Calm Schls Initiative On-Barding Package
Welcme Welcme and thank yu fr taking this step twards bringing mindfulness int yur classrm. We are s glad yu are here. This welcme package is designed t prepare and assist yu in intrducing mindfulness t yur students, classrm and schl. We knw there is a lt t cnsider when starting a new initiative as a teacher. Questins like: hw will my students respnd t mindfulness? What will their parents think? Can I fit this int an already busy semester? I m nt very calm myself, hw can I teach this t my students? are all natural and nrmal cncerns. The gd news is that yu ve already taken the mst imprtant step by acknwledging that yur students need smething mre t nt nly cpe with the day t day whirlwind, but t truly find a slid place t stand where their deeper ptentials fr lifelng jy, cnnectin and fulfillment can take rt. Our cmmitment t yu is t be yur partner in bringing these tls and resurces int yur schl. Step by step, we are here t supprt yu in nurishing an intelligence f the heart and mind s that yur students can flurish. Nw, all that is needed is a willingness t practice, time, and a little bit f curisity t see where mindfulness takes yu. What is Mindfulness? Mindfulness is a practice f paying attentin t the present mment n purpse with kindness and curisity. Mindfulness is a nn-religius, nndgmatic practice with rts that can be tied t Eastern cntemplative practice. Tday, mindfulness is practiced by peple all arund the wrld, with many diverse languages, cultures and spiritual beliefs. Mindfulness is a very simple practice. The wrk f the practice is t bring ur attentin
t the present mment. While the mind is a great time traveller, planning summer hlidays r remembering the birth f a child, the bdy is nly ever right where it is. S, when we practice cming hme t the present mment, we use the bdy as an anchr t what is really happening right here, right nw. In this mment, can yu feel the sensatin f the sles f yur feet? Can yu ntice the feeling in yur chest? Can yu ntice yur breathing? By cming hme t the bdy and the senses, we are cultivating an awareness f life as we live it, mment t mment. This is mindfulness. Mindfulness has bth frmal and infrmal practices. Frmally, t practice mindfulness, we take time apart frm the rush f ur day t sit, lie dwn, r bring fcused attentin t the tasks f walking and eating. There are cre frmal mindfulness practices which include, breathing meditatin, bdy scan, mindful mvement, mindful walking and mindful eating. These frmal practices are where we really build the muscle f fcused attentin and cmpassinate insight. The length f frmal practice can range frm 5min 1 hur with the ptential t g n fr much lnger perids f uninterrupted silence. Sme f the barriers t frmal practice include finding the time, falling asleep, discmfrt and feeling like yu are ding it wrng. All f these barriers are part f the practice. Develping a new skill is challenging and rewarding wrk. Frmal practice asks us t actively wrk t create time in ur days and years t slw dwn, rest, cnnect with urselves and breathe. While the barriers may seem immense, any small step yu can take twards develping a regular frmal practice will reap great rewards. Mindfulness can als be practiced infrmally, amidst the rush and whirl f ur days. We practice mindfulness infrmally when we take a deep breath befre the start f classrm perid, r when we simply becme aware f the sensatin f walking as we mve between classes, we can ntice the clur and taste f ur fd at lunch hur, and we can take a mment t lk int the eyes f a lved ne at the end f a hectic the day. These mments f mindfulness are imprtant as well. While we may nt
be wearing special clthing, r sitting peacefully n a muntain tp, we are still practicing present mment awareness thrugh the demands f a nrmal day. Infrmal practice can be an extrardinary way t bring mre depth and pleasure t repetitive tasks and as a resurce fr times when life gets particularly tugh. Can I take a breath when I see my exam and realize I studied the wrng cntent? Can I ntice the sensatins in my stmach when I say yes t smething when really I want t say n? These mments f mindfulness cultivate a strnger relatinship with urselves, ur bdies, and ur wn knwing. We said that mindfulness is a simple practice. It is simple, but it is nt easy. Cming hme t urselves can ften be an verwhelming experience; all f ur disappintments, fears, and anxieties fr the future are faced. The wrk f turning twards urselves requires curage as we frge a new, unchartered path f simplicity, kindness and awareness and step away frm the well-wrn grve f numbing, rushing, and pushing. Fr this reasn, mindfulness is nt a neutral, unfeeling practice. In fact, mindfulness culd als be heartfulness, because at its cre is a kind, cmpassinate, curius interest in what is happening. Mindfulness turns the lving kindness we wuld extend t a best friend twards urselves. Remember t always bring this warm, nurturing attitude int yur practice, fr it is truly the best part. Mindfulness fr Kids The develping mind and heart f a yung child and adlescent is very distinct frm that f an adult. As much as we adults feel the stress f expsure t vilent media, wrries abut chrnic and cmplex human challenges like climate change, lack f cnnectin t nature, and a general sense f being rushed, develping minds are all the mre sensitive t
