectionbetween energy and our everyday experience
with, you know, things like stress and,sometimes difficulties with interactions that
(15:19):
we have, that those things are often connectedto energy as well.
And similarly, raising one's consciousness andbeing aware of the level that you're operating
in as you talked about survival mode as opposedto this sort of 3rd level of ease.
And then when you mentioned the the model of,Jesus or these exceptional characters, even the
(15:44):
ones that exist today who it's difficult to bein their presence or even seeing them in record
a television and not be compelled by the energythat they carry.
And, I think that I love the example that yougive because When we use the word ease, I think
that it automatically defaults to.
We're talking about, you know, lazing around,but that's not what you think about when you
(16:08):
think of these individuals who have had Eon'slong impact in the world.
We're talking about individuals who make areally big difference everywhere they go, but
you point out such a great point in thedifference in their energy, the way that
they're carrying themselves, And it sort of,brings to my mind that one of the the things
(16:32):
that these individuals have in common is suchclarity of purpose.
And such dedication to that purpose.
I think that is probably where the ease comesfrom.
I wonder if you agree this, purpose or youknow, what it is that they're doing every day.
They're not running around, like, we would sayhere in the US chickens with their heads cut
off.
(16:52):
Or as I can say as an older, playing whack amole.
Right?
Like, just trying to whack all the moles andnever getting anywhere.
This is a much simpler way to live, and I thinkis probably one of the bigger contributing
factors to how an individual is able to createthe energy that serves them well and then stay
(17:15):
in that energy as opposed to being you know,driven back and forth by whatever's going on on
the outside.
I agree with you.
And you mentioned purpose.
I never even gave purpose any thought at alluntil maybe about 5, 6 years ago, when I was on
one of my personal development courses, I mean,one that I was attending as a student rather
(17:40):
than one that I rather than one I was giving.
And there was an exercise that we went throughabout describing our purpose, and that was what
brought home to me, the fact that so so manypeople, like me, had never even thought about
it because things automatically you know, as weleave school, we're kind of told, you need to
(18:04):
pass the exam as you need to get a job or acareer, whatever.
And then it's expected that you get married andbuild a home and whatever, and that is so time
consuming.
Mhmm.
That you imagine it's your purpose.
It's really only afterwards, when, like, whenmy, I I quit one of my my long term accountancy
(18:28):
jobs when I decided that I was I had had enoughof devoting my entire being to making money for
somebody else in joke.
Somehow I saw the light, and that was when Istarted tutoring kids individually, which gave
peace and spare time and so on and so forth.
Yeah.
And
it's when I got I had the time to reflect anddo some study on the energy side and personal
(18:54):
development side, and up comes this question ofpurpose.
It's quite amazing how many people have neverconsidered it.
It's purpose that makes life worth living.
That's your reason for being.
And okay, when you're a mom, when you'remanaging a family, the purpose is there.
It's automatic.
But What's your identity when the kids haveleft home?
(19:19):
Maybe your relationship has changed.
It does so often, you know, marriage isbreakdown because people stayed together for
the kids.
Not that I'm saying that's a great idea, butit's what people do.
And then sometimes the relationships break downlong beforehand.
Because, well, as I say, it's not a greatreason to stay together.
(19:40):
Mhmm.
Or course, there's death.
I mean, my husband died when I was very youngbecause I married somebody who was older than
me.
So in truth, it was once I had time to myselfthat I began to look inwards, and that's the
key because the answers aren't out there.
(20:02):
They're in here.
They're in your heart.
So
I love this, connection that you just madeabout, one of the things that if we had the
opportunity to shift it, that it would bereally wonderful to make this kind of impact.
That children attend 13 years of school here inin in the US, that's the target anyway.
(20:25):
And, out of all of those years, there's a lotof study of, you know, content and standards
and you know, things out of textbooks and nowonline.
And very often, starting early, children areasked, what do you want to be when you grow up?
But very little time is dedicated to helpingchildren discover who they are.
(20:48):
Who are they?
What is that identity?
What lights them up?
What drives them?
I think that these are the types of knowingsthat help individuals genuinely connect to a
purpose that might be displayed in a type ofcareer or work.
And I think just getting it out of order inthat way is what tends to, have people like you
(21:10):
and I in their adult years after they've, youknow, done a certain amount of time in the rat
race or on the hamster wheel, so to speak,following along with just the traditional path
that we're all encouraged to do, that we canfind ourselves asking questions like we start
to notice that certain things don't resonatewith who we are.
(21:30):
And we've done our own independent study tofigure that out And it's, the time where we
call it midlife crisis, we start to makechoices that, align more with how we identify
and, even making more intentional choices aboutnot only who we want to be, but what
contribution do we want to make to the world?
(21:53):
So I I love, you know, the work that you'vedone as an adult with this and the teaching
that you do to help people learn and discoverthese things.
It definitely strikes a cord with me about waysthat we could help our children get access to
this.
Perhaps not as early as kindergarten, but, youknow, not long after that so that they have an
(22:13):
opportunity to develop these ideas at the sametime as they're doing their required study.
You know, the educational system, and this isnot by accident.
It all done on purpose.
The children are very much now, but for thelast 100 years or so, they are taught what to
think and they're not taught how to think, andthere's a very critical difference, and the
(22:35):
idea of success that is, Bread into them atschool is that if you just learn things off by
heart and pass exams and then forgeteverything, you're successful.
You haven't got a good memory and you don'tcope with exams very well, then you're
considered thick.
If you're developing a little bit slower thanother people, again, you're your assessors
(22:59):
thick, you are not encouraged to ask questionsat school.
It's not as bad I suppose in the last 50 yearsas it was 3, say, 1950 or 60.
Right.
But Certainly, we were shot up at school if we,ask questions because the teachers might get
(23:20):
scared that a question would come up that theycouldn't handle.
Mhmm.
Oh, I mean, education's just all wrong.
And as you were saying, Kids have to makedecisions much too early.
I was in the academic stream.
I had to decide, aged about fourteen.
(23:41):
Whether I wanted to take the science route orthe academic, sorry, the, the RT route Mhmm.
And unfortunately, one of my favorite, subjectshappened to be Latin.
So how do you combine Latin with the sciences?
It's,
you know, it's not fair.
I managed it with difficulty.
(24:03):
My my brother came across the same dilemma, heended up teaching himself art because he had to
take this was for a level, and he had to take,four subjects, and the the timetables clashed.
So they they made him take academic ones, andthen he taught a lot to himself.
(24:23):
And he did it very well.
