Mindfulness in the Classroom: Simple Skills for Peace and Productivity in the Classroom

Table of Content Introduction 4 What is Mindfulness?

5

Why Mindfulness? – The Benefits

5

How? Common models of Bringing Mindfulness to your School

6

How to Use this Book

7

How this Programme Relates to the Curriculum

8

How to Assess

9

Objectives - SPHE

10

Objectives - SPHE

14

Unit 1 Mindful Listening

18

Unit 2 Mindful Breathing

31

Unit 3 Heartfulness/Sending Kind Thoughts

44

Unit 4 Mindful Thinking – Optimism/Pessimism

59

Unit 5 Mindful Breathing 2

71

Unit 6 Mindful Movement

83

Unit 7 Gratitude 97 Unit 8 Mindful Action

109

Tips/Ideas for Teaching Mindfulness Informally

122

Creating a Mindful Environment

123

My Mindfulness Log

124

My Gratitude Log

128

Teacher Mindfulness in the Classroom

Pupil

CD Script

Research 3

Introduction Around ten years ago I had the opportunity to study philosophy and I was introduced to the writings of Ekhard Tolle. I was going through a particular stressful time in my life and found his teaching amazingly helpful. It was from these initial explorations that I began my personal journey towards mindfulness. Having truly experienced the benefits of practising mindfulness I was and am convinced that these simple practices should be readily accessible to everyone young and old.

Having grown up in Ireland and having taught both here and abroad for over twenty five years it strikes me that children are rarely given a chance to explore or discuss their emotions, inner voice, thoughts, reactions and impulses and yet that is what is fundamental to our experience of being human and alive. Children have not got or have not been given the language of mental and emotional wellbeing. So much of our time as parents and educators is involved in the academic and physical development of our children through education and sport, yet we give our minds and inner life very little attention. Yet it has been proven that when we practise mental workouts to strengthen our mind the benefits can include improvement in our ability to: • • • •

Focus Manage uncomfortable emotions Make better decisions Empathise with others

As professionals we have a wide range of skills and knowledge necessary to meet the huge spectrum of demands that a classful of children presents. This book is not ‘yet another thing’ that teachers are expected to do. But instead, I hope it helps teachers cope with the daily stresses of an active and busy classroom whilst exploring mindfulness with their pupils.

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Mindfulness in the Classroom

What is Mindfulness?

• Mindfulness is paying attention to our experiences in a way that allows us to respond rather than react.

• It is a quality of inner-stillness that is available to us, even when our life or circumstances feel out of control and chaotic.

• It is possible to be mindful/aware/pay attention to everything in our experience through simple techniques.

Why Mindfulness?

Benefits for Teachers Research shows mindfulness: • Improves focus and awareness • Increases responsiveness to students’ needs • Promotes emotional balance • Supports stress management and stress reduction • Supports healthy relationships at work and at home

Benefits for Students Research shows mindfulness: • Supports overall wellbeing • Promotes academic performance • Strengthens attention and concentration • Reduces anxiety before testing • Promotes self-reflection and self-calming • Improves classroom participation by supporting impulse control • Provides tools to reduce stress

Mindfulness in the Classroom

5

How? Common Models Of Bringing Mindfulness To Your School 1. Informal Modelling This approach involves a specific teacher with an interest/personal experience of mindfulness, but without formal training, bringing a ‘heightened attention and awareness’ into the classroom. This type of mindful teaching does not need discussion at administrative level, as it is consistent with normal practice. Patience, awareness and active listening are much used tools in the skill set of teachers. How a teacher cultivates these traits is up to the individual. The guided meditations for teachers (CD and scripts) in this book supports the exploration and development of this model.

2. Informal Teaching This approach involves introducing mindful moments to the class, using discrete and simple techniques, that run in tandem with existing curricula and the normal timetable of the classroom.

This book provides techniques to introduce mindfulness in the everyday classroom setting eg. morning greeting, during class, between lessons, going to lunch, at the end of the day and school assemblies. You may need administrative approval to implement these techniques depending on your chosen methodology and school policy/ethos.

The support of colleagues and management can greatly effect the outcomes achieved by individual teachers. Naturally, a staff that is cohesive and supportive begets an atmosphere of cohesion and support for the child within which to thrive. To implement a comprehensive school program, be that of formal or informal teaching, requires strong administrative support. Once adopted however, these informal techniques can positively impact the overall tone, ethos and climate of the school as a whole, as well as individual classrooms.

3. Formal Teaching This involves delivering a developed and structured mindfulness curriculum. Appropriate lesson plans include objectives, content development, activities and evaluation.

Formal teaching usually demands that the facilitator has had formal training in the area of mindfulness. Whilst direct interaction with a trained facilitator is considered best practice, oft times this is not possible, due to the lack of availability of a trained teacher in your area.

Under these circumstances an instructional CD as is provided in this book is a good alternative.

4. Visiting Facilitator This approach is when a trained mindfulness facilitator visits your school as a guest speaker, for a once off event. This approach can be beneficial in that it can be arranged to involve the whole school community, including parents. However, as a stand alone approach this model has it’s limitations and can have less long term impact. In all these models the role of the class teacher is pivotal to the potential outcome of the programme. Individual teachers are best place to choose the model most appropriate to their classroom/school.

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Mindfulness in the Classroom

How to Use this Book A basic requirement to teach a mindful curriculum is that ‘you can’t teach them’ unless you practise’. Understanding the theory of mindfulness is not enough. Much in the same way as understanding the technique of swimming does not qualify one to be a swimming instructor, so too, appreciating and understanding the benefits of mindfulness does not ensure that one can effectively teach a formal mindfulness curriculum.

To this end we have included guided mindful practices that are suitable for adults and relate to the lessons for children.

Teachers/parents are encouraged to use this CD resource to explore their own practice before introducing mindfulness to their class/children. I hope that as teachers explore their own practice that they will feel comfortable to extend the periods of stillness, in formal practice, both for themselves and for their students.

I have also included practical tips on how to bring mindful moments informally into their teaching day.

A teacher who can mirror and demonstrate mindfulness in their behaviour and in the quality of their teaching informally, is in the best place to teach mindfulness formally to their class.

Each lesson is supported by • Activities for children • Teacher self evaluation prompts • Methodologies • Curriculum Linkage I recommend that each unit is taught in sequence and that at least one week is spent per unit.

I hope that you find this book a useful and practical resource that supports the triangulation of your own personal practice, developing mindful teaching and teaching mindfulness formally.

Michele

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How this Programme Relates to the Curriculum.

“SPHE promotes intrapersonal development by helping to recognise, understand and accept themselves as unique individuals who feel valued and loved. It provides particular opportunities to nurture self-worth and self-confidence, helping the child to set and assess his or her own goals and to be able to manage his or her own behaviour. SPHE enables the child to build a sense of selfefficacy which in turn can increase his or her sense of personal control, promote self-awareness and enable self-directed learning. An SPHE programme particularly contributes to the development of personal attributes and skills, such as learning how to manage feelings, how to resolve conflicts and how to cope with new and demanding situations.”

From page 3, Introduction, The SPHE Curriculum.

“Because of its pervasive influence, English is not just concerned with language learning but also with learning through language. In the process of acquiring language skills and in developing the ability to use language other crucial elements of the child’s personality and potential are cultivated.

For instance, the learning of a new word, or an extended meaning of a word already known, can entail more than extension of vocabulary. It can interact with ideas already familiar to the child in a way that broadens and deepens understanding. Likewise, in attempting to express emotional or imaginative experience, the act of putting feelings and intuitions into language can give them a focus that deepens the child’s knowledge of himself/herself and of the world.

From page 3, Introduction, The English Curriculum.

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Mindfulness in the Classroom

How to Assess.

As with the SPHE curriculum, this mindfulness programme requires the “use of particular tools that will help the teacher to acquire information about the child’s progress and the effectiveness and suitability of the programme in place.”

The informal tool for assessment recommended is Teacher Observation. Teacher observation takes place while pupils are engaged in mindful activities/practices.

The following points relate directly to the SPHE Curriculum, and guide teachers as to what they might observe, or notice during a mindfulness lesson.

• the ability of the child to co-operate and work in groups or to work independently.

• the informal interactions between the child and adults and between the child and other children.

• the quality of presentation of work.

• particular interests or aptitudes displayed by the child.

• the participation and interests of the child in a variety of activities.

• the level of personal or social responsibility exhibited by the child.

• the reliability of the child in carrying out established routines.

• the perseverance of the child in carrying out a task.

• the child’s awareness of the difficulities of others and his/her willingness to help.

• the questions the child asks and the responses the child makes to questions and suggestions made by the teacher.

• various behaviour, for example shyness, leadership ability, level of self-confidence, the tendency to be anxious, sense of fairplay, assertiveness, aggression, readiness to take risks and meet challenges.

• physical and emotional maturity.

• the ability of the child to engage in assessing his/her progress and reflecting on his/her learning.

The teacher can reference these points when considering “Assessment” following each unit.

Teacher Self Assessment See “Reflection Worksheet” at the end of each unit.

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10

✓ Express own views, opinions and preferences. ✓ Name a variety of feelings and talk about situations where these may be experienced.

Strand Unit:

Self Awareness Unit:

Feelings & Emotions

Growing & Changing

Relating to Others

Strand Unit:

Myself and Others

Making Decisions

Feelings & Emotions

Growing & Changing

Developing Self Confidence

✓ Identify, discuss and appreciate his/her own friends

✓ Begin to be sensitive to the feelings of others and to realise that the actions of one individual can affect the feelings of another.

✓ Name a variety of feelings and talk about situations where these may be experienced.

✓ Listen and respond to the opinions and views of others.

✓ Give and take turns in listening and speaking.

The children should be able to:

✓ Begin to develop some awareness of factors that may influence decisions.

✓ Become aware of his/her immediate world through the senses.

The child should be able to:

Myself

Self Identity

Content/Objectives

S.P.H.E.

Infant Classes Relevant Unit

Tick when completed

Objectives - S.P.H.E.