these stressrs. As a teacher, yu are well aware f the gifts children bring int the wrld, they see things with fresh eyes, pen hearts, and with an inncence we watch in awe. Even adlescents, as their wrld expands t include the larger human cmmunity, pssess a unique sensitivity and passin fr the state f the wrld. This greater penness means that all f the stresses f mdern life are actually impacting kids in a much strnger way. Because f this, we need t nurish their develping hearts and minds with mments f stillness, quiet and calm. Mindfulness can becme a refuge fr kids, a quiet place t return t in all the rush f the utside wrld, a steady place t stand in all the change and hard wrk f grwing up. Cmmn Questin: D any kids in particular benefit frm mindfulness practice? Mindfulness practice can be applied t many different educatinal settings. Mindfulness has been used with at risk yuth, yuth with ADHD, autism, fetal alchl syndrme, behaviural challenges, and develpmental disabilities. The benefits f mindfulness practice can be quite palpable fr any yung persn dealing with greater challenges. Research has shwn that regular, frmal mindfulness practice develps the pre-frntal crtex f the brain and psitively impacts functins such as regulating emtins, decisin making and empathy. Mindfulness is a wnderful empwerment tl fr yuth dealing with big life challenges. Mindfulness increases resilience, flexibility, and cultivates greater cmpassinate attunement twards neself, which can ften be missing develpment fr high needs kids. If yu are wrking in an educatin setting where yuth and their families are facing cmplex prblems, we encurage yu t wrk with these practices in much the same way. If the practices are shrter, that s k. If yur students dn t respnd at first, give it time. It will require mre patience and penness frm yu, their teacher, but mindfulness des have the ptential t meet yuth wh need it mst.
The Ptential fr Change: Mindfulness in the Classrm What happens when a classrm starts practicing mindfulness tgether? Well, we ve seen a lt happen. We ve seen barriers break dwn between scial cliques. We ve seen the mst unlikely students be the greatest advcates. We ve seen a few tears and big sighs f relief. We ve seen the tne f the classrm shift, with students becme mre grateful fr ne anther. When yu begin t practice mindfulness in yur classrm n a regular and cnsistent basis, unexpected and much appreciated psitive changes will take rt. A few changes that yu can expect t see include: Develping a shared language fr self-awareness and selfregulatin, an excellent tl fr managing difficulty and getting at the heart f behaviural matters. Greater alertness fr learning. Skills t fcus attentin t the task at hand. Greater presence and warmth in the classrm and an ability t respnd mre skillfully t the needs f individual students and the larger grup.
Teaching Mindfulness Teachers knw hw crucial it is t mdel the behaviur yu are asking fr frm yur students. In much the same way, develping a persnal mindfulness practice is the best place t start in bringing mindfulness t yur classrm. We encurage yu t review ur 7 days f Calm prgram which is a cllectin f 7 brief meditatins, t ffer yu an intrductry level understanding f mindfulness practice. It will help yu articulate the practice t yur classrm and wh knws, it may als inspire yu t g deeper int yur wn practice. Cmmn Questin: I ve never practiced mindfulness befre, can I really teach it? Yes, we have develped the audi practices s that yu can als be a beginner right alngside yur students. That said, we bth knw hw imprtant it is t understand, master and mdel the subject yu are teaching. T that end, we recmmend yu take sme time t read sme f the resurces we have prvided at the end f this welcme package and t try the 7 days f Calm audi prgram develped fr adults. Getting Started With a deep breath, let s begin. Start by giving yurself sme time t thughtfully prepare and create a space in yur classrm fr mindfulness practice. Here are sme reflective questins and tips t help guide yu thrugh the prcess:
What rutine will I establish with mindfulness practice in my classrm? TIPS: Find a time f day where yur students are mst likely t succeed, a time when they are rested, fed, alert and mre fcused. Be cnsistent nce yu start, daily practice is best, but whatever rhythm yu establish d yur best t stick with it. Cnsider any technlgical needs yu have t play the audi mindfulness practices with enugh vlume s everyne can hear. Signal the shift t mindfulness practice by turning ff the lights and clsing the dr. If yu like, yu may chse t ring a bell as well. What cnsideratins d I need t make t have uninterrupted time befre, during and after the practice (20 min ttal)? TIPS: Ask students t refrain frm leaving the rm during the practice. Set up a rutine that they use the washrm either befre r after mindfulness practice. Turn cell phnes ff r t silent. Clear desks frm ther distractins. Schedule the practice utside f regular PA annuncements.