He he asked it.
But oh, I know something you said, kids have todecide or they're asked who they want to be.
And yet, that question doesn't expect an answerabout being, it expects the answer about doing.
In other words, you wanna do a fireman's job.
(24:45):
Do you wanna do a teacher's job?
You wanna do an architect's job.
I ended up being a teacher for a very shortperiod of time, because I didn't like it, I've
suddenly recognized just after I'd qualified,I've never left school, and it's worse being on
the staff end.
Well, you know, because you were a teacher.
But it's worse being a teacher than it is beinga student, I thought.
(25:09):
Mhmm.
That's why I left and became an accountant, butI was I was pigeonholed into a particular
direction, and it was only when I was growingup that I realized it was the wrong direction.
Mhmm.
Yeah.
So in my experience as an educator, I I I wassurprised when I was working on my doctorate
(25:32):
in, education leadership.
And one of my professors told me that I was anexception, not the rule, because I felt a sense
of liberty in my, experience both as a studentand a teacher that somehow I had what I guess
would be called audacity to ask questions tothink outside the box to look for, creative
(25:53):
space to explore, to discover.
I was curious, and I carried that with me intomy work as an educator, but I will say that I
don't necessarily feel that all of my peers,the teachers around me, felt that they had the
same liberty.
I viewed the task that I was asked to doteaching the state standards and delivering the
curriculum as a challenge because now I neededto find a way to bring harmony to my goal and
(26:22):
purpose for being in the classroom, which wasto teach my kids' agency and help them awaken
their own individual curiosity and find whatgot them excited to learn, not necessarily
deliver the specific curriculum.
And I found that successful successfully byusing a facilitative strategy.
(26:44):
So instead of telling my kid's information, I,made a stage of asking them questions and
inviting them to discover so that there was atleast more room for all of their individual
expressions and creativity that, improve theirengagement.
But I will say being an educator for 24 years,it was exhausting to create that type of space
(27:09):
because it was against the grain, and it goteven more challenging.
You talk about it's to be a student, it can bevery challenging to be an educator, a teacher.
I moved over into administration and found iteven more constricting.
And ultimately, it's the reason I stoppedbecause there just was not I wasn't able to
(27:29):
find and working, overworking, and absolutelybeing in achiever mode, I was the queen
achiever and wore a badge for it.
It was invisible, but I wore it, and I wasproud.
Of the hard work, you know, the very exhaustingwork that I was doing to try to accomplish what
(27:50):
I thought was the right thing for my studentswhen I was a teacher and for my students and
staff when I was a principal, but it was youknow, a challenge because I was not trained in
the skills, and the strategies as we weretalking about earlier in this conversation to
manage my own energy and to operate in a flowand ease.
(28:12):
And, ultimately, it took more energy than Ifelt I had to be able to serve in a way that
really aligned with the identity and purposethat I felt inside of myself that was not
matching what was expected of me in my role.
So, you know, similar to what you decided, Ihad had so much independent experience with
(28:36):
coaching individuals and tutoring children thatlike you, I just figured I'd set myself free.
And help the people and work for the peoplewith the people, not necessarily for and with
the system.
So I believe that there's a lot of liberty forall of the people that we touch in the ones
that we see in everybody in the world when weare looking, as you said, inside for answers
(29:02):
that we seek as opposed to looking to find themin the ordinary structures that it makes sense
that people sort of default to looking outside,but we're less likely to find whatever it is
that we're searching for there and that theliberty that we seek or the empowerment that we
seek is generally speaking coming from within.
Yeah.
You are just a 100% right.
(29:22):
The issue is that because people arepigeonholed from a very early age, and the
educational system is so wrong.
What we've just been discussing is not gonnacome naturally.
It needs people need to be led down thisdirection because it's a new direction, and
it's so different to what we learn at school.
(29:46):
And the crazy thing is that when we're trainedin whatever at school, because teachers said
when we were about 6 or 7 or 8, we believe itand it sticks with us for the rest of our
lives.
For example, milk is good for you.
(30:06):
Milk was never good for me.
It was never good for me.
It gave me what they called a hay fever.
I struggled with that all of childhood.
I stopped drinking milk problem went away.
Alright.
Well, yeah, many people many people actuallycannot digest milk, but I think three quarters
of the population can.
And, one of our politicians, certain Mrs.
(30:28):
Thatcher, before she was a the prime minister,she was the education minister, And she decided
to stop free milk in the UK schools.
Now I didn't go to school in the UK, but she isfamous because they used to call her thatcher
thatcher, milk snatcher.
And it turns out that she did a a service
(30:50):
It was actually the right street.
Very helpful.
Yeah.
There are a lot of places where the childrenare still regularly given cartons of milk.
So we've still got, work to do.
You said this, you know, very bold statementabout the, you know, school system being all
wrong.
And, perhaps I would, agree in this way bysaying whether it's right or wrong, it's not
(31:13):
enough.
There's still much more that our children needand that we, as individuals, need in terms of
our personal development.
So that makes me curious about Maybe a coupleof highlights of things that you actually work
with to teach people that help them find someof the expansion that I think we we we think
we're growing up and we're going into this andwe find we've still got work to do.
(31:34):
So what are some of the things that you helppeople learn, when you're leading these
personal development courses.
Okay.
Well, one of the fascinating simple proceduresthat people can learn is how to breathe, and
how to gain strength from the universe, simplythrough breathing.
(31:57):
And within our bodies, there are the 7 chakras,which I believe the majority of people grow up
without knowing about.
I think it's improving now, but certainly Ionly learned about them when I was well grown
up probably when I started.
I I was interested in energy, so I'm not sureif it was pre or post my back injury because
(32:24):
that was more than 20 years ago.
But, yeah, chakras, I discovered when I begantalking about energy to people who I wanted to
train.
I didn't know what doctors were, and I had bythat stage begun to think they were really,
basic and that everybody knows that quoteunquote.
(32:46):
Oh, everybody doesn't.
And this is a a mistake that a great manypeople make just because I know something
doesn't mean that everybody else knows it.
So a lot of the basics, of energy principlesinvolve chakras, breathing, meditation, the
(33:06):
value of meditation, it it's phenomenal.
This is your connection to the divine, and themore you can meditate, the better you're able
to go within and use your hidden powers,superpowers, whatever you wanna call them.
Mhmm.
Or access perhaps the wealth of wisdom.
(33:26):
I think, you know, sometimes people areapprehensive about certain topics like what you
discuss.