Mindfulness in the Classroom

The child should be able to: ✓ Develop an appreciation of and talk about personal strengths, abilities and characteristics. ✓ Become aware of his/her immediate world through the senses. ✓ Express personal opinions and preferences and acknowledge those of others and comment on them. ✓ Express personal opinions, feelings, thoughts and ideas with growing confidence. ✓ Name a variety of feelings and talk about situations where these may be experienced. ✓ Explore and discuss occasions that can promote positive feelings in himself/herself. ✓ Become aware of and be able to choose healthy ways of feeling good about himself/herself. ✓ Recognise that individual actions can affect the feelings of others.

Myself

Mindfulness in the Classroom

The child should be able to: ✓ Identify, discuss and appreciate his/her own friends. ✓ Know how to treat people with dignity and respect. ✓ Practice care and consideration, courtesy and good manners when interacting with others. ✓ Resolve conflicts with others. Learn to listen to others. ✓ Listen, hear and respond to what is being said by others. ✓ Express and record experiences, opinions and emotions in a variety of ways.

The child should be able to: ✓ Be involved in making classroom rules.

Strand Unit: Myself and Other People.

Relating to Others.

Strand Unit: Myself and the wider world.

Strand Units: Growing and Changing Feelings and Emotions

Content/Objectives

S.P.H.E.

1st & 2nd Classes Relevant Unit

Tick when completed

Objectives - S.P.H.E.

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12

The child should be able to: ✓ Develop an appreciation of and talk about personal strengths, abilities and characteristics. ✓ Become aware of his/her immediate world through the senses. ✓ Express personal opinions and preferences and acknowledge those of others and comment on them. ✓ Name a variety of feelings and talk about situations where these may be experienced. ✓ Explore and discuss occasions that can promote positive feelings in himself/herself. ✓ Become aware of and be able to choose healthy ways of feeling good about himself/herself. ✓ Recognise that individual actions can affect the feelings of others. ✓ Understand and appreciate what it means to be healthy and have a balanced outlook. ✓ Begin to develop strategies to cope with various worries or difficulties he/she may encounter.

Myself

The child should be able to: ✓ Identify, discuss and appreciate his/her own friends. ✓ Know how to treat people with dignity and respect. ✓ Practice care and consideration, courtesy and good manners when interacting with others. ✓ Resolve conflicts with others. Learning to listen to others. ✓ Listen, hear and respond to what is being said by others. ✓ Express and record experiences, opinions and emotions in a variety of ways.

The child should be able to: ✓ Be involved in making classroom rules. ✓ Engage in group activities in the class and learn how to co-operate, listen and work and play together.

Strand Unit: Myself and Other People.

Strand Unit: Myself and the wider world.

Strand Units: Growing and Changing Feelings and Emotions

Content/Objectives

S.P.H.E.

3rd & 4th Classes Relevant Unit

Tick when completed

Objectives - S.P.H.E.

Mindfulness in the Classroom

The child should be able to: ✓ Develop an appreciation of and talk about personal strengths, abilities and characteristics. ✓ Become aware of his/her immediate world through the senses. ✓ Express personal opinions and preferences and acknowledge those of others and comment on them. ✓ Name a variety of feelings and talk about situations where these may be experienced. ✓ Explore and discuss occasions that can promote positive feelings in himself/herself. ✓ Become aware of and be able to choose healthy ways of feeling good about himself/herself. ✓ Recognise that individual actions can affect the feelings of others.

Myself

Mindfulness in the Classroom

The child should be able to: ✓ Be involved in making classroom rules. ✓ Engage in group activities in class and learn how to co-operate, listen and work and play together.

Strand Unit: Myself and the wider world.

The child should be able to: ✓ Identify, discuss and appreciate his/her own friends. ✓ Know how to treat people with dignity and respect. ✓ Practice care and consideration, courtesy and good manners when interacting with others. ✓ Resolve conflicts with others. Learn to listen to others. ✓ Listen, hear and respond to what is being said by others. ✓ Express and record experiences, opinions and emotions in a variety of ways.

Strand Unit: Myself and Other People.

Strand Units: Growing and Changing Feelings and Emotions

Content/Objectives

S.P.H.E.

5th & 6th Classes Relevant Unit

Tick when completed

Objectives - S.P.H.E.

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Content/Objectives The child should be able to:

Strand Unit:

Oral Language: developing emotional and imaginative life through oral language.

✓ Draw and write about feelings,

Writing: Developing emotional and imaginative life through writing. ✓ Draw and write about sensory experiences.

The child should be able to:

Strand Unit:

✓ Recognise and re-create sounds in the immediate environment.

✓ Reflect on and talk about a wide range of everyday experiences and feelings.

Content/Objectives

English

Infant Classes Relevant Unit

Tick when completed

Objectives - English

Mindfulness in the Classroom

Mindfulness in the Classroom

Writing: Developing emotional and imaginative life through writing.

Strand Unit:

Oral Language: developing emotional and imaginative life through oral language.

Strand Unit:

English

1st & 2nd Classes

The child should be able to: ✓ Express feelings in writing. ✓ Write about experiences. ✓ Draw and write about sensory experience.

The child should be able to: ✓ Describe everyday experiences and events ✓ Tell stories in his/her own words and answer questions about them. ✓ Express feelings in order to clarify them and explain them to others.

Content/Objectives Unit: Self Identity

Relevant Unit

Tick when completed

Objectives - English

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Writing: Developing emotional and imaginative life through writing.

Strand Unit:

Oral Language: developing emotional and imaginative life through oral language.

Strand Unit:

English

3rd & 4th Classes

The child should be able to: ✓ Express his/her reactions to particular experiences in writing.

The child should be able to: ✓ Discuss issues that directly affect his/her life.

• In school.

• Outside school.

• In other areas of areas of the curriculum. ✓ Discuss different possible solutions to problems. ✓ Listen to a presentation and discuss and decide which are the

most important questions to ask. ✓ Discuss causes and effects in relation to processes and events

and predict possible outcomes. ✓ Describe everyday experiences to the class

Content/Objectives

Relevant Unit

Tick when completed

Objectives - English

Mindfulness in the Classroom

Mindfulness in the Classroom

Writing: Developing emotional and imaginative life through writing.

Strand Unit:

Oral Language: developing emotional and imaginative life through oral language.

Strand Unit:

English

5th & 6th Classes

The child should be able to: ✓ Analyse in writing his/her reactions to personal experiences. ✓ Keep a personal diary. ✓ Express a personal reaction to ideas, emotions and images.

The children should be able to: ✓ Be continually aware of the importance of gesture, facial expression, audibility and clarity of enunciation in communicating with others. ✓ Listen to expression, reaction, opinions and interpretations and retell or summarise then. ✓ Discuss with others his/her reactions to everyday experiences ✓ Discuss the concerns of other children ✓ Discuss the value, truth or relevance of popular ideas, causes and proverbs. ✓ Discuss areas of major concern. ✓ Discuss issues of major concern in other areas of the curriculum.

Content/Objectives

Relevant Unit

Tick when completed

Objectives - English

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Teachers

Mindful Listening Unit 1 Overview Teachers can explore their personal practice before introducing it to their class.

Each unit should take one week to explore.

For Teacher Thought for the Week

Page 19

The Research Base

Page 20

Personal Practice CD Script

Page 21

Personal Reflection

Page 22

Teacher Homework

Page 23

Unit 1

Teacher

Mindful Listening

Pupil

For Pupil Goals/Objectives

Page 24

Warm Up Discussion

Page 25

Body of Lesson Pupil Practice CD Script

Page 26

Lesson Worksheet

Page 28

Curriculum Linkage

Page 29

Library Resources / Assessment / Methodologies

Page 30

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Mindfulness in the Classroom

Teachers For Teacher Unit 1:

Mindfulness of Sound Quote or Thought of the Week:

“[Sherlock] Holmes had cultivated the ability to still the noise of the mind” Laurie R. King The Beekeeper’s Apprentice

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Teachers For Teacher Unit 1:

Mindfulness of Sound What is Mindfulness of Sound?

Mindfulness of sound is paying attention on purpose to the ‘soundscape’ that is all around us. It helps us choose which sounds to focus our attention on. It encourages us to be thoughtful in the way we hear and respond to the words of others.

Why Practice? The Research Base Research suggests that pupils become more focused and aware of their environment by practising active listening. Training our brains to focus on individual sounds helps develop our sensory skills and to become more responsive. As pupils explore their own ‘soundscape’ or auditory experience choosing what to focus on, and respond to, they build self awareness, self monitoring and self regulating skills.

Mindful listening is a key factor in effective communication. The ability to listen actively develops our awareness of tone and inflection giving the listener a clearer understanding of how to respond. This developed awareness aids conflict resolution, friendship building and critical thinking.

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Mindfulness in the Classroom

Teachers

Welcome to Mindfulness: Practice 1

Although the benefits of Mindfulness can be far reaching and profound the techniques of practice are very simple. They involve short periods of paying attention on purpose which can help strengthen and develop your mind. The first thing we will learn is a mindful posture.

Personal Practice for Teachers

CD Track 1 - (The CD can be paused as you develop your practice.)

Mindfulness of Sound And so let’s begin…

Find a place that is quiet with few distractions. Turn off the TV, phone etc.

1. Sit on a chair that allows comfort and support but not slouching.

2. Your spine is upright yet relaxed.

3. Note if your body and mind are at ease yet alert.

4. Eyes are softly closed.

5. Hands on thighs, palms facing towards the ceiling.

6. Feet are on the ground, legs uncrossed.

Practice this posture for one minute when you hear the bell gentle open your eyes.

Mindfulness is paying attention to whatever is happening in our experience.

Now we are going to pay attention to sound.

Let’s return to our mindful posture.

Eyes gently closed Hands on thighs, palms facing towards the ceiling.

Spine is upright but relaxed Be aware of the weight of your body on the chair Feet on the ground I’m going to ring a bell Let your attention go to the sound from the instant it starts until it ends.

When you notice the sound has left the room open your eyes (bell rings) Notice how you feel, was that a challenge or easy for you ?

We are going to try that again and this time notice if any thoughts arise as the sound is still vibrating (bell rings) We are beginning to develop the ability to observe one single thing for a time.

• Practice mindfulness of sound over the next few days • Refer to the Reflection Worksheet on page 22.

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Teachers

Personal Reflection 1 Was it easy for you to stay focused on the bell?

Have you a particular space that is conducive to practicing in your home?

