MindfulPineapples
TLC: Mindfulnesss in the Classroom 2017-2018
We started this project with passion. Each teacher practices mindfulness and wanted to share with our classes. Working together to share ideas and resources, we took the journey that will be recorded below.
CLASSROOM ACTIVITIES:
For many of these activities, we jumped right in and got started.
Mindful Breathing. Using some of the activities from the resource, "Mindful +++" students were invited to close their eyes, sit up straight in their chairs, close their eyes, and breathe. Sometimes we guided students to listen to cues such as breath in hold, breathe out, hold (square breaths). Another technique involved breathing in for 7 out for 11.
Apps: We explored the Calm app as well as the Stop, Think and Breathe app. We borrowed the school ipads and students used their own devices and downloaded the apps so that they might have access to the meditation applications.
YouTube: We used guided visualizations found on YouTube, that were sometimes 1,3,5 10 minutes or more. Sometimes we would use music from videos and play it in the background such as Indian flute music; Relaxing music; Nature sounds. This easy resource made it quickly accessible for us to add this in the background.
Time: First thing in the morning, after recess or after lunch were good times to bring in a mindful exercise.
Vibra Tones: We invited students to listen to the chimes on and the duration of the bell. Students responded positively to this activity.
Mindful walking: Students were invited to go outside and really listen to the sounds of nature and to walk slowly.
Gratitude Journalling: Students really enjoyed writing lists about everything that they were grateful for. This activity was useful for getting students to focus on positive thoughts.
Ted Talks. We watched two Ted Talks that were related to Mindfulness. The links to those talks are below:
For many of these activities, we jumped right in and got started.
Mindful Breathing. Using some of the activities from the resource, "Mindful +++" students were invited to close their eyes, sit up straight in their chairs, close their eyes, and breathe. Sometimes we guided students to listen to cues such as breath in hold, breathe out, hold (square breaths). Another technique involved breathing in for 7 out for 11.
Apps: We explored the Calm app as well as the Stop, Think and Breathe app. We borrowed the school ipads and students used their own devices and downloaded the apps so that they might have access to the meditation applications.
YouTube: We used guided visualizations found on YouTube, that were sometimes 1,3,5 10 minutes or more. Sometimes we would use music from videos and play it in the background such as Indian flute music; Relaxing music; Nature sounds. This easy resource made it quickly accessible for us to add this in the background.
Time: First thing in the morning, after recess or after lunch were good times to bring in a mindful exercise.
Vibra Tones: We invited students to listen to the chimes on and the duration of the bell. Students responded positively to this activity.
Mindful walking: Students were invited to go outside and really listen to the sounds of nature and to walk slowly.
Gratitude Journalling: Students really enjoyed writing lists about everything that they were grateful for. This activity was useful for getting students to focus on positive thoughts.
Ted Talks. We watched two Ted Talks that were related to Mindfulness. The links to those talks are below:
POSTERS: Students found mindfulness quotes and created posters that were used for our STEAM evening. Students were encouraged to find messages that they wanted to share with others. Posters included messages to "Breathe" and other inspirational statements. Integrating these reminders into an art activity using calligraphy also encouraged mindful art work, paying attention to the cursive writing.
Mandala Colouring: We invited students to practice mindfulness while colouring Mandala patterns.
Students were able to choose a variety of places in the classroom to learn mindful practices.
TEACHER TRAINING: Professional Reading is a very important part of the process. A few of the resources that we invested in are shown below:
We attended Professional Development opportunities offered within our board. An evening about Mindfulness practices and Mental Health held at the Peel Board Office provided an opportunity for teachers and students to share what they are doing in their classrooms. A carousel is provided for teachers to share their resources and ideas.
TEACHER TRAINING:
We attended two Activities on different weekends. The first was a Mindfulness for Educators session where we were part of a mindful practice. WE started with a mindful body scan, Yoga, mindful walk, lunch and then debriefed at the end of the day by sharing our experiences and application in the classroom.
The second, and most beneficial part of the process was the Mindful Society Conference that we attended on May 26-27th in Toronto, Ontario. Below are some photographs from the event. Notes will follow.
We attended two Activities on different weekends. The first was a Mindfulness for Educators session where we were part of a mindful practice. WE started with a mindful body scan, Yoga, mindful walk, lunch and then debriefed at the end of the day by sharing our experiences and application in the classroom.
The second, and most beneficial part of the process was the Mindful Society Conference that we attended on May 26-27th in Toronto, Ontario. Below are some photographs from the event. Notes will follow.
