Infusing Mindfulness into your Classroom
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1 Infusing Mindfulness into your Classroom Rachel Razza, PhD, & Staceyann Reid, MS Human Development & Family Science Syracuse University SCSD Summer Summit
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3 We hope that participants will: 1) have a better understanding of mindfulness and how it can support children s development and classroom learning, 2) become familiar with a variety of examples of how teachers can incorporate mindfulness into classrooms based on our work with educators, 3) be more comfortable with simple mindfulness-based activities that they can implement in their classrooms Objectives
4 Our Background
5 Developmental period? Elementary school? Middle School? High School? Prior experience with yoga/meditation? Have personal practice? Received training on bringing practices to children or youth? Currently use practices in classroom? Your Background
6 Mindfulness means paying attention in a particular way; on purpose, in the present moment, and nonjudgementally. Jon Kabat-Zinn (1994) What is Mindfulness?
7 We can be very disconnected from our bodies, emotions, and thoughts in other words, we just go through the motions/routines Do you do anything like this? Simplest of all mindfulness practices: BODY AWARENESS Connect with our Body
8 Feeling my feet mindful games book Focused Awareness
9 Limbic system feeling and reacting brain Amygdala regulates emotional state; security guard Hippocampus makes and stores memories PFC thinking brain Brain Basics
10 Increased brain connectivity - especially those areas associated with attention and auditory and visual processing This is your Brain on Mindfulness
11 To succeed in life - our children need better self-regulation a way to understand and manage their stress and energy. (Shanker, 2016) Mindfulness practices foster self-regulation 1. Sharpen attention and focus 2. Build emotion regulation skills 3. Gain self-knowledge 3 Common Goals
12 Recent meta-analyses indicate promise cognitive performance psychological symptoms resilience to stress Felver, J. C., Celis-DeHoyos, E., Tezanos, K., & Singh, N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness. doi: /s Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools A systematic review and meta-analysis. Frontiers in Psychology, 5, 603. Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), Growing Interest in the Field
13 Success Stories: Meditation in San Francisco Middle Schools Since starting the Quiet Time intervention, this school has achieved the following: BEHAVIOR 50% reduction in suspensions 65% reduction in truancy ACADEMICS.5% increase in overall GPA Evidence that Mindful Meditation in Schools Works
14 Roberts Elementary School (prek) YogaKidsinspired program by teacher Ed Smith (6 th graders) Kripalu Yoga in The Schools during 10-week Physical Education session Learning to BREATHE pilot Henninger High School Mind Life School Weekly Wellness Meachem Elementary Communication, Mindfulness and Social Justice course (CRS 360) work with first graders at Frazier Elementary McKinley-Brighton Yoga and Mindfulness Local Initiatives
15 Video: ELA Class
16 Importance of a personal practice
17 Pre-K Log K Log
18 Grounding exercises are designed to help you focus your attention on the present moment. There are a variety of exercises that have been developed and different exercises can be used to target different situations. Example: 3 things I hear, 3 things I see, 3 things I feel (tactile), how to I feel in this present moment (emotion). Grounding Exercises nding-exercises
19 Add short practice at the beginning of class or around transitions Try simple practices with props Breathing ball Chime bar Singing bowl Drums, rain sticks Pass the cup game Coloring pages, art materials Tap existing resources (meditations, yoga) Websites/apps Books Card decks Music Explore programs/curriculum Implement lessons Connect to math, reading, science, SEL How to Get Started
20 Mindful smelling Mystery scents in containers Details I notice; what it reminds me of; my guess Mindful listening Mystery sounds or sounds in the environment Mindful tasting Raisin meditation: links to science, gratitude Mindful seeing Describe object Mindful movement Balancing exercises MindUP Examples
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23 Through books/cards Children easily pick up animal/nature poses Youth enjoy strong warrior poses Make up their own as well as traditional ones MindUP lists: brain, awareness, gratitude, happiness, listening, movement, optimism, perspective-taking, tasting, world Using chairs GoNoodle YogaKids newsletters (pose of week): Mindful Yoga
24 Compassion & Kindness Ways we do and do not take care of ourselves Loving-kindness meditation Friendly wishes Gratitude Journals text and/pictures Thank you exercises Compassion, Kindness, & Gratitude
25 Syracuse University Rachel Razza, Ph.D. Dessa Bergen-Cico, Ph.D. Linda Stone Fish, M.S.W., Ph.D. Lynn Brann, Ph.D. Joshua Felver, Ph.D. RAs: Staceyann Reid, Rachel Linsner, Emily Carlson Funding: Special thanks to the program implementers, teachers, children, & parents in our communities Syracuse City School District Lexington, MA Public School District Syracuse Head Start Philadelphia City Schools David B. Falk College of Sport and Human Dynamics SEED Grants Health Foundation of Western and Central New York Collaborators and Funders
26 Selected Findings
27 Inhibitory Control Lack of Attentional Impulsivity 0.6 Intervention Control Pretest Posttest 10 Intervention 9.5 Control 9 Razza, Bergen-Cico,& Raymond, Pretest Posttest Program Impact: PreK
28 Self-regulation among 6 th graders Program Impact: 6 th Grade ELA Bergen-Cico, Razza, & Timmins, 2015
29 Some students noticed a difference on days when they did not do yoga; one student wrote: the days we didn t do yoga and meditation it was hard to focus. Some of the positive remarks from students indicated a recognition the physical as well as cognitive benefits of practice: I felt like having yoga was very helpful because it made me focus more in class and it stopped my headaches the yoga helped me get my energy out, and the meditation helped me relax more before class started. Qualitative Feedback - Students
30 I am more calm and collected... I am able to stay focused and energized throughout the day. My classroom does feel more serene this year and I think that our yoga and meditation practice has helped to create that atmosphere. It may just be my own level of calm that has made the difference. I am not so apt to push through assignments because we have a schedule to keep. My pace is slower and my decisions to move forward are more mindful. I feel that I pay more attention to my students needs as learners and as people. Qualitative Feedback -Teachers
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