If so where?

If not, where could you create that space?

Do you think you could practice mindfulness for a few minutes every day?

If so, consider what time would be best?

If not, what changes could you make to create time for yourself to practise ?

Can you set yourself a reminder to help you develop the routine of practise?

What would that be ?

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Mindfulness in the Classroom

Teachers

Teacher Homework • Practise Mindfulness of Sound daily over the next week Formally: Use the cd track one, aim for once or twice a day.

Informally: Take a moment in your everyday life to check out the soundscape. What sounds may you have missed if you had not been paying particular attention? •

Keep a Practise Log (see back of book) When did I practise?

Where ?

Did I practise both formally and informally ?

What did I notice?

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Teachers

Bringing Mindfulness to Your Classroom Objectives, Goals & Intentions • • • •

Pupils will focus on specific sounds Pupils will identify different qualities of sounds Pupils will develop their listening skills Pupils will investigate their ability to self regulate their voices

Identify Curriculum Objectives (see pages 10-17)

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Mindfulness in the Classroom

Pupils

Warm Up Discussion/Lesson 1 Introduction This lesson can be useful when discussing classroom rules with regard to appropriate classroom tone.

Discussion Questions • • • • • • •

What is whispering? Can you whisper loudly?

Can you whisper so the teacher can’t hear you?

Can you think of times/situations where whispering is a good idea? Why? When would whispering not be useful?

What is an appropriate classroom/indoor voice?

What is an appropriate outside/playground voice?

Do we always use loud voices outside?

Let’s practice controlling our voices.

The Voice Conductor Touch the tips of your fingers together to indicate silence and demonstrate increasing voice volume until your hands are far apart.

Agree on what should be the loudest they can get indoors. Have students test this range by singing “ah” as you move your hands farther apart and closer together. If they have trouble modulating their volume, stop and have a few volunteers model successfully. Then try it again with the whole class. This should reinforce students’ sensitivity to sounds and their ability to self-regulate.

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Pupils

Body of Lesson-Pupil Practice Unit 1 for children - CD - Script Track 1A

Mindful Bodies and Listening Hello everyone, Today you are going to spend a little time listening carefully. We are going to learn about mindfulness. Being mindful is about paying attention carefully. Paying careful attention can help us to calm down if we’re angry- help us to be happy and even help us be better at school and sports. So listen up! Firstly let’s make sure that you push your chair back from your desk so you can see your knees- check that first- check that you are facing your teacher- you don’t need to look at anyone else for this.

Ok? Let’s Begin.

Check that your body is still and quiet.

Not twitching or squirming or fiddling.

Our feet and hands are not moving.

This is what we call our mindful bodies.

Now softly close your eyes and see if you can sit like that for one minute until you hear my voice again.

Good job- great start - was that easy or hard? When I next ask you to put on your mindful bodies you’ll know what to do.

Mindful Listening There are lots of ways to practice mindfulness- now we are going to practice mindfulness of sound.

The next sound you hear is my singing bowl -first get into your mindful body again.

Feet on the ground.

Hands on your thighs, palms looking up to the ceiling.

Still hands and feet.

Eyes gently closed.

Quiet stillness.

Now listen to this sound all the way to the end. (bell rings) Good - listen again - this time notice how the sound starts - changes- and put up your hand when the sound has completely gone. (bell rings) Well done!

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Mindfulness in the Classroom

Body of Lesson-Pupil Practice (cont’d) This time, with our mindful bodies on, listen to the sounds around you.

Can you notice the loudest sound and the very quietest sound.

Here we go, open your eyes when the bell stops ringing (one minute) (bell rings) Good listening- you really paid very good attention.

We can practice mindful listening together but you can also do that when you are on your own- in your bedroom or even in the playground.

Your teacher might give you a worksheet to complete.

You can help a friend by reminding them to practise mindful listening over the next few days.

Good start- well done!

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Lesson Worksheet 1 Draw a picture of a mindful body

Make a list of sounds you heard Inside the room

Outside the room

What was the loudest sound you heard ?

What was the quietest sound you heard ?

Can you list some places you could practise mindful listening?

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Mindfulness in the Classroom

Curriculum Linkage English Creative Writing 1

Drop Everything And Write Write a one page short story entitled:

The Problem With Wearing Earphones

Creative Writing 2 Make 2 lists Relaxing Sounds Disturbing Sounds

S.P.H.E Chinese Whispers - Organise the class into lines. A short phrase is whispered from one to another.

Only the last in the line says it aloud. Is it the same as the original?

Music Play different genres of music (e.g. modern, jazz, Irish). Ask the children to close their eyes and listen and imagine they are watching TV. What would the scene be on the TV - Draw what you see in your copy book.

Science Line up eight empty bottles and fill them with varying amounts of water. Tap each gently with a wooden spoon. Now blow into each bottle.

What is the difference?

Sounds are made by vibrations that travel through the air. Tapping causes the glass and water to vibrate. Less water means the vibrations are faster and the pitch is higher and vice versa.

What You Might Notice/Lesson Evaluation Were your students able to relate mindful listening to times when they listened with care and also to times when they didn’t pay full attention?

Is there a greater awareness of when their peers are paying attention to themand when they’re not?

Is there a greater awareness of the sound and tone of your classroom?

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Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) The Magic School Bus In The Haunted Museum: A book about sound Linda Beech (1995) The Animal That Drank Up Sound Harcourt, Brace Jovanovich (1992) Rumpus of Rhymes: a noisy book of poems: Bobbi Katz (2001)

Assessment (See Page 9 - How to assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Mindfulness in the Classroom

Teachers

Mindful Breathing Unit 2 Overview

For Teacher Thought for the Week

Page 32

The Research Base

Page 33

Personal Practice CD Script

Page 34

Personal Reflection

Page 35

Teacher Homework

Page 36

Unit 2

Teacher

Mindful Breathing

Pupil

For Pupil Goals/Objectives

Page 37

Warm Up Discussion

Page 38

Body of Lesson Pupil Practice CD Script

Page 39

Lesson Worksheet

Page 41

Curriculum Linkage / Library Resources

Page 42

Assessment / Methodologies

Page 43

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Teachers For Teacher Unit 2:

Mindfulness of Breath Quote or Thought of the Week:

“Between stimulus and response there is a space. In that space lies our freedom and power to choose our response. In our response lies our growth and freedom” Victor Frankl - Man’s Speech for Freedom

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Mindfulness in the Classroom

Why Practise? The Research Base • Paying attention to our breath helps calm the body, slows our heart rate and lowers blood pressure. Focused breathing overrides the ‘flight or fight’ adrenaline response which contributes to anxiety. When we focus on our breath we change the activity in our brains from the reactive amygdala to the controlled and conscious thinking which takes place in the prefrontal cortex.

When students practice these simple techniques of controlled breathing they are training their brains to develop the habit of responding rather than reacting, leading to more self control and a lessening of anxiety.

• Neuroplasticity means the brains ability to change. Psychologists used to think that our brains weren’t very changeable – however research has shown that as we can change our muscles and the shape of our bodies by exercise so too can we change our brains by exercise and practice. The prefrontal cortex is the part of the brain that manages our thoughts and emotions.

If you have a strong habit that you want to change it’s this part of the brain that fires up. EEG (electroencephalogram) measures brain activity and it has been shown that when we practise mindful breathing the prefrontal cortex gets more active, and when we practice regularly, over a sustained period of time, the prefrontal cortex actually gets thicker.

• Research in primary schools in America have shown that students have improved decision making skills and emotional management after learning Mindfulness and that the benefits were still in evidence three months after the courses were finished.

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Teachers

Mindful Breathing Practice 2

In this lesson we are going to focus on our breath. It is something that is continuous and happening all the time. It is neutral – it is not something that evokes strong feelings. It is just there – all the time – breathing in and breathing out. It is with us always.

Personal Practice for Teachers Script 2 - CD Track 2 Mindful Breathing So let’s begin!

Remember your mindful posture.

Spine upright yet relaxed.

Eyes closed softly.

Hands on thighs, palms facing the ceiling.

Feel the weight of your body on the chair.

Feet on the ground.

Now bring your attention to your breath. Don’t change it – just notice.

Now take 3 breaths.

Now take 3 breaths and follow each breaths journey from your nostrils to the back of your throat – your lungs, notice your tummy moving. Notice the point of your breath where the inhalation stops and exhalation starts.

Now notice the place where your breath seems the most obvious. It can be at your nostrils, back of your nose, throat, lungs, diaphragm. Notice the breath pass this spot on the inhalation and exhalation.

We call this place – our anchor. It is the place to anchor your attention.

Let’s try to anchor our attention there for one minute……………..

Open your eyes when you hear the second bell.

Let’s try again and if you notice that your attention has wandered from your anchor gently escort it back.

Let’s try for two minutes.

I’ll begin by ringing the bell. Open your eyes when you hear the bell the second time.

(Bell rings) Over the next few days see if you can remember to notice your breath. Is your anchor always in the same place?

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Personal Reflection 2 How did you feel while focusing on your breath?

Where was your anchor? (The place in your body where your breath seemed most obvious)

Over the next few days, record below, moments during your day when you noticed your breath.

(Informal practice)

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Teachers

Teacher Homework • Practise Mindful Breathing daily over the next week Formally use track 2 on the CD once or twice a day.

Practise Mindful Breathing daily over the next week, without the CD. •

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Keep a Practise Log (see back of book) When did I practise?

Where ?

Did I practise both formally (sitting in your mindful posture for 2 or more minutes) and informally (taking a few mindful breaths during your busy day?)

What did I notice?

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Bringing Mindfulness to Your Classroom Objectives, Goals & Intentions • • • •

Pupils will focus on their breathing.

Pupils will identify their ‘anchor’ – where their breath is most obvious to them.

Pupils will begin to develop the skill of focused attention.

Pupils will begin to develop the skill of self-regulation.

Identify Curriculum Objectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 2 Introduction This lesson can be linked to P.E./Olympics/famous sports people.

Discussion Questions Show photos of some famous athletes/sports people.

Ask: • What have these people in common? e.g. hard training, healthy, famous, eat well, trains regularly.

• What traits are necessary to become an excellent sportsperson? e.g. They need to focus their minds as well as train their bodies, they need to be disciplined, manage their time, get up early to train etc.