I think You know, even I I see peopledemonstrate apprehension just about the
practice of breathing and we're, all very oftenso guilty of having very shallow breaths.
(33:48):
And one
of the most interesting Facts that I justrecently learned about breathing is the large
majority of the Avioli in the lungs, which arewhat bring the oxygen into the bloodstream.
And are necessary for the full functioning ofthis beautiful body that we've each been gifted
with, that they're in the bottom of the lungs.
(34:08):
And it takes regular practice to be able tobreathe at your full capacity so that it is
natural to you.
The purpose of the intentional practice Iunderstand is so that the the, the habit is
more natural.
So I think it's great that you point outsomething like breathing exercise, but as you
(34:30):
mentioned meditation and perhaps understandingabout your individual energy, that these are
also things that are very helpful to be awareof in your day to day life so that it's not you
know, I've seen people in a moment of panic notable to be able to calm themselves because they
don't
have the skills.
Yes.
They don't have the skills.
Because, we have the fight or flight reflex.
(34:52):
Right.
And the more stressed we are, the more shallowthe breaths that we take, unless we think about
it.
But you may be aware that advice of her foreverhas been, when you're stressed, when you've
lost temper when you are about to go into a jobinterview, all sorts of whens Mhmm.
(35:14):
Take 3 breaths take 3 big breaths.
They don't say take 3 deep breaths or take 3breaths right down in your belly, flatten your
diagram, diaphragm, close your mouth.
When we breathe through our noses,automatically, the air will go lower.
(35:35):
If you do it properly, as your diaphragmflattens, you'll feel your tummy stick forward
that means you're doing it right.
And it's also very calming for these 3 deepbreaths.
Check up and write down there in the lowerlobes of your lungs because, yes, there's more
(35:56):
blood down there.
So more oxygen is absorbed from the alveoli,but also you've got the, receptors from the
asymplicating nervous system down there Mhmm.
Where it calms you.
Mhmm.
And many people go their whole lives sort of inthis kind of very low level panic, and they're
(36:20):
so accustomed to it that it feels normal, Butthey're stressed the whole time, whether it's
because they're always, on bad terms with otherpeople that they're living with.
Or they're in a work situation where they'restressed, stressed, stressed all the time,
they're so accustomed to it that They thinkit's normal to feel that way.
(36:42):
Right.
I think, you know, the the value of practicingsimple strategies like having access to deep
calming breath.
And then the point that you just made aboutmeditation being able to separate yourself from
(37:02):
all of the chaos, whether it's busyness at workor things that are happening in the world is
really necessary for the well-being of our bodyand our mind.
You start talking about the parasympatheticsystem and the fact that individuals are
operating not at home and aren't even aware ofit, right, that we don't know another way.
(37:23):
And really the only way to improve that justlike with anything else, it takes intentional
practice and progress over time.
Improvement in your breathing and, bringingbalance and calm to your parasympathetic system
is not something that we can do in a snap forsure.
I think these are great strategies.
This
happens if we can train ourselves
(37:46):
Yes.
Properly without thinking about it.
The difference is phenomenal.
And this is not so much focused on, you know,children in particular, but I do have such a
big heart for our kids spending 24 yearsworking with them and having that be, my my my
focus and, dedication.
(38:07):
And I'm also a mother, and I have seen whatvalue it is to just take a couple moments every
day.
This is happening more often in schools.
But I think there's still room for expansion ofthese ideas.
Children learn better when they are taught tobreathe.
And children who experience anxiety can find abetter level of functioning when they are
(38:27):
taught to breathe.
And I think that there has to be dedicatedfocus to that.
And it the same is true for us as adults.
So I think this is very powerful awareness andinstruction, that you give to people on this
subject.
And, I wonder if people wanna know more more,you know, about strategies that you teach and,
(38:48):
ways that they can improve their perhaps theyare in this survival mode, and they wanna know
how to get out of the being at the effect ofeverything's happening around them, or maybe
they are like we have previously been strivinglike really good at re achievers have been
train to do.
And they're really curious about what it lookslike to function with more ease while having a
(39:14):
bigger impact.
I think this is something that you could helpindividuals with, and I wonder where they'd
find you.
Well.
All we have to do is type, awaken.plus.
Into any browser, and that will bring up mylink tree.
I love it.
You will find just about every link under thesun in there.
(39:35):
You can link to my podcast, which is calledQuantum Growth And Connection.
You can book a discovery call with me, whatelse might you like to do?
Investigate some of the coaching I do, find meon Facebook, LinkedIn, all that stuff.
I've got a YouTube channel.
It's all a Moneke tree.
(39:56):
So, Anne, I have to just throw in this oneshameless plug.
Well, that's remarkably simple.
Yeah.
I just I just had to.
It's the first time that's that's come out,but, I love it.
So, What is the one thing that you would tellpeople who are listening?
And you believe that it would be applicable toeverybody that they would do that would make
(40:18):
some of the things that they're experiencing.
Easier, less stressful.
What is what is it that you think everyoneneeds to prioritize?
Well, just following on from what we've beendiscussing, breathing probably.
It doesn't make an enormous difference.
I think it does.
I think you're thinking, your action reaction,everything is much better from this grounded
(40:47):
and calm space that we create in ourselves whenwe do take proper breath.
I wonder if you have a favorite story oftransformation either your own or one, from
somebody that you've worked with that you'dlike to share with the audience for those who
are curious about what's possible as a resultof the things that you teach
(41:07):
Okay.
Well, one of the practices that I know how todo is called parts integration.
And you might be aware of a situation whereyou're telling a story and you say, well, one
part of me wants to do this and the other partThat's what I'm talking about parts.
Totally been there before.
(41:28):
It's introducing the 2 the two parts of theargument that's going on within you And there
is a procedure, which I could take you through,which integrates those 2 parts and makes them
communicate with one another.
Now I saw this done on a friend who wasstudying with me in a particular training that
(41:50):
I was a part of.
And this was about 18 months ago.
And this girl was large, I mean, really large.
She knew she had herself go, and she feltfairly disgusted with herself and so forth.
But as a result of that course, she made thecommitment that she was gonna lose weight.
(42:13):
And she said, I watched her lose Well, inEnglish terms, it's 6 stones.
So you've got to go 6 times 14 to find out howmany pounds.
But it's almost the whole person.
And she lost that over a period of 15 months.
She she looks amazing.
She's got her energy back.
(42:34):
She's got her enthusiasm back.
So that
was just credits this entire transformation tothe work that she did to integrate these two
sides of herself that seem to be at odds.