Are there any student needs I shuld cnsider? TIPS: Creatively separate students wh may be disruptive Cnsider any histries f trauma, abuse, neglect and mnitr their engagement with the practices Once yu ve taken the time t prepare yurself and yur classrm, yu can intrduce yur students t the practice. We wuld recmmend letting students knw a week in advance, the rhythm yu have planned fr mindfulness practice the fllwing week. S fr example, let yur students knw that next week, n Mnday, Wednesday and Friday after the mrning bell, we ll be starting ur class with a mindfulness practice. Remind students befre they g hme fr the weekend that next week will be a special week, with new mindfulness practices. Then, fllw thrugh n what yu prmised. On Mnday, Wednesday and Friday, as planned, play the Calm audi meditatins. Start with the Intr sessin we ve designed fr yur classrm demgraphic. The audi sessins will walk yur students all the way thrugh the practice, starting with an intrductin t what mindfulness is and then int a first practice. Feel free t review it with yur class as many times as yu like befre mving n t the ther sessins we ffer. Make sure yu give students time t cme ut f the practice slwly. Yu may wish t g arund the rm afterwards and ask students what did yu ntice? abut the practice. This kind f pen questin is preferable t did yu like it? which will elicit attitudes f preference. In the beginning, encurage curisity and penness. If a student respnds negatively t the practice, welcme their feedback. There may be substantial infrmatin fr yu t cnsider like it was t cld! in which case yu culd cnsider
hw t make the rm mre cmfrtable, r it may be reactive r evaluative I was bad at it r nthing happened!. Fr these reflectins, d yur best t remain neutral and kind. Yu can say smething like thank yu fr sharing r that s interesting, yu nticed judgmental thughts. Fr nw, it is enugh t simply acknwledge their experience and drp any expectatins that they need t feel r be a certain way. Best Practices Practice regularly. The mre frequently yu can practice, the better, nce a day wuld be ideal. Whatever rhythm yu set up t wrk fr yur classrm thugh, d yur best t stick with it. Over time this will becme the new nrmal, yu may even find students reminding yu if yu frget. Keep it playful and fun. Engage in these sessins in a relaxed way s there is less resistance. Encurage patience and acceptance, reiterating frequently that this takes time and there s n pressure t be perfect. In mindfulness practice, there is n right r wrng. Offer supprt. Remind them they are ding a great jb. Cngratulate them fr ding their best. Use this practice as a cnnecting tl. After meditating, pen a discussin t learn abut the kids experience and inspire discussin. Mindfulness practice is a very pening practice that can bring up emtin, insights and create cnnectin.
Resurces fr Further Reading Mindsight by Daniel Siegel The Mindful Child by Susan Kaiser Greenland http://www.stressedteens.cm A Final Wrd Wherever yu are in yur jurney t bringing mindfulness int yur classrm is k. Yu may be a seasned practitiner wh feels quite cnfident abut intrducing these skills; that s wnderful. Or yu may be new and unsure, weary f hw the practices will land and if they will have any benefits. That s k t. Let s turn ur mindfulness practice twards urselves and acknwledge whatever is arising as we take this new step. Be it excitement, nervusness, hesitatin, r mistrust, they are all welcme and all perfectly understandable. Just like in mindfulness practice, if we can fcus ur attentin t each small step there is t take in the prcess f beginning, we are mre likely t feel supprted, cnnected and strengthened. Remember that we are here as yur partner in this endeavur. If yu need assistance, just reach ut. Over the cming year, we will be steadily adding t ur Calm Kids library, in rder t equip yu with an ever-expanding supply f mindfulness educatin cntent. We lk frward t the jurney ahead.