• As with sports training, what other disciplines can repeated practice help us with?

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Body of Lesson-Pupil Practice 2 Unit 2 for children - CD - Script Track 2A

Mindful Breathing Hello everyone: Last time you listened to me I was talking about being mindful of all the sounds around us. Did you perhaps notice the sounds around you since the last time?

Today we are going to pay attention to something new. Today we are going to learn to focus on our breathing. We are always breathing. Everyone is doing it all the time – we don’t have to learn HOW to breathe but we will learn how to NOTICE it.

So now.

Let’s begin.

Remember your mindful pose.

Face forward.

Feet on the ground not moving, check that your body is still and quiet. Your hands are not fidgeting but are on your thighs – palms facing up to the ceiling.

Eyes are gently closed.

Good Mindful bodies.

Now just notice your breath – don’t change your breath or make it noisier – just notice the air going in your and body and then out. See if you can count 5 breaths. One breath is in and out.

Good – Now with your eyes still closed put one hand up beside your nose and mouth. Can you feel the air as it goes in and out with each breath? – try that now.

Now let’s put that same hand down on your tummies.

Do you notice it moving up and down a little bit with every breath you take?

When we are mindful of breathing that’s where we put our attention. We can give that place where we notice our breath a name, it’s called your anchor.

Now gently open your eyes and continue to listen.

An anchor is spelled a-n-ch-or and it holds a boat steady and stops it from floating away when it’s in the water.

And that is what our breath anchor does too.

Sometimes when we try to focus on our breath our thoughts can float off and we start focusing on other things. But then we remember our anchor – the place where we can feel our breath in our bodies- and we bring our mind back and keep it steady.

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Body of Lesson-Pupil Practice 2 (cont’d) So let’s try again.

Mindful bodies on.

Hands and feet still.

Facing forward.

Eyes gently closed.

Let’s focus on our breath for one minute, and feel our breath moving in and out of our bodies. I’ll ring the bell to start that one minute and then ring it when the minute is up. Open your eyes when the sound of the second bell has left the room.

Here we go – (Bell rings – one minute – bell rings) Well Done!

Now you know how to listen mindfully and how to breathe mindfully.

Your teacher might give you a worksheet to complete.

You can practise finding your anchor and mindful breathing over the next few days.

When you’re waiting for class to begin in the morning is a good time - and even in bed at night.

Well done!

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Mindfulness in the Classroom

Lesson Worksheet 2 Draw and colour an anchor.

Where did you feel your breath? Your nose? Your throat? Your tummy? Somewhere else?

How did you feel when you were doing your mindful breathing?

Can you think of a time or a place when you could practise mindful breathing without the CD?

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Curriculum Linkage English Creative Writing

Drop Everything And Write Write a one paged short story entitled:

‘The Boat Without an Anchor’

S.E.S.E. Famous people – Pick a famous sports person and find out about their training schedules.

P.E. Perform relay style races that demand focus and balance e.g. carrying spoonfuls of water to be collected at the end.

Science • Find out about the different parts of the brain – amygdala, prefontal cortex, hippocampus.

• Experiment with counting heart beats before and after physical assertion.

Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) The Three Questions. By Jon J Muth (2002) New York (Scholastic) Ellie Mc Doodle: New Kid in School By Ruth NcNally Barwhshaw (2008) New York (Scholastic) Listen! By Stephanie Tolan (2006) Thorndike Press

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Assessment (See Page 9 - How to Assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Teachers

Heartfulness/Sending Kind Thoughts Unit 3 Overview

For Teacher Thought for the Week

Page 45

The Research Base

Page 46

Personal Practice CD Script

Page 47

Personal Reflection

Page 49

Teacher Homework

Page 50

Unit 3

Heartfulness Teacher

Sending Kind Thoughts

Pupil

For Pupil Goals/Objectives

Page 51

Warm Up Discussion

Page 52

Body of Lesson Pupil Practice CD Script

Page 53

Lesson Worksheet

Page 55

Curriculum Linkage

Page 57

Library Resources / Assessment / Methodologies

Page 58

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Teachers For Teacher Unit 3:

Heartfulness/Sending Kind Thoughts Quote or Thought of the Week:

“Doing good makes you feel good….This health improvement is a real and reliable phenomenon and works to improve physical and psychological health as well as enhancing feelings of spiritual well-being…It is the process of helping, without regard to its outcome, that is the healing factor” Allan Links

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Teachers For Teacher Unit 3:

Heartfulness/ Sending Kind Thoughts Why Practise? The Research Base • Having empathy and being concerned about the feelings of others are basic components of emotional intelligence. Compassion can be cultivated in children by practising acts and sending thoughts of kindness to others.

• Brain research confirms the power of practising heartfulness – scans reveal that neural pathways concerned with detecting emotion are strengthened in people who have ongoing and extensive experiences in practising compassion. Our brains are rewarded for acts of kindness by immediate upsurges of dopamine – also the feeling of interconnectedness by sending kind thoughts and heartfulness helps children reflect on the effect of their words and actions on others. Practising heartfulness and empathy builds the emotional competence that children need to be full, rounded and resilient members of society.

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Heartfulness/ Sending Kind Thoughts Practise 3 In Washington DC some years ago a group of 4,000 people decided to practise mental focus for 6 weeks as an experiment to determine if it would specifically effect the crime rate there. They were told by officials before the experiment that nothing could effect the steady crime rate other than severe snow in Winter. But undeterred, this group of people practised mindfulness of thought in summertime.

After the 6 weeks it was found that the crime rate had dropped by nearly 25%.

Most of the time our minds flit from one thought to another like an excited puppy jumping around. But now we are going to have our own experiment in sending kind thoughts to others – purposefully.

Personal Practise for Teachers Script 3 - CD Track 3A Mindful Breathing So let’s begin!

Remember your mindful posture.

Spine upright yet relaxed.

Eyes closed softly.

Hands on thighs, palms facing the ceiling.

Feel the weight of your body on the chair.

Feet on the ground.

Now bring someone to mind that you like or even love. It can be someone you live with or work with or have known for years……

As you have this person in mind imagine that person doing something that makes you smile……

Keep imagining that person and notice also too – what you feel in your own heart – your reaction to that person. Sometimes this isn’t easy to do. If you find this a bit difficult don’t worry – notice if it gets easier.

Now imagine that person doing something that makes them happy. Notice the smile on their face.

Now we’re going to send kind thoughts to that person.

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Personal Practise for Teachers Script 3 - CD Track 3A (cont’d)

I will say each wish and then you repeat it silently in your head until you hear me say next wish.

Here we go‌..

I wish for you to be healthy.

I wish for you to be happy.

I wish for you to have joy in your life.

Now visualise that person receiving your wishes for them. Imagine your kind thoughts arriving at their door like bouquets of flowers.

They get happier and happier.

Now notice how you are feeling in your own heart right now.

And now bring your attention back to your mindful body, to your anchor and gently open your eyes when the sound of the bell has left the room.

(Bell rings)

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Personal Reflection 3 Write down who you sent your kind thoughts to.

Did you find any part of this practice difficult or awkward?

Can you name how you feel now?

Any other thoughts?

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Teachers

Teacher Homework • See if you can notice and recognise words or small acts of kindness over the next few days and note in your Practise Log. • Create small mini-mindfulness breaks throughout your day – time to breathe and rest, pause – and find a small gap – between lessons, whilst on yard duty, at lunchtime, at assemblies or just after the bell rings. (Informal practice) • Think about the wish that you would like to be granted – consider whether your wish would also be helpful to others.

• Write your thoughts in your Practise Log.

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Bringing Mindfulness to Your Classroom Objectives, Goals & Intentions • Pupils understand the connection between how helpful kind thoughts and actions improve their mood.

• Pupils develop their concept of community interconnectedness and friendship.

• Pupils explore the benefits for themselves and others of being kind.

• Pupils can identify and appreciate words and acts of kindness when they witness them.

Identify Curriculum Objectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 3 Introduction This lesson can be linked to SPHE – Friendship.

Discussion Questions • Brainstorm what words we use to compliment one another and put that vocabulary on the board.

• How does it feel to receive a compliment or kind word?

• What does ‘Act of Kindness’ mean to you? Give examples of daily acts of kindness in school and/or at home.

• Does it cost anything to be kind?

• Do we need any special skills or equipment to be kind?

• Come up with a class definition of what kindness is and display it on your classroom door.

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Body of Lesson-Pupil Practise 3 Unit 3 for children - CD - Script Track 3B • • • • •

Let’s get into our mindful posture.

Eyes gently closed.

Hands and feet still.

Hands on your thighs palms facing up.

Feel the weight of your body on the chair.

Let’s just do 1 minute of Mindful breathing.

Notice when the air passes at your anchor spot.

Bell rings…..one minute……Bell rings.

Today we are going to learn about Heartfulness or sending kind thoughts to ourselves and others.

So let’s begin.

Mindful bodies back on.

Eyes closed.

Today instead of putting our hand on our tummies we are going to put one hand on our heart.

Now picture in your mind someone you see all the time nearly everyday – and it has to be someone you like, imagine that person’s face – that they are smiling.

Now can you imagine that person doing something that they love to do.

Imagine that they are calm and peaceful.

Now we are going to send kind thoughts to that person.

First imagine your heart is filling up with kindness ready for you to share out.

I’ll say the kind thought then you say it silently in your head until you hear the next one.

Let’s begin...

I wish that you be happy.

I wish that you be peaceful.

I wish that you have joy and goodness in your life.

Now notice how happy you feel in your own heart.

Now let’s send wishes to ourselves.

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Body of Lesson-Pupil Practise 3 (cont’d) Let’s do it:

May I be strong and healthy.

May I be happy.

May I be peaceful.

Well done!

Just like you can take mindful moments to breathe or listen, you can also stop and send kind thoughts to people any time during the day. It makes us happy to send kind thoughts, so any time you’re not feeling great you can use this tool.

Now your teacher might hand out a worksheet.

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Lesson Worksheet 3 Write down the kind thoughts that you sent in the thought bubbles.

Who did you send your kind thoughts to?

How did that make you feel?

Colour how you feel now.