That's right.
I love the beauty that we can, experience andliberty that we can experience when we just
(42:54):
accept who and what we are.
Right?
Yes.
So I think that you raise a really great topicof interest that you haven't given us quite
enough detail about what parts integrationinclude.
So I think that people are going to have tofollow on to no more.
It has been an absolute delight discussingthese things with you today, and I appreciate
(43:16):
you so much for coming to join me on this show.
Well, as I said at the start, it's my absolutepleasure.
I'm really grateful to you for asking me, and Ihave enjoyed our conversation enormously.
And I would just like to finish with somethingthat I say to myself daily about Grace and
(43:37):
ease.
Yes.
It's a mantra, if you like.
It's to remind myself of the ideal.
So it's I'm authentically joyful, abundant, andradiant as my life flows with grace and ease.
I do think I've heard you say parts of thatbefore, and it is lovely.
(43:57):
But for the sake of actually incorporating thisphrase.
Give it to me one more time because I'm goingto repeat it.
I am authentically joyful, abundant, radiant,joyful, abundant.
Ly radiant as my life blows with grace andease.
Lovely.
Thank you so much for everything you've offeredto us today, and I look forward to seeing you
(44:21):
again.
Indeed.
I hope we do.
Are you ready to unlock your full Markablysimple.
The podcast dedicated to helping you do justthat.
I'm Monique Fields, and I believe that with theright strategies, anyone can achieve remarkable
results.
Whether you're a seasoned leader or juststarting a business.
(00:20):
This podcast is your guide to achieving yourgoals with and efficiency.
Let's embark on this journey together and makesuccess Hello, and welcome everyone to another
episode of remarkably simple.
I'm Monique Fields, and I'm very excited tointroduce you all to Ms.
(00:45):
Ann Corbin.
She is a former accountant teacher, aninternational speaker, and author of 3 books.
She has taught children privately and in formaleducation.
She has taught adults, and now she is teachingonline.
(01:08):
And thanks so much for joining me for thisconversation today.
Monique is my absolute pleasure, and thank youvery much for inviting me.
Yes.
So, I would love for us to get started by justhaving you tell us a little bit about your
background and what has, prompted you to becomethe online teacher that you are today?
(01:34):
Well, my background is quite varied.
I was very fortunate to grow up, do myschooling in Rhodesia, which was a rebellious
colony, you might recall, And as a result, wehad a particular, propensity to be self
sufficient.
We had to be because most of the world wasagainst us.
(01:56):
So a Rhodesia as a com country had to make allits own stuff and be reliant on what we could
grow and what we could create for ourselveswithin the country.
So I think it bred into everyone who grew upthere that kind of a a feeling and a a
responsibility and so forth.
(02:18):
And it also bred into all of us a skepticismfor what we heard on the news.
Because whilst we trusted our own news, We werevery well aware of what the rest of the world
was saying about us, which was just so untrue.
I'll give you an example there was, a report inone of the newspapers in England of children,
(02:43):
little black children, scrambling in dust binsfor food, and they haven't really been
scrabbling for food, they were chasing coins,which had been thrown in by the reporters to
create this scene.
And there were a few other examples like that.
So as a result, I've always been ratherskeptical of what I see in the news and on TV.
(03:07):
In the last 4 or 5 years, that has served mevery, very well.
And my brother has exactly the same feelings asmyself.
He lives completely elsewhere, but we're on thesame wavelength, and I think that goes for a
lot of people who had the upbringing that wehad.
Yeah.
So it sounds like, you know, the the experiencethat you had growing up is contributing to this
(03:34):
belief that you are, you know, beingresponsible when you learn and develop your own
ideas, investigate things, and perhaps that'swhat leads you to be teaching of people about,
you know, concepts that are important to youand things that you think other people are
improved to know?
Well, I think so.
Yeah.
My policy is question the narrative.
Watch what everyone else is doing.
(03:56):
Think about it and probably do something else.
Yeah.
And then, you know, check.
What does it say?
Trust, but verify.
I've heard that phrase a lot.
That sometimes It's just worthwhile for you notto take everything at face value.
You can, look into things yourself.
It's very healthy.
That's right.
We're good.
Thanks so much.
In the current climate about the lies thatwe've been taught and even taught at school as
(04:22):
regular subjects and so much of it was a totalwaste of time.
School, trains compliance.
Boy, was I compliant?
So it's funny because you strike a chord.
As you know, I am a consummate educator andlearner myself.
(04:42):
It's actually how we met in a particularlearning experience that we both in both
engaged in.
And I agree with you that there is a largeelement of formal education that really does
train compliance, and I think it's also abeautiful blessing and opportunity when
teachers like you or like myself have anopportunity to help our students Fields their
(05:07):
own agency and activate the curiosity that theynaturally have so that they are alert And if
nothing else asking questions and seeking tounderstand what they're hearing and what
they're being told, so that they can, you know,sort of form their own knowledge, so to speak.
So I think that's very, a very empoweringperspective that you bring from your childhood
(05:29):
and, the work that you do.
Yeah.
So, I guess another thing that I'm curiousabout is now that you are teaching online, hear
a little bit about what it is that you teachand, what your experiences with that now that
you're not in the the formal education sense.
You know, I didn't stand I didn't spend verylong in formal education because I really
(05:54):
didn't like the rigidity that's involved there.
I gave up and became an accountant, which youmentioned.
And then when I found myself training or ortutoring children individually so much better
because you're just teaching without anyinterference from anybody else.
(06:14):
But to answer your question about, what I'mdoing now, I'm quite fascinated by personal
development, and also by energy.
And combining the 2, bringing in a bit ofpsychology as well, you're approaching the next
level of personal development, and I like tobring in consciousness as well.
(06:37):
Because that is a very fascinating subject.
You see the majority of people, I'm told it canpossibly as high as 88%.
They are living in this mode of survival.
They're seeing this wonderful lifetime that weshould be having as something that they have to
get through.
And they think, every time something goeswrong, they look for something outside of
(07:02):
themselves to blame.
Whether it's their parents or their family,their neighbors, the government, the weather,
whatever, it's they are the victim, and it'ssomebody else's fault or something else's
fault.
But then there's another level ofconsciousness, which is where most personal
development takes its students, and that's towhat would be known as the achievable level.
(07:28):
So This is taking responsibility for yourself,but you could wear yourself out doing that
because trying and trying and doing it, doingit, doing it all the time.
So my aspiration is to spend more time in the3rd level, which is the effortless level, where
(07:53):
life is genuinely happening for you.