Highlights from the Conference:
Moving Forward: This is the first year that we introduced the teachings of Mindfulness with consistency and with a purpose. The TLC enabled us to focus our attention as a group and test out some very interesting research within the parameters of our classrooms. We view this however, as simply the beginning. WE got our feet wet. WE are very much looking forward to continuing this process next year. We plan to start in September with a renewed sense of how to improve with our practice of mindfulness in the classroom.
Learning from what worked well as well as the obstacles that we encountered, we will plan to improve the teaching of this practice.
We started the year with a questionnaire that all students completed in order to collect some informal data about the tools and knowledge that students already have with respect to a mindful practice as well as self-regulation. From there, we decided to teach a variety of tools - some that we are very comfortable with (e.g., Yoga, breathing) and practices that were new to us (specific breathing techniques).
We taught students about the brain and how it functions when anxious or afraid and looked at how the body reacts in these times. Parallel with this teaching, we teach students the concept of having a growth mindset and a fixed mindset, a teaching that aligns with the mindfulness practice.
Next year, we hope to plan our lessons with more consistency. Equally important, a teacher that practices mindfulness is better able to teach it by example and explicitly to students. This requires us a teachers to slow down and really make sure that we practice what we preach.
Do we slow down and really listen to what students and others are saying?
Do we react to the multitude of stressful situations that occur in the classroom each day?
Are we being mindful of our environment? of our own needs so that we can teach effectively?
Are we allowing students to have some consistency with breathing exercises or creating space to build that practice?
Have we meet the different learning styles to introduce students to activities that they will enjoy? Some students like a quiet practice while others prefer an active practice. Some students like to anchor their attention on a guided meditation. Is it too long or too short?
How are we gathering feedback from students?
The deepest learning and understanding took place at the Mindful Society Conference. There we heard from top thinkers in the field and this enabled us to deepen our understanding of what we have taken on. We are now able to teach the importance with more conviction and current research.
In addition, we would like to take a leadership position and share this information with our colleagues. Whether it is presenting at staff meetings, presenting at the Mindfulness network at the board and starting a Mindfulness club for interested students, the ideas are blossoming as we continue to speak to our team of teachers about our ideas and plans that we would like to implement with our students and for ourselves. In addition, we are going to plan to have our students take a leadership role and partner up with junior students in our neighbouring school to lead them through some mindfulness activities.
We have a Google sharing site where we can post interesting articles, lesson plans, ideas, websites, and videos that we have used in our classes.
For the purposes of our TLC
Learning from what worked well as well as the obstacles that we encountered, we will plan to improve the teaching of this practice.
We started the year with a questionnaire that all students completed in order to collect some informal data about the tools and knowledge that students already have with respect to a mindful practice as well as self-regulation. From there, we decided to teach a variety of tools - some that we are very comfortable with (e.g., Yoga, breathing) and practices that were new to us (specific breathing techniques).
We taught students about the brain and how it functions when anxious or afraid and looked at how the body reacts in these times. Parallel with this teaching, we teach students the concept of having a growth mindset and a fixed mindset, a teaching that aligns with the mindfulness practice.
Next year, we hope to plan our lessons with more consistency. Equally important, a teacher that practices mindfulness is better able to teach it by example and explicitly to students. This requires us a teachers to slow down and really make sure that we practice what we preach.
Do we slow down and really listen to what students and others are saying?
Do we react to the multitude of stressful situations that occur in the classroom each day?
Are we being mindful of our environment? of our own needs so that we can teach effectively?
Are we allowing students to have some consistency with breathing exercises or creating space to build that practice?
Have we meet the different learning styles to introduce students to activities that they will enjoy? Some students like a quiet practice while others prefer an active practice. Some students like to anchor their attention on a guided meditation. Is it too long or too short?
How are we gathering feedback from students?
The deepest learning and understanding took place at the Mindful Society Conference. There we heard from top thinkers in the field and this enabled us to deepen our understanding of what we have taken on. We are now able to teach the importance with more conviction and current research.
In addition, we would like to take a leadership position and share this information with our colleagues. Whether it is presenting at staff meetings, presenting at the Mindfulness network at the board and starting a Mindfulness club for interested students, the ideas are blossoming as we continue to speak to our team of teachers about our ideas and plans that we would like to implement with our students and for ourselves. In addition, we are going to plan to have our students take a leadership role and partner up with junior students in our neighbouring school to lead them through some mindfulness activities.
We have a Google sharing site where we can post interesting articles, lesson plans, ideas, websites, and videos that we have used in our classes.
For the purposes of our TLC