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Lesson Worksheet 3 Hands of Friendship.

Name:

Photocopy the hand worksheet.

Write your name on the hand. Then pass around and ask other children to write a compliment about you in a segment and colour it.

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Curriculum Linkage English Creative Writing Drop Everything And Write Imagine a new student joins your class tomorrow. Write a plan for what you would say or do to show kindness to that student.

S.P.H.E. Friendship

Science • Ripple effect of kindness.

Demonstrate how to release one drop of water into the centre of a bowl of water and observe the nature of the ripples.

Compare the drop to one act of kindness as it affects the actions of others who receive the kindness.

Maths Word problems.

If you perform 2 acts of kindness on Sunday and each person who received the kindness performs 2 acts of kindness on Monday and so on……how many acts of kindness will have been performed

by Saturday. Draw a diagram to illustrate.

History Connect historical people to their famous acts of kindness, e.g. Mother Teresa, Florence Nightingale etc.

Art Photocopy the hand worksheet.

Each child writes their name on one hand. The hand is then passed around and other children are encouraged to write a compliment about that child in a segment and colour it. The child then receives a handful of compliments that can be hung up in class.

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Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) Any Small Goodness

By Toni Johnston (2001) Scholastic Johnny Appleseed

By Eve Moore (1989) Scholastic

Assessment (See Page 9 - How to assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Teachers

Mindfulness of Thoughts Unit 4 Overview

For Teacher Thought for the Week

Page 60

The Research Base

Page 61

Personal Practice CD Script

Page 62

Personal Reflection

Page 63

Teacher Homework

Page 64

Unit 4

Teacher

Mindful of Thoughts

Pupil

For Pupil Goals/Objectives

Page 65

Warm Up Discussion

Page 66

Body of Lesson Pupil Practice CD Script

Page 67

Lesson Worksheet

Page 68

Curriculum Linkage

Page 69

Library Resources / Assessment / Methodologies

Page 70

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Teachers For Teacher Unit 4:

Mindfulness of Thoughts Quote or Thought of the Week:

“We’re doing spring cleaning up here”.

He tapped her forehead with a long finger.

“Once you put everything into its proper place – once you organise your mind – you’ll be able to find what you want quickly”.

Tamara Pierce, Wild Magic

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Why Practise? The Research Base It is generally agreed that students who are optimistic have better physical health, have increased concentration, are more successful academically and are more able to handle day to day stresses.

Brain research has confirmed that optimism is a learned skill more than a genetic predisposition.

We have the ability to train our brains to lean towards an optimistic perspective. When students learn to recognise and manage negative thought patterns and replace them with positive thinking, neuroplasticity creates and reinforces nerve cell connections in their brains. By repeating positive thought patterns (optimistic thoughts) and by choosing optimism, they come more easily and begin to happen automatically.

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Teachers

Mindfulness of Thoughts Personal Practise for Teachers Script 4 - CD Track 4A

Hello again.

Let’s begin with 2 minutes of mindful breathing – we will pay attention to our breath and notice the first time you have a thought.

So – mindful posture.

• Spine upright yet relaxed.

• Eyes closed softy.

• Hands on thighs, palms facing up.

• Feel the weight of your body on the chair.

• Feet on the ground.

Find your anchor and notice the first thought that may come to your mind.

Bell rings – 2 minutes – Bell rings.

So did you notice what your first thought was if any?

Did you notice if you had more than one thought?

Everyone thinks. Let’s see if we can bring more awareness to our thoughts.

Let’s try again.

We will start with mindful breathing but this time when you notice your first thought say to yourself ‘thinking, thinking’. Then gently escort your mind back to your anchor – return to your breath.

Let’s begin….2 minutes Bell rings – 2 minutes – Bell rings.

Did you notice your first thought?

Did you remember to say – ‘thinking, thinking’?

Were you able to return to your breath?

You may have noted an emotion rather than a thought – again if you notice that you can name it, like ‘bored, bored’ or ‘annoyed, annoyed’ etc.

At times we have thoughts we don’t want to have - but we can notice them and let them go - like swiping the screen on a tablet, swipe it and let it go.

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Personal Reflection 4 Was it easy or challenging to stay focused on your anchor?

How do you feel when you are focused on your anchor?

How do you feel when you’re lost in thinking?

Had you recurring emotions or thoughts? What were they?

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Teachers

Teacher Homework • Practise mindfulness of thought. (Formal practice CD Track 4) Remember to say ‘thinking, thinking’’ and gently escort your mind back.

• Take a break at the end of each school day (Informal practice) perhaps a brief walk outside, or take time to look out of your window and appreciate the quiet.

• Be kind and gentle to yourself and watch out for harsh or criticising thoughts about yourself – swipe that screen clean!

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Bringing Mindfulness to Your Classroom 4 Objectives, Goals & Intentions • Pupils will identify and define two different mind-sets (optimistic and pessimistic) • Pupils will develop an optimistic vocabulary

Indentify Curriculum Objectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 4 Discussion Questions Looking at a glass filled halfway with water…

• How would you describe this glass? – Half full? Half empty?

• Does how we describe it change the way we see the glass?

• Why do some people see it one way or another?

• What does it mean to have optimistic thinking or pessimistic thinking?

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Body of Lesson-Pupil Practice 4 Unit 4 for children - CD - Script Track 4B

Mindfulness of Thoughts Hello everyone – Today I’m going to tell you a story. It’s called ‘Good Luck? Bad Luck? Who knows!

There is a story of a farmer who used an old horse to till his fields. One day, the horse escaped into the hills and when the farmer’s neighbours sympathized with the old man over his bad luck, the farmer replied, “Bad luck? Good luck? Who knows?”

A week later, the horse returned with a herd of horses from the hills and this time the neighbours congratulated the farmer on his good luck. His reply was, “Good luck? Bad luck? Who knows?

Then, when the farmer’s son was attempting to tame one of the wild horses, he fell off its back and broke his leg. Everyone thought this very bad luck. Not the farmer, whose only reaction was, “Bad luck? Good luck? Who knows?”

Some weeks later, the army marched into the village and conscripted every able-bodied youth they found there. When they saw the farmer’s son with his broken leg, they let him off. Now was that good luck or bad luck? Who knows?

‘Isn’t it interesting that no matter what the event, we can choose our reaction to it. And, just like that farmer, we never know, what might happen next.

So, over the next few days, notice any pessimistic thoughts that you might have – (that’s judging that an experience or an event is bad), and see if you can just say “Good Luck? Bad Luck? Who knows?”

Maybe something new is just around the corner.

Now take a few minutes to talk about the story with your friends.

Thanks for listening.’

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Lesson Worksheet 4 Optimistic/Pessimistic Thoughts Think about a problem that you may have to face. Describe the problem in a simple sentence.

Now fill in possible reactions to the problem.

Firstly pessimistic:

Now the optimistic reaction:

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Curriculum Linkage Art Make an Optimistic Decoupage Collect photos/images from magazines that show positive emotions/thoughts. Arrange and stick down with glue.

Music Make a list of Optimistic songs, e.g. ‘I’m Happy’ - ‘What a Wonderful World’ – ‘Here Comes the Sun’.

Display the list in your classroom and tick off as you learn them.

Oral Language “The Good News Show” Have children relate their good news stories in the style of a news report. (This can be a great way to start the day)

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Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) Harvesting Hope

By Kathleen Krull (2000) Scholastic The Worry Tree

By Marianna Musgrove (2008) Henry Holt.

Assessment (See Page 9 - How to Assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Teachers

Mindful Breathing 2 Unit 5 Overview

For Teacher Thought for the Week

Page 72

The Research Base

Page 73

Personal Practice CD Script

Page 74

Personal Reflection

Page 75

Teacher Homework

Page 76

Unit 5

Teacher

Mindful Breathing 2

Pupil

For Pupil Goals/Objectives

Page 77

Warm Up Discussion

Page 78

Body of Lesson Pupil Practice CD Script

Page 79

Lesson Worksheet

Page 80

Curriculum Linkage

Page 81

Library Resources / Assessment / Methodologies

Page 82

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Teachers For Teacher Unit 5:

Mindful Breathing 2 Quote or Thought of the Week:

“In a world that demands instant gratification, we often expect instant result. With some of these practices we have to be patient, and we will find them easier to do on some days than others. That’s normal. Hang in there”.

Goldie Hawn - 10 Mindful Minutes

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Why Practise? The Research Base • The adrenal glands release cortisol – otherwise known as the stress hormone. This hormone is released during episodes of high tension or threat – whether it be real and imminent or perceived. Sustained high levels of cortisol can interfere with the function of neurotransmitters and can damage the hippocampus, the place where memories are made and stored. If cortisol levels are high in children for prolonged significant periods of time the result can be emotional dysfunction, anxiety, the inability to think or remember and mood swings.

• Children who are in a constant state of high anxiety can experience a flooding of cortisol. This anxiety can be triggered by a myriad of perceived threats – exposure to violent images, noisy, chaotic or over-stimulating environment, lack of routine, constant bombardment of stimuli and a lack of any quiet time. However if children learn to regulate their breathing they learn to reduce their stress level – therefore promoting self regulation and emotional balance.

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Teachers

Mindful Breathing 2 Personal Practise for Teachers Script 5 - CD Track 5A

Welcome to Lesson 5. In lesson 2 we had a look at Mindful Breathing. We are going to revisit that practice again and see if we can find a technique that suits you and that you can use daily. It is like having another tool at your disposal.

If up until now you have found it a challenge to find time in your day to do a practise, it might help to remember that three minutes of mindful breathing a day is all that is needed to create change.

And so – Let’s begin with a mindful posture.

• Spine upright yet relaxed.

• Eyes softly closed • Hands on thighs – palms facing the ceiling.

• Feel the weight of your body on the chair.

• Feet on the ground.

• Notice the gentle play of air on your face and hands.

And now bring your focus to your breath.

Notice one full breath is the sum of two parts – the inhale followed by the exhale.

Take 3 natural breaths.

This time begin to count each breath and notice if at any time you have got lost in thought. If this happens gently escort your attention back to your breath and begin again at one. So when the bell rings simply count your breaths and if you realise you have forgotten, simply acknowledge that and begin again with one.

We will try for one minute.

Bell rings.