It's not something that you're strugglingagainst, and you you can reach a place of
recognition that everything that happens isreally to bring about your growth.
If you're challenged, well, there's a reasonfor that.
(08:14):
And when you overcome said challenges, then itdoesn't mean that everything's over and done
with.
It just means the challenges are gonna getbigger and more exciting.
So you have to get your mindset right.
Yeah.
I can identify with that 100%.
And I think that you speak to something that somany of us who are a part of a very work
(08:36):
focused culture, can also relate to that it'svery easy to get caught up in the work that
you're doing.
And, in my own experience, it's a sort ofstriving that is, not anything like ease or
flow.
And that when I say ease or flow, I'd I'm nottalking about easy.
I think we expect to demonstrate discipline andhave commitment and, you know, engage hard
(09:02):
work.
But I think the point that you're making aboutthat, achievable level is that very often it
can be, you know, the source of quite a lot ofoverwhelm and people speak about burnout.
I've experienced this myself.
Because it is a little, not as as functional asthis third level that you're talking about.
(09:25):
So I would love it if you would just share alittle bit of your experience about how you
help individuals to perhaps transfer.
From the work that they're doing, and gettingto this place where the personal development
really does happen and they're experiencingmore of the ease in their either their life
their professional experience.
(09:46):
You know, Monique, it's a huge subject to it's,difficult to know where to start.
But if I start with where I was going with myenergy training and the the sort of, the
simpler courses which I used to train, and I Ihave some recorded and they're available.
(10:09):
There's far more to us than just this physicalbody.
We are surrounded by energy.
And sometimes this is referred to as the,losing my vocab for a minute, the the suffolk
body There are layers and layers, which wecan't see, but they surround us.
(10:30):
And it's in the shape of a taurus, which youmight be familiar with, from electricity,
studies of electricity.
It's this kind of, donut shaped Fields energy,which surrounds every one of us.
And looking at a a really huge character suchas Jesus or, Krishna or the Buddha.
(10:57):
They would be surrounded by an enormous Fieldsbecause their vibration is so high.
Yes.
Their presence can be felt as they just walkeddown the street in the village, everyone in the
village would be aware of it.
I mean, I haven't come across that, but it thisis the the contrast between a really big being
(11:17):
and a very normal average person.
That's the lower your consciousness is, ifyou're in that survivor mode, you will be
vibrating very, very low.
And not making an impression on anybody, andthe energy around you is actually very close
(11:39):
But as you raise your levels of consciousnessand you raise your, your vibration level, and
the torus grows, And this is how we're allconnected with one another because you know how
you walk into a room sometime where you canfeel attention of some sort because the heated
(12:03):
argument, whatever.
Well, how do you feel that?
You feel it through these waves, the shellenergy, which overlap the layers belonging to
the other people in there.
And I when I first heard about this, it wasbecause I got interested in studying medicine.
(12:24):
Sorry, energy medicine because I had had a backinjury.
Mhmm.
And it wouldn't heal.
And the regular, western doctors were useless.
What's the useless?
They don't really understand pain.
And their idea is a pill for every ill, as youknow.
(12:45):
Okay.
But these pills do not address pain, and Iwasn't getting any better.
And at one point, I was taking 4 differentkinds of painkillers.
And I I wondered if this was my life in thefuture because, you know, after a while, the
painkillers don't even work because you getused to them, and you get addicted to them.
(13:08):
And I'm very aware of that.
I don't like taking medicine anyway, but whenyou're in intense pain, where do you go?
Right.
I'd say the Moneke can't help.
I even had a few procedures done, not hiveblown operations.
I would have been terrified if anyone hadsuggested that but things like, you know, the
(13:29):
thing they give to pregnant women.
The epidurals, a lot of people here are takingthose.
Yeah.
But it wore off after a few weeks, and then thespecialist wanted to do it again.
What sorted me out was I went to see achiropractor who was also a healer.
She practiced energy medicine, and I saw hercrossing over with our hands.
(13:51):
And I I, for some reason, I was aware that shewas working with energy, but I got talking to
her, and I never looked back.
I started studying in a little bit here andthere in my spare time, so I was still working
full time.
Back then.
Yeah.
But my interest developed over time, and I'mI'm actually certified to teach some of this
(14:14):
energy.
Stuff.
But I'm addicted to learning.
I keep coming across new trainings and newapproaches.
And to me, this is yet another level.
So Deepgram.
I think that, what you what you just the storythat you told about your own, you know,
(14:34):
experience with pain, and I I think many peoplelike me can think of several individuals that
they you know, are close to or are aware of whohave similar struggles to what you described
and are using, what I guess are consideredtherapies but, you know, pain treatments that
over time are less and less effective.
(14:55):
And they too are, perhaps afraid of moreinvasive, treatments.
But this brought to my mind the connectionbetween energy and our everyday experience
with, you know, things like stress and,sometimes difficulties with interactions that
(15:19):
we have, that those things are often connectedto energy as well.
And similarly, raising one's consciousness andbeing aware of the level that you're operating
in as you talked about survival mode as opposedto this sort of 3rd level of ease.
And then when you mentioned the the model of,Jesus or these exceptional characters, even the
(15:44):
ones that exist today who it's difficult to bein their presence or even seeing them in record
a television and not be compelled by the energythat they carry.
And, I think that I love the example that yougive because When we use the word ease, I think
that it automatically defaults to.
We're talking about, you know, lazing around,but that's not what you think about when you
(16:08):
think of these individuals who have had Eon'slong impact in the world.
We're talking about individuals who make areally big difference everywhere they go, but
you point out such a great point in thedifference in their energy, the way that
they're carrying themselves, And it sort of,brings to my mind that one of the the things
(16:32):
that these individuals have in common is suchclarity of purpose.
And such dedication to that purpose.
I think that is probably where the ease comesfrom.
I wonder if you agree this, purpose or youknow, what it is that they're doing every day.
They're not running around, like, we would sayhere in the US chickens with their heads cut
off.
(16:52):
Or as I can say as an older, playing whack amole.
Right?
Like, just trying to whack all the moles andnever getting anywhere.
This is a much simpler way to live, and I thinkis probably one of the bigger contributing
factors to how an individual is able to createthe energy that serves them well and then stay
(17:15):
in that energy as opposed to being you know,driven back and forth by whatever's going on on
the outside.
I agree with you.
And you mentioned purpose.
I never even gave purpose any thought at alluntil maybe about 5, 6 years ago, when I was on
one of my personal development courses, I mean,one that I was attending as a student rather
(17:40):
than one that I rather than one I was giving.
