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Click here to view our cookie information.In part two of our blog series on mindfulness, we take a look at introducing mindfulness into your classroom. Firstly, we’ll take a look at the basics of mindfulness and why it works well in the classroom, before we move on to how to make paying attention a positive, how to set your mindfulness ground rules and your first full mindfulness activity for your pupils.
Sounds simple, right? But how much time do we spend reflecting on the past or worrying about the future? It’s no different for children. Whilst their worries may seem insignificant to grown-ups, when you’re young, problems often seem overwhelming. Bring playground politics and bullying into the mix and its no wonder that some pupils struggle to concentrate in the classroom. In addition, up to one in ten children suffer from diagnosable mental health problems, on average that’s three pupils per classroom.
So, using mindfulness in the classroom can be a useful tool to help pupils to focus. In its simplest form, mindfulness is:
A simple way of thinking about the effect that mindfulness has on us, is that we become a witness to our thoughts and feelings, rather than letting them embody who we are. From a ‘witness position’ we can see the impact that events and people have on us, but by taking a step back and looking at it as a witness without judgement, it gives us a choice on how to react.
A great way to explain this to pupils is through the puppy mind analogy. When we first bring a puppy home, they are untrained, naughty and disruptive. This is our mind before we practice mindfulness. But with patience, kindness and repetition, our puppy will become well behaved and in control of its own actions. This is how we train our minds with mindfulness too.
The Mindfulness in Schools Project splits the benefits for pupils into four key areas:
What do your pupils pay attention to without thinking about it? The TV, video games, books, their friends? By pointing out that ‘paying attention’ isn’t only a thing that they do in the classroom, but that it is something that they do naturally all the time, you can remove any feeling of punishment from the term.
Using ‘mind anchors’, e.g. something to pay attention to, can help pupils to focus during mindfulness exercises. Here are six anchors to try with your class:
Over the course of three days commit yourself to spending 20 seconds with each of your pupils, without trying to teach them or change them. This could be as simple as complementing their pencil case, asking them what they did at the weekend or asking them their favourite colour. The important thing is to give them your full attention for that 20 seconds without any judgement. In a class of 30 pupils, this means that you could speak to 10 pupils per day. Over the course of the three days, you will have made all of your pupils feel more valued in just 10 minutes.
Personal Bubble – ask your pupils to imagine that they are surrounded by their own personal bubble of mindfulness. They should try not to pop anyone else’s bubble by distracting them whilst you are doing mindfulness exercises.
No Judgement – pupils will not be judged by you, or other pupils, for their experiences or thoughts whilst being mindful.
Eyes Closed/Open – whilst the class has their eyes closed, you should keep yours open for fairness and safety. Explain this to your pupils before you start.
Silence – Encourage pupils to enjoy the silence of mindfulness.
Sharing – Taking part in post-mindfulness discussions about their experiences or thoughts during exercises should be voluntary.
Respect – Pupils should be open minded and respect each others’ experiences.
How to do it
Adopt the ‘noble’ posture: feet flat on the floor, hands on lap, spine relaxed but upright.
Prepare by resting the tip of your tongue against the roof of your mouth, right behind your top front teeth. You’ll need to keep your tongue in place throughout the practice. Exhaling during 4-7-8 breathing can be easier for some people when they purse their lips.
The following steps should all be carried out in the cycle of one breath:
When you inhale again, you initiate a new cycle of breath. Practice this pattern for four full breaths. The held breath (for seven seconds) is the most critical part of this practice. It’s recommended that you only practice 4-7-8 breathing for four breaths when you’re first starting out. You can gradually work your way up to eight full breaths.