You may have noticed that your thoughts jumped around – that’s perfectly normal. You may have noticed irritation or annoyance creeping in – again perfectly normal – or perhaps you found yourself stuck on number one – like a chant! Again, all normal – none of it is failure.

Let’s try again and this time notice what number you get to – I will count one minute – the bell will bring you in and out.

Lets begin – find your anchor and start at one.

Bell rings.

One Minute.

Bell rings.

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Teachers

Personal Reflection 5 Did you find this practice more or less challenging than anchor breathing?

Can you identify any recurring reasons not to sit down and do these practices? If so, what are they?

Can you decide on a particular time and place where you can practise daily?

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Teachers

Teacher Homework • Formal Daily Practice – breath counting.

Can you create a place and time for yourself to practise?

•

Informal practice Pick a place or situation that you are in most days - e.g. standing at the sink, sitting at the traffic lights, standing in a queue at the supermarket – let these situations be your ‘trigger’ to take a few mindful breaths or listen mindfully (keep your eyes open!!) Note in your log if you manage to do this throughout your day.

• Be kind and gentle to yourself

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Teachers

Bringing Mindfulness to Your Classroom 5 Objectives, Goals & Intentions • Children begin to develop strategies to cope with various worries or difficulties he/she may encounter.

• Children develop their skill set to self regulate.

• Children develop their familiarity with their breath.

• Children develop their ability to concentrate and focus for a prolonged period of time.

• Children experience and appreciate an environment of quiet and calm.

Identify Curriculum Objectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 5 This lesson is a revision and development of lesson 2.

Discussion Questions • What did it feel like to anchor breathe?

• Can we remember where our anchor spots are?

• Was it challenging or easy to keep your attention on your anchor breath?

• Did anyone put their hand on their anchor spot? e.g. throat, nostrils, chest, tummy – to help them focus?

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Body of Lesson-Pupil Practice 5 Unit 5 for children - CD - Script Track 5B

Mindful Breathing 2 Hello again everyone.

I hope we have been doing our mindful listening and anchor breathing. Maybe you remembered to send kindness to someone since you last heard me.

Today we are going to practice breathing in a different way. We are not going to change how we breathe – we don’t make it noisier or deeper or different in any way. We are just going to notice it in a different way.

So let’s begin!

Mindful bodies back on.

If you can push your chair a little bit back from the table quietly - do that now.

• Face forward.

• Feet on the ground.

• Check that your body is still and quiet.

• Your hands are not holding anything but are still and on your thighs – face your palms up.

• Your eyes are softly closed.

Now bring your attention to your anchor spot.

Your breath has two parts, breathing in and then breathing out.

On your next breath when you breathe in you are going to say the words ‘breathing in’ quietly in your mind – without moving your lips – when breathing in and then ‘breathing out’ when you’re breathing out.

Say the words slowly to yourself and see if you can make your words ‘breathing in’ last for the whole time you’re breathing in. And then say ‘breathing out’ for the whole time your breath is going out.

Try now.

So silently in your mind notice when you’re breathing in and say “breathing in”….

And then out saying “breathing out” Lets just practise quietly. …..now notice if you can feel the floor under your feet? …can you feel the weight of your body on your chair?

Now listen to the bell and when the sound has left the room slowly open your eyes.

Your teacher may have a worksheet for you.

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Lesson Worksheet 5 Write ‘Breathing In…Breathing Out’ on the lines below.

Practise your best handwriting.

Was it a challenge to pay attention to your breathing today?

Colour in.

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Curriculum Linkage P.E. After physical assertion have the children lie down with a small cube or domino on their tummies.

Notice how the cube rises and falls as they breathe. Notice how that slows as they ‘get their breath back’.

Science Breathing/The Lungs/Respiratory System Learn about lung function and label the parts of the lung. Make a model of the lung using a plastic bottle, straw and balloon as a diaphragm.

S.P.H.E. Identify roles/jobs that demand absolute focus or create a list of roles/careers/jobs where this skill is central.

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Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) What Are You So Grumpy About.

Tom Lichtenheld (2003) Mind Over Basketball.

Jane Weirbach Elizabeth Phillips-Hershey (2008)

Assessment (See Page 9 - How to Assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Teachers

Mindful Movement Unit 6 Overview

For Teacher Thought for the Week

Page 84

The Research Base

Page 85

Personal Practice CD Script

Page 86

Personal Reflection

Page 87

Teacher Homework

Page 88

Unit 6

Teacher

Mindful Movement

Pupil

For Pupil Goals/Objectives

Page 89

Warm Up Discussion

Page 90

Body of Lesson Pupil Practice CD Script

Page 91

Lesson Worksheet

Page 92

Curriculum Linkage

Page 95

Library Resources / Assessment / Methodologies

Page 96

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Teachers For Teacher Unit 6:

Mindful Movement Quote or Thought of the Week:

“Other knights of King Arthur’s court were always riding out on quests – very intent on going to particular places to perform particular tasks – but Dinadan had come to accept that he was not like that. For him it was enough to go, without necessarily arriving anywhere”.

Gerald Movis - The Ballad of Sir Dinadan

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Why Practise? The Research Base “Activities that often get squeezed out of school curricula, such as arts and P. E. are excellent for developing executive function skills and improving children’s emotional state and social skills and can be critical for academic success and for success later in life” Neuroscientist Adele Diamond (2009)

“Exercise …optimises your mind-set to improve alertness, attention and motivation” Ratley (2008) Executive function is controlled by the prefrontal cortex in the brain. It is concerned with the higher order skills of evaluating, organising, focusing attention, prioritising, planning and problem solving.

These skills are affected by our emotional state.

By challenging ourselves physically and developing mindful awareness we activate and strengthen our executive functioning.

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Teachers

Mindful Movement Personal Practice for Teachers Script 6 - CD Track 6A

Although this chapter concerns itself with mindful walking and mindful movement we will begin by exploring body awareness.

For this practice you can either sit or lie on your back.

Take a moment to sit mindfully or lie.

Lets hear the bell and take 3 mindful breaths.

Bell Rings.

With your eyes closed let your body be quiet, still yet alert. Now bring your attention to your right foot.

Feel all five toes, the arch, heel. Feel ankle, calf, knee.

Now feel your thigh from knee to hip. Notice where your body is touching the floor or chair. Now bring your attention to your left foot – toes – arch – heel.

Now the left ankle.

Notice your left calf – knee – your thigh, knee to hip.

Now bring your attention to the small of your back, move around to your tummy. Feel it relax and soften.

Now scan your attention from the small of your back up your spine.

Now come around to your chest and feel the sensation there. Now notice your right shoulder rest your attention there. Now moving that attention down your arm – elbow – lower arm – wrist and into all 5 fingers.

Notice the sensation there.

Notice your neck and throat and chin, relax your jaw, cheeks, soften the musculature of your face, nose, soft eyes.

Now pay attention to your forehead and back of the head. Now pay attention to any sensations or tingles at the top of your head.

Now notice your entire body at once.

Keep your attention on the whole of the body as one.

Now rest in this great awareness for one minute.

When I ring the first bell roll onto your side.

Bell Rings.

Now when you hear all of the sound has left the room open your eyes slowly.

Bell rings.

Take some time to recognize a clarity of sight or sound or new awareness, and get up when you feel ready.

Bell rings.

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Personal Reflection 6 Were you able to follow the attention to each area of your body?

What sensations did you experience?

What was the most challenging part of the Body Scan?

What was the easiest part of your body to rest your attention on?

Is being able to focus important? Why?

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Teachers

Teacher Homework Choose to: • Develop your daily practice – counting breath/mindful listening/anchor breathing.

• Find an opportunity to practise the Body Scan.

• Continue informal practices of mindfulness throughout your day and note in your log.

• Read through the ‘Teaching Mindfully Tips’ at the back of this book and adapt one or two into your teaching day.

• Go for a mindful walk - note the sensations of your: • Feet on the ground.

• The sounds around you.

• The feeling of the air on your skin.

• Note in your log some things that you noticed but otherwise might have missed had you not been mindful.

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Bringing Mindfulness to Your Classroom 6 Objectives, Goals & Intentions • Children can identify changing physical sensations.

• Children develop their brain-body connection.

• Children develop self regulation skills as they identify physical and emotional challenges and respond to them.

• Children strengthen their decision-making abilities.

Identify Curriculum Ojectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 6 Discussion Questions/Record Responses • Can we think of jobs/careers/sports that you can do sitting down?

Make a list.

• Can you think now of jobs/careers/sports that depend on using your whole body?

Make a list.

• Can we think of jobs/careers/sports where balance is the most required skill?

Make a list.

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Body of Lesson-Pupil Practice 6 Note to Teacher • Children may need teacher to demonstrate the instructions to heighten their focus.

• This lesson is best held in the P.E. area.

• For children with special physical needs adjustment may be appropriate (e.g. balancing bean bags on their hands/heads etc)

Unit 6 for children - CD - Script Track 6B

Mindful Movement Today we are going to practice moving and balancing mindfully. I don’t want anyone talking because everyone must get the chance to listen to what I tell them to do. So remember – listen.

So Lets Begin.

Stand in a space – open your eyes and find the clearest place, keep making sure you’re in the clearest space.

Face the front of the room; you don’t have to look at your friend for this.

Now take 3 counting breathings.

Can you feel your feet inside your shoes and your shoes on the ground?

Now make your feet space out a bit – about the width of your shoulders – imagine your feet are like the roots of a tree. Now bring your hands up – way above your head – stretch out, no lazy bendy elbows – like the branches of a tree. Now imagine a soft wind is blowing and gently sway those branches. But try again. Lets try balancing on the second foot.

(Repeat instructions as above) Now get into groups of two and face each other but stand a little apart.

Now one person makes some movement on the spot while the other pretends to be a mirror. See if you can copy the actions exactly. Try that for one minute.

(Repeat instructions above) When you hear the bell, stop and sit down on the floor.

Lets get into our mindful posture.

• Sit on the floor facing forward.

• Eyes closed/hands still.

• Find your anchor breath.

• Now pay attention to your anchor for one minute.

And open your eyes when the sound of the bell has left the room.

Bell Rings One minute Bell Rings Mindfulness in the Classroom

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Lesson Worksheet 6 Draw a picture of yourself and your mirror friend.