And there was an exercise that we went throughabout describing our purpose, and that was what
brought home to me, the fact that so so manypeople, like me, had never even thought about
it because things automatically you know, as weleave school, we're kind of told, you need to
(18:04):
pass the exam as you need to get a job or acareer, whatever.
And then it's expected that you get married andbuild a home and whatever, and that is so time
consuming.
Mhmm.
That you imagine it's your purpose.
It's really only afterwards, when, like, whenmy, I I quit one of my my long term accountancy
(18:28):
jobs when I decided that I was I had had enoughof devoting my entire being to making money for
somebody else in joke.
Somehow I saw the light, and that was when Istarted tutoring kids individually, which gave
peace and spare time and so on and so forth.
Yeah.
And
it's when I got I had the time to reflect anddo some study on the energy side and personal
(18:54):
development side, and up comes this question ofpurpose.
It's quite amazing how many people have neverconsidered it.
It's purpose that makes life worth living.
That's your reason for being.
And okay, when you're a mom, when you'remanaging a family, the purpose is there.
It's automatic.
But What's your identity when the kids haveleft home?
(19:19):
Maybe your relationship has changed.
It does so often, you know, marriage isbreakdown because people stayed together for
the kids.
Not that I'm saying that's a great idea, butit's what people do.
And then sometimes the relationships break downlong beforehand.
Because, well, as I say, it's not a greatreason to stay together.
(19:40):
Mhmm.
Or course, there's death.
I mean, my husband died when I was very youngbecause I married somebody who was older than
me.
So in truth, it was once I had time to myselfthat I began to look inwards, and that's the
key because the answers aren't out there.
(20:02):
They're in here.
They're in your heart.
So
I love this, connection that you just madeabout, one of the things that if we had the
opportunity to shift it, that it would bereally wonderful to make this kind of impact.
That children attend 13 years of school here inin in the US, that's the target anyway.
(20:25):
And, out of all of those years, there's a lotof study of, you know, content and standards
and you know, things out of textbooks and nowonline.
And very often, starting early, children areasked, what do you want to be when you grow up?
But very little time is dedicated to helpingchildren discover who they are.
(20:48):
Who are they?
What is that identity?
What lights them up?
What drives them?
I think that these are the types of knowingsthat help individuals genuinely connect to a
purpose that might be displayed in a type ofcareer or work.
And I think just getting it out of order inthat way is what tends to, have people like you
(21:10):
and I in their adult years after they've, youknow, done a certain amount of time in the rat
race or on the hamster wheel, so to speak,following along with just the traditional path
that we're all encouraged to do, that we canfind ourselves asking questions like we start
to notice that certain things don't resonatewith who we are.
(21:30):
And we've done our own independent study tofigure that out And it's, the time where we
call it midlife crisis, we start to makechoices that, align more with how we identify
and, even making more intentional choices aboutnot only who we want to be, but what
contribution do we want to make to the world?
(21:53):
So I I love, you know, the work that you'vedone as an adult with this and the teaching
that you do to help people learn and discoverthese things.
It definitely strikes a cord with me about waysthat we could help our children get access to
this.
Perhaps not as early as kindergarten, but, youknow, not long after that so that they have an
(22:13):
opportunity to develop these ideas at the sametime as they're doing their required study.
You know, the educational system, and this isnot by accident.
It all done on purpose.
The children are very much now, but for thelast 100 years or so, they are taught what to
think and they're not taught how to think, andthere's a very critical difference, and the
(22:35):
idea of success that is, Bread into them atschool is that if you just learn things off by
heart and pass exams and then forgeteverything, you're successful.
You haven't got a good memory and you don'tcope with exams very well, then you're
considered thick.
If you're developing a little bit slower thanother people, again, you're your assessors
(22:59):
thick, you are not encouraged to ask questionsat school.
It's not as bad I suppose in the last 50 yearsas it was 3, say, 1950 or 60.
Right.
But Certainly, we were shot up at school if we,ask questions because the teachers might get
(23:20):
scared that a question would come up that theycouldn't handle.
Mhmm.
Oh, I mean, education's just all wrong.
And as you were saying, Kids have to makedecisions much too early.
I was in the academic stream.
I had to decide, aged about fourteen.
(23:41):
Whether I wanted to take the science route orthe academic, sorry, the, the RT route Mhmm.
And unfortunately, one of my favorite, subjectshappened to be Latin.
So how do you combine Latin with the sciences?
It's,
you know, it's not fair.
I managed it with difficulty.
(24:03):
My my brother came across the same dilemma, heended up teaching himself art because he had to
take this was for a level, and he had to take,four subjects, and the the timetables clashed.
So they they made him take academic ones, andthen he taught a lot to himself.
(24:23):
And he did it very well.
He he asked it.
But oh, I know something you said, kids have todecide or they're asked who they want to be.
And yet, that question doesn't expect an answerabout being, it expects the answer about doing.
In other words, you wanna do a fireman's job.
(24:45):
Do you wanna do a teacher's job?
You wanna do an architect's job.
I ended up being a teacher for a very shortperiod of time, because I didn't like it, I've
suddenly recognized just after I'd qualified,I've never left school, and it's worse being on
the staff end.
Well, you know, because you were a teacher.
But it's worse being a teacher than it is beinga student, I thought.
(25:09):
Mhmm.
That's why I left and became an accountant, butI was I was pigeonholed into a particular
direction, and it was only when I was growingup that I realized it was the wrong direction.
Mhmm.
Yeah.
So in my experience as an educator, I I I wassurprised when I was working on my doctorate
(25:32):
in, education leadership.
And one of my professors told me that I was anexception, not the rule, because I felt a sense
of liberty in my, experience both as a studentand a teacher that somehow I had what I guess
would be called audacity to ask questions tothink outside the box to look for, creative
(25:53):
space to explore, to discover.
I was curious, and I carried that with me intomy work as an educator, but I will say that I
don't necessarily feel that all of my peers,the teachers around me, felt that they had the
same liberty.
I viewed the task that I was asked to doteaching the state standards and delivering the
curriculum as a challenge because now I neededto find a way to bring harmony to my goal and
(26:22):
purpose for being in the classroom, which wasto teach my kids' agency and help them awaken
their own individual curiosity and find whatgot them excited to learn, not necessarily
deliver the specific curriculum.
And I found that successful successfully byusing a facilitative strategy.
