I’d like, on this site, to relay research that excites me and ideas that have me in thrall; but I’d also like to include, from the beginning, the voices of others: researchers themselves; former students who have memories of experiencing mindfulness in the classroom, as well as those who wish they’d had the chance; other persons in the helping profession who share this passion; and educators, who have a unique opportunity to connect with large numbers of kids.
To that end, if you feel you have more than a comment’s worth to say on the subject, let me know so that we can work out an interview or guest post. Also, if there are specific issues or questions you’d like to see explored, you are welcome to email me at firstname.lastname@example.org.
Starting the conversation, here’s a brief Q and A* with Jenna Howard, who is lead teacher in the Choices Program at Lebanon Elementary School in Lebanon, Maine. Jenna works with students who experience behavioral and emotional challenges at school. As a flowering of her own spiritual path, Jenna sought ways to improve the experience of her students and in August 2013 attended a weekend workshop on mindfulness in educational settings, at the Omega Institute for Holistic Studies in Rhinebeck, NY.
Q: First of all, how do you, Jenna, define mindfulness?
A: I define mindfulness as being aware of everything in the present moment. I know some people don’t like to use the word “aware” with mindfulness, but that’s the best way I can describe it.
Q: Can you offer a synopsis of the workshop you attended?
A: It was led by a variety of people, including psychologists, teachers, administrators, and professors and several people who are well known in the mindfulness education / social and emotional learning fields: Daniel Rechtschaffen, Linda Lantieri, and Dan Siegel.
There were different lectures, mini-workshops, and breakout sessions to choose from throughout the weekend. Topics covered included: what mindfulness is and looks like; implementing mindfulness in schools; practices and programs that support social and emotional learning; mindfulness practice with at-risk youth; and using evidence from neurobiology to support the practice of mindfulness.
Q: What did you find most helpful and inspiring?
A: I found it most helpful to learn about different practices that work in other educational settings. It was also important to me to gain more knowledge about the science behind mindfulness, so that other people can understand it better from a scientific, factual perspective. I enjoyed learning about mindfulness work and its results with at-risk youth, and was able to connect it to my students.
Q: I often see the recommendation that those who want to teach or share mindfulness, practice it themselves. I’m guessing you may have heard something like that at Omega.
A: Yes, there was a definite mention of the importance of practicing personal mindfulness. They felt that in order for the students to buy into it, it had to be something that the teacher believed in or practiced regularly. Almost like a ripple effect. Something was said to the effect of, if anything, personal mindfulness practice would help the student climate because modeling and the energy that is put off by the teacher greatly affects the classroom environment. So in a way, start with yourself and build slowly into them.
Q: Can you offer a sense for what an average day in your classroom is like without mindfulness activities?
A: As a special education teacher in a self-contained classroom for students with behavioral and emotional challenges, an average day can be very stressful. Every day is different, depending on the circumstances and what emotional states the students are in. We encounter many behavioral / emotional “meltdowns” that can include aggressiveness. We teach a lot of social skills and academics, depending on what individual kids need most.
Q: Please share one or more examples of ways you have used principles of mindfulness in the classroom.
A: Twice a day, we incorporate an activity called Quiet Time. During this time, the lights are shut off and relaxing music is played. Students can choose to sit in a bean bag and relax or draw to get themselves centered. The students are aware that this activity is meant to help them refocus, calm their bodies and minds, and bring the energy of the room to a neutral place. They are aware that these activities help them perform and focus on their academic and social tasks throughout the day.
Also, we teach students different mindfulness practices to use when they are experiencing, or before an increase in, anxiety and aggression, in order to get them to develop their own coping skills in highly stressful situations.
Q: Dealing with anxiety and aggression! Can you give an example of that?
A: We show them how to take deep breaths properly and tell them to “smell the flowers and blow out the candles” ten times. It’s very simple but can work very well as they focus on their breathing and how it affects the way they feel.
Q: What do you notice in your students during and after the use of mindfulness-based activities?
A: We notice a change in the energy of the classroom. The energy of the students and classroom becomes calmer, more peaceful, more focused and productive. The students’ energy and anxiety levels often go to a more neutral place, rather than really high or really low.
Q: Have you had direct feedback about it from the students?
A: Students give feedback through their actions and with their words. Some students have said that they like it because it calms them down and the quiet helps them relax.
Q: What advice would you give to other teachers who might like to pursue this?
A: Start out small and at a slow pace. See what works and what doesn’t work. Adjust different activities to the needs of the students.
Q: What are your “next steps,” if any?
A: I’d like to learn more about more activities that worked for students who have similar challenges as my students. It would also be nice to touch base with other educators who are incorporating this work into their classrooms.
*This interview was lightly edited, with Jenna’s approval.