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Lesson Worksheet 6 Can you trace your hand in slow motion with your eyes open?

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Lesson Worksheet 6 Can you trace your hand in slow motion with your eyes closed?

What sensations did you notice?

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Curriculum Linkage Maths Symmetry: Explore symmetrical shapes using mirrors.

Geometry: Encourage children to identify angles they can make with their joints.

P.E. Explore mindful movement in the hall.

Crawling/hopping/skipping.

The Caterpillar line: Children line up one behind the other. The child/teacher at the front performs a walk/arm movement whilst all behind copy.

Statues: Music is played and children move into the spaces using different types of movements but must ‘freeze’ when music stops. This exercise can be developed by asking children to have one/two/ three/four body parts connected to the ground.

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Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) Riding Freedom By Pam Munoz Ryan (1998) Twist - Yoga Poems By Janet Wong (1996) Built to Last By George Sullivan (2005)

Assessment (See Page 9 - How to Assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Teachers

Gratitude Unit 7 Overview

For Teacher Thought for the Week

Page 98

The Research Base

Page 99

Personal Practice CD Script

Page 100

Personal Reflection

Page 101

Teacher Homework

Page 102

Unit 7

Teacher

Gratitude

Pupil

For Pupil Goals/Objectives

Page 103

Warm Up Discussion

Page 104

Body of Lesson Pupil Practice CD Script

Page 105

Lesson Worksheet

Page 106

Curriculum Linkage / Library Resources

Page 107

Assessment / Methodologies

Page 108

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Teachers For Teacher Unit 7:

Gratitude Quote or Thought of the Week:

“We can only be said to be alive in those moments when our hearts are conscious of our treasures.�.

Thornton Wilde

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Why Practise? The Research Base • As with heartfulness and empathy, being grateful has physiological effects on the brain. It can slow the heartbeat and contract the pupils of the eyes. It releases dopamine to the prefontal cortex.

• Recent studies show that groups that actively focus on appreciation, gratitude and altruism have higher levels of dopamine, thus continuing the cycle of compassion and empathy.

“Young people who do daily self guided exercises in gratitude have higher levels of alertness, enthusiasm, determination, attentiveness and energy. Students who practise grateful thinking not only have a more positive attitude towards school, their brains are more ready to learn” Eammons & McCullough

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Teachers

Gratitude Personal Practice for Teachers Script 7 - CD Track 7A Let’s begin with a sit – Today I will ring the bell and you can choose which practise to adopt for 3 minutes – anchor breathing, mindful listening, counting breath or body scan or you can move from one to the other.

I will ring the bell after 3 minutes - so mindful position.

Let’s start.

Bell Rings.

3 Minutes Bell Rings.

Gratitude is another form of heartfulness. Practising being grateful promotes being aware of what we have to be grateful for. As with mindful listening sometimes we miss the sounds that are around us everyday. It is only by paying attention in a focused way do we notice the soundscape that may have otherwise alluded us. So too with gratitude – when we wake up and pay attention to things that we can be grateful for, the blessings in our lives reveal themselves.

And so let us close our eyes. Mindful posture. Take three anchor breaths.

Can you think of three things to be grateful for?

Now can you visualise those three things or people are around you.

Notice how you feel right now.

If we can think of those things quite quickly, could there be a myriad of small things that could be happening in our lives that could warm our hearts if we just paid a little more attention?

Can you think of perhaps these experiences – a glimpse of a beautiful sky or tree leaf – or even a beautiful colour? The smile of an acquaintance, a hug, a clap on the back, sun on your face, a smell, a taste, a softness?

It can be a challenge to acknowledge these small joys if you are sad or low, but they are there to raise you up.

See if you can find the joys that lie beneath our everyday experiences over the next few days.

Bell Rings.

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Teachers

Personal Reflection 7 Can you name 3 things you were immediately grateful for?

Can you think of a time, if, had you known mindful gratitude, you might have used it?

How might introducing the concept of gratitude to your class be of benefit?

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Teachers

Teacher Homework • Over the next 7 days keep a gratitude diary (see Gratitude Log Page 128).

Write down the things you experienced that you were grateful for that day.

• Can you think of small ways that you might show your gratitude at school perhaps to colleagues or in the classroom? Note any ideas in your log.

• Be kind and gentle to yourself

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Bringing Mindfulness to Your Classroom 7 Objectives, Goals & Intentions • Children learn the meaning of gratitude and appreciation.

• Children can identify things in their lives for which they are grateful.

• Children can identify things in their lives for which they can be grateful.

Identify Curriculum Objectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 7 As with lesson 3, this chapter is directly related to the SPHE programme: Myself and the Wider World. The value of this lesson will be in the children sharing during the warm up discussion. The CD script will be a consolidation of what was learned in this circle time.

Discussion Questions • What is gratitude? What is appreciation? (Children can be given an opportunity here to give their ideas – but can also use their dictionaries if they do not have an understanding of the words) • Is it a feeling of being thankful?

• When is the last time you said “Thank You” • This can be an opportunity for reminding/consolidating with class the vocabulary of lesson three – ( I am grateful for the kindness/generosity/thoughtfulness etc, of my friends/family/teachers/ schoolmates) • Brainstorm and make a list on the board under the headings: We are grateful for...

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People.

Activities/Sports

Nature

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Body of Lesson-Pupil Practice 7 Unit 7 for children - CD - Script Track 7B

Gratitude Hi everyone!

Today we are going to think and remind ourselves of what we can be thankful for. I’m going to ask you some questions and see if you can answer them in your head.

Lets begin with our mindful posture.

• Face forward.

• Feet on the ground.

• Check that your body is still and quiet.

• Your hands are not holding anything but are still and on your thighs, face your palms up.

• Your eyes are softly closed.

Can you think of three things you are grateful for?

Now imagine all those things are around you!

How do you feel now?

Now can you imagine some small things that make you happy?

Sometimes small things are harder to notice.

Notice how remembering the small things that we can be grateful for make us feel.

Now I’m going to ring the bell and I want you to find your anchor breath – you can put your hand on that spot if it helps. Now focus on your anchor for one minute.

Bell Rings.

One Minute Bell Rings.

Well done. I’m very grateful to you for listening so well today.

Your teacher might have a worksheet for you.

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Lesson Worksheet 7 Being Grateful Finish these sentences.

I am grateful for: Someone in my family My friend/s Some other adult Some things I like doing My favourite place My favourite food Being able to Having the talent of The thing that makes me smile Draw yourself surrounded by the things you are grateful for.

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Curriculum Linkage Art Make a class collage from magazines cutouts and create a gratitude board.

History Discuss an historical era you have studied in class (e.g. The Famine or Native Americans or The Industrial Revolution) and identify aspects of our present day lives that they might have been grateful for.

Library Resources Drop Everything And Write (Books to read aloud in your class) The Story of a Seagull and the Cat Who Taught Her How to Fly. Luis Sepulveda (2001) Run Away Home. Patricia McKissack (1997) Ten Ways to Make My Sister Disappear Norma Fox Mazer (2007)

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Assessment (See Page 9 - How to Assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Teachers

Mindful Action, Kindness for Ourselves and Others Unit 8 Overview

For Teacher Thought for the Week

Page 110

The Research Base

Page 111

Personal Practice CD Script

Page 112

Personal Reflection

Page 113

Teacher Homework

Page 114

Teacher

Unit 8 Mindful Action, Kindness for Ourselves and Others

Pupil

For Pupil Goals/Objectives

Page 115

Warm Up Discussion

Page 116

Body of Lesson Pupil Practice CD Script

Page 117

Lesson Worksheet

Page 119

Curriculum Linkage / Library Resources

Page 120

Assessment / Methodologies

Page 121

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Teachers For Teacher Unit 8:

Mindful Action, Kindness for Ourselves and Others Thought of the Week: (Poem)

Autobiography in Five Short Chapters

By Portia Nelson Act I I walk, down the street, There is a deep hole in the sidewalk.

I fall in…I am helpless… It isn’t my fault…

It takes forever to find a way out.

Act II I walk, down the street, There is a deep hole in the sidewalk.

I pretend that I don’t see it. I fall in again.

I can’t believe I am in the same place, But it isn’t my fault.

It still takes a long time to get out.

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Act III I walk, down the street, There is a deep hole in the sidewalk.

I see it is there. I still fall. It’s a habit.

My eyes are open. I know where I am.

It is my fault. I get out immediately Act IV I walk, down the street, There is a big hole in the sidewalk.

I walk around it.

Act V I walk down another street.

Mindfulness in the Classroom

Why Practise? The Research Base Our mirror neurons are a small circuit of cells in the premotor cortex and inferior parietal cortex which become activated when we perform a certain action and when we observe someone else performing that same action. They activate in an identical manner both during an emotional experience and when seeing someone else have that same emotional experience.

“What do we do when we interact?”

“We use our body to communicate our intentions and our feelings. The gestures, facial expressions, body postures we make are social signals, ways of communicating with one another. The way mirror neurons let us understand others is by providing some kind of inner imitation of the actions of other people, which in turn leads us to ‘simulate’ the intentions and emotions associated with those actions.

When I see you smiling, my mirror neurons for smiling fire up too, initiating a cascade of neural activity that evokes the feeling we typically associate with a smile. I don’t need to make any inference on what you are feeling, I experience immediately and effortlessly (in a milder form, of course) what you are experiencing” Dr. Mario Iacoboni - Professor of Psychiatry and Biobehavioral Sciences. UCLA

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Teachers

Mindful Action, Kindness for Ourselves and Others

Personal Practice for Teachers Script 8 - CD Track 8A

Welcome to lesson 8 – Kindness for ourselves and others.

Sometimes in our busy lives we do not prioritise our own needs. We put ourselves on the bottom of the list. We think it ‘selfish’ to put ‘ourselves’ first. But if you have ever been on a plane with a small child and listened to the emergency instruction, you are told to put on your own life jacket before attending to your child. And the reason is clear – you will be of no use to your child unless you are safe yourself.

Think too of how your heart pumps – in two motions. First is relaxes and fills, then it contracts and pushes a powerful flow of blood to the rest of the body. In order that the body thrive, the heart must relax and fill first.

And so must we.