(26:44):
So instead of telling my kid's information, I,made a stage of asking them questions and
inviting them to discover so that there was atleast more room for all of their individual
expressions and creativity that, improve theirengagement.
But I will say being an educator for 24 years,it was exhausting to create that type of space
(27:09):
because it was against the grain, and it goteven more challenging.
You talk about it's to be a student, it can bevery challenging to be an educator, a teacher.
I moved over into administration and found iteven more constricting.
And ultimately, it's the reason I stoppedbecause there just was not I wasn't able to
(27:29):
find and working, overworking, and absolutelybeing in achiever mode, I was the queen
achiever and wore a badge for it.
It was invisible, but I wore it, and I wasproud.
Of the hard work, you know, the very exhaustingwork that I was doing to try to accomplish what
(27:50):
I thought was the right thing for my studentswhen I was a teacher and for my students and
staff when I was a principal, but it was youknow, a challenge because I was not trained in
the skills, and the strategies as we weretalking about earlier in this conversation to
manage my own energy and to operate in a flowand ease.
(28:12):
And, ultimately, it took more energy than Ifelt I had to be able to serve in a way that
really aligned with the identity and purposethat I felt inside of myself that was not
matching what was expected of me in my role.
So, you know, similar to what you decided, Ihad had so much independent experience with
(28:36):
coaching individuals and tutoring children thatlike you, I just figured I'd set myself free.
And help the people and work for the peoplewith the people, not necessarily for and with
the system.
So I believe that there's a lot of liberty forall of the people that we touch in the ones
that we see in everybody in the world when weare looking, as you said, inside for answers
(29:02):
that we seek as opposed to looking to find themin the ordinary structures that it makes sense
that people sort of default to looking outside,but we're less likely to find whatever it is
that we're searching for there and that theliberty that we seek or the empowerment that we
seek is generally speaking coming from within.
Yeah.
You are just a 100% right.
(29:22):
The issue is that because people arepigeonholed from a very early age, and the
educational system is so wrong.
What we've just been discussing is not gonnacome naturally.
It needs people need to be led down thisdirection because it's a new direction, and
it's so different to what we learn at school.
(29:46):
And the crazy thing is that when we're trainedin whatever at school, because teachers said
when we were about 6 or 7 or 8, we believe itand it sticks with us for the rest of our
lives.
For example, milk is good for you.
(30:06):
Milk was never good for me.
It was never good for me.
It gave me what they called a hay fever.
I struggled with that all of childhood.
I stopped drinking milk problem went away.
Alright.
Well, yeah, many people many people actuallycannot digest milk, but I think three quarters
of the population can.
And, one of our politicians, certain Mrs.
(30:28):
Thatcher, before she was a the prime minister,she was the education minister, And she decided
to stop free milk in the UK schools.
Now I didn't go to school in the UK, but she isfamous because they used to call her thatcher
thatcher, milk snatcher.
And it turns out that she did a a service
(30:50):
It was actually the right street.
Very helpful.
Yeah.
There are a lot of places where the childrenare still regularly given cartons of milk.
So we've still got, work to do.
You said this, you know, very bold statementabout the, you know, school system being all
wrong.
And, perhaps I would, agree in this way bysaying whether it's right or wrong, it's not
(31:13):
enough.
There's still much more that our children needand that we, as individuals, need in terms of
our personal development.
So that makes me curious about Maybe a coupleof highlights of things that you actually work
with to teach people that help them find someof the expansion that I think we we we think
we're growing up and we're going into this andwe find we've still got work to do.
(31:34):
So what are some of the things that you helppeople learn, when you're leading these
personal development courses.
Okay.
Well, one of the fascinating simple proceduresthat people can learn is how to breathe, and
how to gain strength from the universe, simplythrough breathing.
(31:57):
And within our bodies, there are the 7 chakras,which I believe the majority of people grow up
without knowing about.
I think it's improving now, but certainly Ionly learned about them when I was well grown
up probably when I started.
I I was interested in energy, so I'm not sureif it was pre or post my back injury because
(32:24):
that was more than 20 years ago.
But, yeah, chakras, I discovered when I begantalking about energy to people who I wanted to
train.
I didn't know what doctors were, and I had bythat stage begun to think they were really,
basic and that everybody knows that quoteunquote.
(32:46):
Oh, everybody doesn't.
And this is a a mistake that a great manypeople make just because I know something
doesn't mean that everybody else knows it.
So a lot of the basics, of energy principlesinvolve chakras, breathing, meditation, the
(33:06):
value of meditation, it it's phenomenal.
This is your connection to the divine, and themore you can meditate, the better you're able
to go within and use your hidden powers,superpowers, whatever you wanna call them.
Mhmm.
Or access perhaps the wealth of wisdom.
(33:26):
I think, you know, sometimes people areapprehensive about certain topics like what you
discuss.
I think You know, even I I see peopledemonstrate apprehension just about the
practice of breathing and we're, all very oftenso guilty of having very shallow breaths.
(33:48):
And one
of the most interesting Facts that I justrecently learned about breathing is the large
majority of the Avioli in the lungs, which arewhat bring the oxygen into the bloodstream.
And are necessary for the full functioning ofthis beautiful body that we've each been gifted
with, that they're in the bottom of the lungs.
(34:08):
And it takes regular practice to be able tobreathe at your full capacity so that it is
natural to you.
The purpose of the intentional practice Iunderstand is so that the the, the habit is
more natural.
So I think it's great that you point outsomething like breathing exercise, but as you
(34:30):
mentioned meditation and perhaps understandingabout your individual energy, that these are
also things that are very helpful to be awareof in your day to day life so that it's not you
know, I've seen people in a moment of panic notable to be able to calm themselves because they
don't
have the skills.
Yes.
They don't have the skills.
Because, we have the fight or flight reflex.
(34:52):
Right.
And the more stressed we are, the more shallowthe breaths that we take, unless we think about
it.
But you may be aware that advice of her foreverhas been, when you're stressed, when you've
lost temper when you are about to go into a jobinterview, all sorts of whens Mhmm.
(35:14):
Take 3 breaths take 3 big breaths.
They don't say take 3 deep breaths or take 3breaths right down in your belly, flatten your
diagram, diaphragm, close your mouth.
When we breathe through our noses,automatically, the air will go lower.
(35:35):
If you do it properly, as your diaphragmflattens, you'll feel your tummy stick forward
that means you're doing it right.
And it's also very calming for these 3 deepbreaths.
Check up and write down there in the lowerlobes of your lungs because, yes, there's more
(35:56):
blood down there.
