Searching for "mindfulness"

school based mindfulness

https://www.kqed.org/mindshift/51308/learning-mindfulness-centered-on-kindness-to-oneself-and-others

Mindfulness has become a core social and emotional learning strategy in the Austin Independent School District (AISD) in Texas. The district has even created a mindfulness specialist position, filled by James Butler, the district’s 2014 Teacher of the Year.

There are various understandings of mindfulness, but most focus on being nonjudgmental and present in the moment.

As part of a presentation at SXSW EDU

Teo, the first-grader, recommends the books “Your Fantastic Elastic Brain”and “Listening to My Body”; the website GoNoodle and Destress Monday, especially the gifs; the apps Stop Breathe & Think Kids and Super Stretch Yoga.

Addison, in fifth grade, recommends the books “What Does It Mean to Be Present?”and “Listening To My Body”; the website GoNoodle and Mind Yeti; the apps Calmand Smiling Mind.

Xavier, the 11th-grader, recommends the books “Cure: A Journey Into Science of Mind Over Body” and “The Happiness Track: How to Apply the Science of Happiness to Accelerate Your Success”; the websites Pocket Mindfulness and UCLA Mindful Awareness Research Center; the apps Calm and Smiling Mind.

For educators seeking to start a mindfulness practice, Butler has a list of recommendations he hands out to educators and a #mindfulAISD YouTube channel.

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more on mindfulness in this IMS blog
http://blog.stcloudstate.edu/ims?s=mindfulness

mindfulness teachers

How Mindfulness Can Help Teachers and Students Manage Challenging Situations

Patricia C. Broderick May 1

https://www.kqed.org/mindshift/53306/how-mindfulness-can-help-teachers-and-students-manage-challenging-situations

Mindfulness in the Secondary Classroom: A Guide for Teaching Adolescents,” (c) 2019 by Patricia C. Broderick. Used with permission of the publisher, W. W. Norton & Company.

Many of the risky and potentially dangerous behaviors of adolescents—​procrastination, disruptiveness, disordered eating, cutting, drinking, violence, taking drugs, technological addiction, and so on—​have a common denominator. They likely involve avoiding unpleasant emotional experience by trying to make it go away. The extent to which we do this is a measure of our distress tolerance (García-​Oliva & Piqueras, 2016; Simons & Gaher, 2005). We all have our limits, but individuals who are highly intolerant of distress and unable to cope adaptively have quick triggers and are more likely to suffer from a range of psychological and behavioral problems (Zvolensky & Hogan, 2013).

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more about mindfulness in this IMS blog
https://blog.stcloudstate.edu/ims?s=mindful

mindfulness in the classroom

Mindfulness in the Classroom

By: 

https://www.facultyfocus.com/articles/effective-classroom-management/mindfulness-in-the-classroom/

Even though the goal was to help students use mindfulness, faculty found they viewed things more positively as a result of the work we were doing in our FLC. The second camp focused on how the students were responding. In general, students liked the practices. They found value in them. This was something that grew over time.

Columbian hypnosis

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more on mindfulness in this IMS blog
http://blog.stcloudstate.edu/ims?s=mindfulness

Mindfulness in curriculum

Mindfulness And Meditation Will Now Be Part Of The Curriculum In 370 Schools In England
March 29, 2019

Read More: https://www.trueactivist.com/mindfulness-and-meditation-will-now-be-part-of-the-curriculum-in-370-schools-in-england-t1/?utm_source=TA&utm_medium=Organic&utm_campaign=TA-t1-MindfulnessMeditation-TAfb&fbclid=IwAR3lYe82p_jpiH3rjkr9ENgyN5BQhaAeXgblvXZkxpPLjhgszJQ1X76fs18

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NYT Feb 4, 2019

a news release announcing the program.The initiative comes months after a survey commissioned by the National Health Service found that one in eight children in England between the ages of 5 and 19 suffered from at least one mental disorder at the time of their assessment in 2017.

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https://www.mindful.org/why-schools-in-england-are-teaching-mindfulness/

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MISP (Mindfulness in Schools Project)
https://mindfulnessinschools.org/teach-dot-b/dot-b-curriculum/

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https://www.mindfulschools.org/training/mindful-educator-essentials/

Mindfulness And Trauma-Informed Teaching

Why Mindfulness And Trauma-Informed Teaching Don’t Always Go Together

Katrina Schwartz Published on 

https://www.kqed.org/mindshift/52881/why-mindfulness-and-trauma-informed-teaching-dont-always-go-together

Teachers are turning to the practice as a simple way to restore calm to the classroom, help students find some quiet space, and build self-regulation skills. Some teachers say their personal mindfulness practicehas helped them respond more calmly to students and helps them keep perspective.

“This isn’t about calming down,” said Sam Himelstein, a clinical psychologist, trainer and author who has spent most of his career working with incarcerated youth. “Calming down is great and it is a skill that youth can get better at. But if we’re talking about mindfulness, at its core, we are just talking about being present with whatever it is.”

Larry Rosenberg the dog-mind versus the lion-mind.
Reacting with the mind of a lion allows a person to say, “I’m angry right now,” and that little bit of metacognitive space between the person and the thought allows them to choose how to respond.

TRAUMA SENSITIVE MINDFULNESS

  • Students don’t take the activity seriously
  • Students are triggered by silence because it feels like a storm is brewing, so they don’t want to be quiet
  • Students feel too many requests are made of them without the requisite trust being built up
  • Students exhibit avoidance behavior

Guidelines for teachers using mindfulness:

  • Don’t force it
  • Don’t focus on the logistics like sitting with eyes closed
  • Somatic awareness, like counting breaths, could be a good place to start. “There’s different types of awareness. Sometimes we’re really aware of what’s going on in the mind and sometimes we’re more aware of what’s going on in the body,” Himelstein said.
  • Think about the child’s window of tolerance and whether he is already triggered or not. “It’s good to strike when the iron is cold in a lot of these cases,” Himelstein said.
  • Build relationships

SELF CARE

Cultivating a trauma-informed classroom is much harder when educators themselves are burnt out. Building relationships, not reacting defensively to student behavior and taking time to listen to students can feel nearly impossible if the adult is barely making it through the day.

several categories of self-care, according to Himelstein:

  1. Regular cultivation of relaxation response (3Rs): things like watching TV, going into nature, getting a massage.
  2. Effortful training: These are things like more sustained meditation or exercise where the payoff comes over a longer time period.
  3. Creativity: something that gives purpose and adds vibrancy to life. Writing, reading, painting or other passions are examples.
  4. Advocacy: everything from learning to say “No” (set boundaries), to working at a higher level to impact policy or structural change.

Steve Hoover on mindfulness

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#SteveHoover on #mindfulness don’t miss it

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@Steve Hoover presenting in #mindfulness

Posted by InforMedia Services on Wednesday, January 23, 2019

Posted by InforMedia Services on Wednesday, January 23, 2019

 

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