And so today we will send kind thoughts to ourselves.

Let’s Begin.

Let’s remind ourselves of our mindful posture.

• Spine upright yet relaxed.

• Eyes closed softly • Hands on thighs, hands facing up.

• Feel the weight of your body on the chair.

• Feet on the ground.

Take 3 mindful breaths.

Bring a picture of yourself to mind. Visualise yourself with a smile on your face. Imagine yourself in your favourite peaceful place. Can you see yourself doing something that makes you happy, where you are in your element?

Now notice how you are feeling in your own heart at this moment.

Now I am going to say your wishes. As I say each one silently, repeat it in your own mind until I say the next.

• I wish to be healthy.

• I wish to be happy.

• I wish to be peaceful.

• I wish to have joy in my life.

Notice how you feel right now.

Notice if you have any resistance to sending kind thoughts to yourself – if so there’s nothing wrong with that – just notice and see if it gets easier over time.

Bring your attention back to your breath and when you notice that the sound of the bell has left the room open your eyes.

Bell Rings.

Well Done!

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Teachers

Personal Reflection 8 Did you find sending kind thoughts to yourself a challenge?

Can you think of any other wishes you could include for yourself?

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Teachers

Teacher Homework • Continue to develop your personal practices of anchor breathing.

• Look out for small acts of kindness that happen around you.

• Notice unexpected opportunities to act kindly. Kindness begets kindness.

• Decide if you would like to continue with the practice of keeping a gratitude diary.

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Bringing Mindfulness to Your Classroom 8 Objectives, Goals & Intentions • Children can identify three opportunities where they can show kindness.

• Children explore the benefits to themselves and the wider world of being kind.

• Children work together to create an optimistic and caring school community.

• Children appreciate the importance of their role in the class/school community.

Identify Curriculum Objectives (see pages 10-17)

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Pupils

Warm Up Discussion/Lesson 8 Discussion Questions • Brainstorm what is meant by “Acts of Kindness”.

• Discuss ways we can show kindness in action.

• At home • In the classroom • In the playground • In our community • In our country • What problems, near or far, have you heard about that kind actions could help?

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Body of Lesson-Pupil Practice 8 Unit 8 for children - CD - Script Track 8B

Mindful Action, Kindness for Ourselves and Others Hello everyone.

Let’s get into our Mindful Posture.

• We sit on our seats.

• Hands on our thighs, palms facing the ceiling.

• Notice the weight of your body on your chair.

• Eyes softly closed.

Lets do 2 minutes of mindful breathing – saying silently in our own minds ‘breathing in – breathing out’.

Lets begin.

Bell Rings.

Two Minutes Bell Rings.

Today I’m going to ask you to think about some situations that could happen at school – perhaps during break times. I want you just to listen carefully.

Imagine you are in the yard or playground and you notice someone is getting picked on – someone from your class.

Imagine you join in and have a laugh at the person who has been made fun of.

Notice how doing that makes you feel…

Now imagine again.

The same thing is happening, but this time you don’t laugh and join in – this time you say to the picked on person – “don’t worry about it, ignore them” and give them a smile.

That person then smiles back at you.

Notice how doing that makes you feel.

How might the other person feel now?

Now I’m going to ask you to think of another playground situation.

Are you ready?

This time you are being picked on – some person or people are not being nice on purpose. Notice how you would feel then.

You might want to say something mean back, or cry or hurt someone.

But you don’t …You stop.

And take 3 mindful breaths.

Let’s do that now together with our eyes open, think about your anchor and take 3 breaths.

Now notice how you feel?

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Body of Lesson-Pupil Practice 8 Unit 8 for children - CD - Script Track 8B cont’d If you are still feeling angry take another breath; and then another.

Could that change how you feel a little bit?

You might notice that you want to stay angry – but if you choose to breathe at your anchor, that want can go away.

So now you have a way of helping yourself when you feel angry or overwhelmed.

And a way you can help others by using kind words and a smile.

See if you can find some opportunities or situations over the next week to use your new tools.

Thanks for listening.

Bye for now.

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Lesson Worksheet 8 Using Kind Words and Actions.

Draw a picture of yourself showing kindness in the playground.

Now draw a picture of your friend’s face after you helped them out.

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Curriculum Linkage English • Create a slogan for your class or school.

Discuss what it means – a short phrase or expression that explains the ethos, belief or spirit of your class.

• Have a Kind Acts Notice Board where children can write on a post-it and pin it up when someone has shown them kindness.

• Write a persuasive letter to a friend asking him/her to help you with an act of kindness.

S.P.H.E. Discuss ways in which our actions affect our environment – what actions have you already taken that have had a positive consequence?

Art Cut out examples of kind acts from magazines and make a collage.

Maths Use the Buddy System during maths lessons, where the children work in groups of two. They are encouraged to help each other and to work at the same pace. The children should agree on what they think is the correct procedure and should agree on the same answer.

Library Resources Drop Everything And Listen (D.E.A.L) (Books to read aloud in your class) ‘March On! The Day My Brother Martin Changed the world” Christine King Farris (2008) 365 Ways to Live Green for Kids. Saving the Environment at Home, School or at Play – Every Day. Sheri Amsel (2009) Mercedes and the Chocolate Pilot Margot Raven (2002)

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Assessment (See Page 9 - How to Assess.)

Methodologies Tick the methodologies you used • Modelled Language

• Photo Language

• Talk and Discussion

• Use of images as stimulus

• Circle Time

• Story

• Thinking Time

• Library Usage

• Brainstorming

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Tips/Ideas for Teaching Mindfulness Informally • Ask for one minute of silence during a busy day where children are allowed to put down their heads and have a brain rest.

• When a child is finished an activity, encourage them to sit quietly and wait for the rest of the class to finish instead of moving on to a waiting activity.

• Take a one minute ‘Listening Break’. Encourage your class to find the quietest sound inside and outside your classroom.

• Take a ‘Stand up and Shake Break’ and finish by having your students rise up and down on their tip toes before they retake their seats.

• Allow children of all ages access to free play materials, eg. Play dough, beads and boards, etc.

• Read a poem out loud to your class from time to time without the need to discuss, but simply listen.

• Play the Echo Game - Teacher claps a rhythm and the class repeats the pattern.

• Play the Mirror Game – Teacher creates a movement with his/her arms while children mirror exactly.

• Agree on a ‘Listening Hands’ gesture, eg. Intertwine your fingers so that the teacher can see that you are listening.

• Teach children how to doodle; it can be a worthwhile tool in the practice of self-soothing.

• Try a simple balancing game when children are standing in line – standing on one foot and then the other.

• Begin lessons by ringing a chime bell or similarly calming sound.

• Develop your awareness of your own voice. Notice how the rhythm, stress and intonation changes as you become more mindful and grounded.

• Notice if there is a link between the quality of your awareness and the quality of attention you receive from your pupils.

• Give clear concise instruction about how to move mindfully from one area to another, for example, walk in slow motion; walk as if you are on the moon; walk across glue; walk as if wading through water, etc.

• Give specific instructions as to how to walk in and out of the yard, for example, take baby steps; on tiptoes; giant steps, etc.

• Encourage self-assessment where children can reflect on their work and comment on it using simple sentences or smiley faces.

• Find opportunities to positively reinforce good behaviour.

• Invite the children to close their eyes and count in their heads. Depending on the age group this could be from one to two or backwards from fifty. This can be modified to “close your eyes and count your breaths”.

• Use a visual stimulant, eg. an egg timer, and ask the children to put up their hand when the last grain of sand falls.

• Give each child a simple object, eg. a shell, and ask them to look at it carefully for one minute.

What colours can they see? Does it remind them of something else?

• Remember to smile! Kindness begets kindness.

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Creating a Mindful Environment Our physical environment can have a profound effect on our emotional wellbeing and consequently on our creativity and ability to learn. Having had the opportunity to visit Facebook’s head office in Dublin, I was struck by how much care and attention was given to that creative environment.

Google is another perfect example.

If we want to cultivate an atmosphere where children can thrive and grow, we must attune ourselves to creating a physical space that is conducive to learning. There can be huge differences between classrooms, some light and airy, while others overcrowded and dark. However, we can still make improvements to our physical environment if we ourselves become aware of how spaces can affect our own nervous systems.

The following are some practical tips on how we can create a mindful environment in our schools.

• Create a calm area in your classroom or school, a place where children can go to be quiet.

• Have an area with cushions or beanbags where a child can take a break from hard plastic or wooden chairs.

• Providing a range of tactile materials that a child can stroke and feel can help a child selfsoothe.

• Where possible, create a large area of free space where children can sit or lie, suitable for circle time or story time.

• Regularly involve your children in tidy breaks, where the child is responsible for their own space, eg. table, floor, bag, etc.

• Keep displays simple. Consider using calming colours such as blue or green or monochromatic.

• Regularly sit at a child’s desk and consider the view from their perspective.

• Playing soft music in the classroom can make children more aware aurally and set the tone for the first lesson of the day.

• Adopting an unusual or soft tone or whisper voice can focus a child’s attention on what you are saying.

• Create a mindful space in the playground, perhaps some seating or a zone in the garden or wild life area.

• Create zoned areas in the playground based on mindful activities, eg. mindful walking, mindful seeing, a ‘make a new friend’ area, etc., • Hold ‘Whole School Assemblies’ based on Mindful Listening Activties, eg. let’s sit with still hands and feet and listen for the quietest and most obvious sound for one minute.

• Consider enhancing the staffroom with some new sensory stimuli, eg., plants or new soft cushions.

• Change the arrangement of your classroom furniture from time to time during the school year.

This allows for a new perspective for both the teacher and the pupil.

• Create a pleasing environment by having lavender scent in your classroom.

Mindfulness in the Classroom

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Mindfulness Log

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Mindfulness Log

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Mindfulness Log

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Mindfulness Log

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Gratitude Log - Day 1

Gratitude Log - Day 2

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Mindfulness in the Classroom

Gratitude Log - Day 3

Gratitude Log - Day 4

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Gratitude Log - Day 5

Gratitude Log - Day 6

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Mindfulness in the Classroom

Gratitude Log - Day 7

Gratitude Log - Day 8

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Notes

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Notes

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Notes

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Mindfulness in the Classroom