So more oxygen is absorbed from the alveoli,but also you've got the, receptors from the
asymplicating nervous system down there Mhmm.
Where it calms you.
Mhmm.
And many people go their whole lives sort of inthis kind of very low level panic, and they're
(36:20):
so accustomed to it that it feels normal, Butthey're stressed the whole time, whether it's
because they're always, on bad terms with otherpeople that they're living with.
Or they're in a work situation where they'restressed, stressed, stressed all the time,
they're so accustomed to it that They thinkit's normal to feel that way.
(36:42):
Right.
I think, you know, the the value of practicingsimple strategies like having access to deep
calming breath.
And then the point that you just made aboutmeditation being able to separate yourself from
(37:02):
all of the chaos, whether it's busyness at workor things that are happening in the world is
really necessary for the well-being of our bodyand our mind.
You start talking about the parasympatheticsystem and the fact that individuals are
operating not at home and aren't even aware ofit, right, that we don't know another way.
(37:23):
And really the only way to improve that justlike with anything else, it takes intentional
practice and progress over time.
Improvement in your breathing and, bringingbalance and calm to your parasympathetic system
is not something that we can do in a snap forsure.
I think these are great strategies.
This
happens if we can train ourselves
(37:46):
Yes.
Properly without thinking about it.
The difference is phenomenal.
And this is not so much focused on, you know,children in particular, but I do have such a
big heart for our kids spending 24 yearsworking with them and having that be, my my my
focus and, dedication.
(38:07):
And I'm also a mother, and I have seen whatvalue it is to just take a couple moments every
day.
This is happening more often in schools.
But I think there's still room for expansion ofthese ideas.
Children learn better when they are taught tobreathe.
And children who experience anxiety can find abetter level of functioning when they are
(38:27):
taught to breathe.
And I think that there has to be dedicatedfocus to that.
And it the same is true for us as adults.
So I think this is very powerful awareness andinstruction, that you give to people on this
subject.
And, I wonder if people wanna know more more,you know, about strategies that you teach and,
(38:48):
ways that they can improve their perhaps theyare in this survival mode, and they wanna know
how to get out of the being at the effect ofeverything's happening around them, or maybe
they are like we have previously been strivinglike really good at re achievers have been
train to do.
And they're really curious about what it lookslike to function with more ease while having a
(39:14):
bigger impact.
I think this is something that you could helpindividuals with, and I wonder where they'd
find you.
Well.
All we have to do is type, awaken.plus.
Into any browser, and that will bring up mylink tree.
I love it.
You will find just about every link under thesun in there.
(39:35):
You can link to my podcast, which is calledQuantum Growth And Connection.
You can book a discovery call with me, whatelse might you like to do?
Investigate some of the coaching I do, find meon Facebook, LinkedIn, all that stuff.
I've got a YouTube channel.
It's all a Moneke tree.
(39:56):
So, Anne, I have to just throw in this oneshameless plug.
Well, that's remarkably simple.
Yeah.
I just I just had to.
It's the first time that's that's come out,but, I love it.
So, What is the one thing that you would tellpeople who are listening?
And you believe that it would be applicable toeverybody that they would do that would make
(40:18):
some of the things that they're experiencing.
Easier, less stressful.
What is what is it that you think everyoneneeds to prioritize?
Well, just following on from what we've beendiscussing, breathing probably.
It doesn't make an enormous difference.
I think it does.
I think you're thinking, your action reaction,everything is much better from this grounded
(40:47):
and calm space that we create in ourselves whenwe do take proper breath.
I wonder if you have a favorite story oftransformation either your own or one, from
somebody that you've worked with that you'dlike to share with the audience for those who
are curious about what's possible as a resultof the things that you teach
(41:07):
Okay.
Well, one of the practices that I know how todo is called parts integration.
And you might be aware of a situation whereyou're telling a story and you say, well, one
part of me wants to do this and the other partThat's what I'm talking about parts.
Totally been there before.
(41:28):
It's introducing the 2 the two parts of theargument that's going on within you And there
is a procedure, which I could take you through,which integrates those 2 parts and makes them
communicate with one another.
Now I saw this done on a friend who wasstudying with me in a particular training that
(41:50):
I was a part of.
And this was about 18 months ago.
And this girl was large, I mean, really large.
She knew she had herself go, and she feltfairly disgusted with herself and so forth.
But as a result of that course, she made thecommitment that she was gonna lose weight.
(42:13):
And she said, I watched her lose Well, inEnglish terms, it's 6 stones.
So you've got to go 6 times 14 to find out howmany pounds.
But it's almost the whole person.
And she lost that over a period of 15 months.
She she looks amazing.
She's got her energy back.
(42:34):
She's got her enthusiasm back.
So that
was just credits this entire transformation tothe work that she did to integrate these two
sides of herself that seem to be at odds.
That's right.
I love the beauty that we can, experience andliberty that we can experience when we just
(42:54):
accept who and what we are.
Right?
Yes.
So I think that you raise a really great topicof interest that you haven't given us quite
enough detail about what parts integrationinclude.
So I think that people are going to have tofollow on to no more.
It has been an absolute delight discussingthese things with you today, and I appreciate
(43:16):
you so much for coming to join me on this show.
Well, as I said at the start, it's my absolutepleasure.
I'm really grateful to you for asking me, and Ihave enjoyed our conversation enormously.
And I would just like to finish with somethingthat I say to myself daily about Grace and
(43:37):
ease.
Yes.
It's a mantra, if you like.
It's to remind myself of the ideal.
So it's I'm authentically joyful, abundant, andradiant as my life flows with grace and ease.
I do think I've heard you say parts of thatbefore, and it is lovely.
(43:57):
But for the sake of actually incorporating thisphrase.
Give it to me one more time because I'm goingto repeat it.
I am authentically joyful, abundant, radiant,joyful, abundant.
Ly radiant as my life blows with grace andease.
Lovely.
Thank you so much for everything you've offeredto us today, and I look forward to seeing you
(44:21):
again.
Indeed.
I hope we do.
Popular Podcasts
Cold Case Files: Miami
Joyce Sapp, 76; Bryan Herrera, 16; and Laurance Webb, 32—three Miami residents whose lives were stolen in brutal, unsolved homicides.  Cold Case Files: Miami follows award‑winning radio host and City of Miami Police reserve officer  Enrique Santos as he partners with the department’s Cold Case Homicide Unit, determined family members, and the advocates who spend their lives fighting for justice for the victims who can no longer fight for themselves.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.