Amy Footman Assistant Vice Principal- Stanley Grove Primary Academy.
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1 Mindfulness
2 - Experience and explore mindfulness techniques - Relate mindfulness skills to the development of character education - Learn more about how mindfulness has impacted Primary and Secondary aged pupils - Consider how to introduce or develop mindfulness in a organisation Amy Footman Assistant Vice Principal- Stanley Grove Primary Academy a.footman@stanleygrove.manchester.sch.uk
3 A short practice
4 - Experience and explore mindfulness techniques - Learn more about mindfulness Amy Footman Assistant Vice Principal- Stanley Grove Primary Academy a.footman@stanleygrove.manchester.sch.uk
5 What is mindfulness? Mindfulness means the awareness that arises from paying attention in a particular way; on purpose, in the present moment, Jon Kabat-Zinn 1990 and non-judgmentally.
6 What is mindfulness to an 8 year old? Sustained voluntary attention Like a muscle that one can train Cultivation of attitudes Including kindness, curiosity, compassion and gratitude Opposite of.. of: Forgetfulness A scattered, distracted mind Being on Automatic Pilot Mindfulness in Schools Project 2015
7 A Mindfulness Toolkit Self-esteem Sense of Wellbeing Emotional Self- Regulation Metacognitio n Coping with Stress MINDFULNESS Compassion Concentration Mindfulness in Schools Project 2015
8 - Relate mindfulness skills to the development of character education Amy Footman Assistant Vice Principal- Stanley Grove Primary Academy
9 Mindfulness in Education The faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgment, character, and will. No one is compos sui [master of himself] if he have it not an education which should improve this faculty [of attention] would be the education par excellence. But it is easier to define this ideal than to give practical directions for bringing it about. William James 1890 Mindfulness in Schools Project 2015
10 Mindfulness and Character Education? perseverance, resilience and grit confidence and optimism motivation, drive and ambition neighbourliness and community spirit tolerance and respect honesty, integrity and dignity conscientiousness, curiosity and focus DfE Award / Grant for Character Education 2015
11 Mindfulness and Character Education? perseverance, resilience and grit confidence and optimism motivation, drive and ambition neighbourliness and community spirit tolerance and respect honesty, integrity and dignity conscientiousness, curiosity and focus
12 Mindfulness and Character Education? Moral Virtues: self-discipline, compassion, gratitude. Intellectual Virtues: resilience, confidence, determination. Jubilee Centre for Character Education 2015
13 Where does Mindfulness fit? Character education is about helping students grasp what is ethically important in situations and how to act for the right reasons, so that they become more autonomous and reflective. Students need to decide the kind of person they wish to become and to learn to choose between alternatives. Jubilee Centre for Character Education 2015
14 Noticing a choice point
15 Mindfulness and Mental Health Age of Onset of Major Depression (N=4041: Zisook, 2007, American Journal of Psychiatry) Mindfulness in Schools Project 2015
16 A Mindfulness Agenda
17 A Mindfulness Political Agenda Labour Party Manifesto 2015 To support young people s health and wellbeing, we will encourage the development of social and emotional skills, for example through the use of mindfulness to build resilience. MP Chris Ruane championing in Westminster Mindfulness All Party Parliamentary Group 2015 (MAPPG) We recommend making mindfulness in schools a priority for development and research. Mindfulness programmes are popular with children and teachers, and research has shown promising potential, with an impact on a wide range of measures including wellbeing, executive function (attention, focus), emotional self-regulation and improved relationships. Mindfulness Initiative- Coalition of Oxford, Exeter and Bangor Universities
18 - Learn more about how mindfulness has impacted Primary and Secondary aged pupils Amy Footman Assistant Vice Principal- Stanley Grove Primary Academy
19 A Mindful Student Self-esteem Sense of Wellbeing Emotional Self- Regulation Metacognitio n Coping with Stress MINDFULNESS Compassion Concentration Mindfulness in Schools Project 2015
20 Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Lesson Six
21 A Mindful Student
22 - Consider how to introduce or develop mindfulness in a organisation Amy Footman Assistant Vice Principal- Stanley Grove Primary Academy a.footman@stanleygrove.manchester.sch.uk
23 Next steps Interest and inspire, don t force Offer adult mindfulness to staff Start small and let it grow Baseline and Evaluate (data, questionnaires, focus groups) Spiral the curriculum Involve the pupils Involve parents Create a mindful culture and environment
24 Recommended Reading Mindfulness: Finding Peace in a Frantic World by Prof Mark Williams and Danny Penman Full Catastrophe Living by Jon Kabat-Zinn The Mindfulness Breakthrough by Sarah Silverton The Way of Mindful Education by Daniel Rechtschaffen Sitting Still like a Frog by Eline Snel The Mindful Child by Susan Kaiser Greenland The Miracle of Mindfulness by Thich Nhat Hanh
25 A short practice
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