Teacher & Leader Mindfulness- Autumn Meditation

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Stop! Take a deep breathe and look! Autumn seems to be firmly here.

The air has a new crispness, the trees are undressing themselves as the technicolor leaves whip around and fall to the ground as the wind blows around you. There is a new earthy scent. Autumn is here.

When did that happen? For those that work in schools, this time is filled with the fast pace of settling into a new school year, Parents’ Evenings, data analysis, resource making and more. We juggle our days either like novices or pros and it all depends upon the day or moment.

Stop! Take a deep breathe! Autumn is here!

Take five minutes now to take part in this lovely Autumn Mediation to help you relax and find peace within your Mindfulness practice.

Autumn Meditation

For this mediation, you will need a fallen Autumn leaf.

Find a space where you can have five uninterrupted minutes. Maybe it is in your back garden, in a local park, or a walk through some woodlands. It may even be that you collect a leaf while out and about and complete the meditation within the comfort of your home. It really doesn’t matter as long as you have your leaf.

– Pick up the leaf and lay it in your hands.
– Notice the colours, the different in shades of colours and fading of one colour to another colour.
– Notice the veins in the leaf, the main stem, the edges of the leaf.
– Feel the leaf. Run your fingers over the top and bottom; along the edges. Notice the differences. Rub it against your face or over the top of your hand. Use nerve endings that normally are not used to feel objects. Notice the difference.
– Smell the leaf. Note the scent. Inhale deeply and notice the memories it may bring up.

Close your eyes and take a minute to breathe deeply and allow yourself to be in awe and wonder of the moment you have had with the leaf.

Proceed with a new found calmness and appreciation.

Happy Autumn!

 

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100 Ideas for Primary Teachers: Mindfulness in the Classroom

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This week is the release of my book, 100 Ideas for Primary Teachers: Mindfulness in the Classroom, published by Bloomsbury. On the 19th October 2017, copies will hit the letterboxes of everyone who pre-ordered and the next step of my journey in supporting Mindfulness development in schools will begin.

The idea regarding the development of Mindfulness in the Classroom was not born out of the desire to write a book. It grew out of a frustration regarding a lack of mental health support for children and staff. My own research and development of Mindfulness in myself has grown from those first small steps to this blog, www.educationsvoice.wordpress.com, promotion of mental health on Twitter ( @Ed_Tmprince ), Facebook page ( https://www.facebook.com/educationsvoice/ ) and now the book.

The foundation of the book is to integrate Mindfulness as part of the school day, taking into account the needs of the class and aiming to develop positive mental health skills for ALL children in the class, including ADHD and autism spectrum disorders. Also, a key priority of this book (as has been with the blog) is that the strategies cost no to little money to implement and that it compliments the blog.

Initial reviews have been extremely positive.

“Full of practical activities, there is something for everyone here – even the sceptic. With clear links to different curriculum areas, mindful practice can easily be embedded using the ideas in this book. A great starters’ guide to mindfulness.” –  Aidan Severs, Member of Primary School Senior Leadership Team, @theboycanteach

“This is a fantastic resource for anyone wanting to weave mindfulness into the fabric of their primary classroom and practice. Full of practical, ready-to-go ideas, and so simple to use, it’s a must-read for the mindful teacher.” –  Sam Collins, Teacher and Founder of Schoolwell, @samschoolstuff

“The ideas and suggestions in this book are easy for any teacher to use and adapt, regardless of how long they have been practicing mindfulness. We thoroughly enjoy the variety of activities and use them both in whole school and class mindfulness sessions. A wonderful resource that should be part of every classroom.” –  Ellen Glynn, Mindfulness Coordinator

You can order the book now in most countries. Here are some links:

Bloomsbury (UK)- https://www.bloomsbury.com/uk/100-ideas-for-primary-teachers-mindfulness-in-the-classroom-9781472944955/

Amazon (UK)- https://www.amazon.co.uk/100-Ideas-Primary-Teachers-Mindfulness/dp/147294495X/ref=sr_1_1?s=books&ie=UTF8&qid=1507960609&sr=1-1&keywords=tammie+prince

Amazon (USA)- https://www.amazon.com/100-Ideas-Primary-Teachers-Mindfulness/dp/147294495X/ref=sr_1_1?ie=UTF8&qid=1507960662&sr=8-1&keywords=tammie+prince

Fishpond (Australia)- https://www.fishpond.com.au/Books/100-Ideas-for-Primary-Teachers-Tammie-Prince/9781472944955

Book Depository (worldwide)- https://www.bookdepository.com/100-Ideas-for-Primary-Teachers-Mindfulness-Classroom-Tammie-Prince/9781472944955

Get your book today and let me know what you think!

Inhale… Exhale… And begin!

Mindfulness In the Classroom – Mindful Language

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The highly respected psychiatrist, John H Reitman, once said that, “It takes an average person almost twice as long to understand a sentence that uses a negative approach than it does to understand a positive sentence”.

Everyday since most of us were about two years old we have spoken a countless number of words. It doesn’t matter which language we have spoken. Just the fact that we use words to convey our needs, wants, desires and emotions.

As a young child my parents taught me the saying, “Sticks and stones may break my bones but words will never hurt me.” However, far too quickly, I learned that words could be even more powerful than sticks and stones and that words could hurt the deep psyche that can leave lasting scars. Those lasting scars lead to powerful emotions for most of our lives.

As educators, we need to be even more mindful of our words and consider what we are saying and why we are saying.

Negative vs Positive

Negative language often:
* tells the person what cannot be done.
*  has a subtle tone of blame.
*  includes words like can’t, won’t, unable to, not to or don’t.
* emphasises the negative behaviour over the desired positive behaviour.
* does not stress positive actions that would be appropriate, or positive consequences.
* Is ambiguous and doesn’t explain what you want them to do. “Don’t spill your drink! ” (How does a child not spill a drink?)

Positive language often:
* tells the person what can be done.
* suggests alternatives and choices available to the person.
* sounds helpful and encouraging rather than chastising.
* stresses positive actions and positive consequences that can be anticipated.

Examples of Positive Mindful Language choices:

– ” Mary is making right choices.”
– “Remember Mary, we make the right choice.”
– “You have two choices.” ( Then give two positive choices which you are willing to compromise on to get the desired behaviour. It allows a child to feel in control but in a safe range.)
– “I wonder why Mary has hit John.”
– “I like it when Mary sits in her place when she comes into class.”
– “Mary, shut the door quietly.”
– “I can tell you are not happy right now. You are breathing fast, your face is red and you have tears in your eyes. Take some deep breaths with me.”
– Give a child time to calm down with other mindful strategies and then discuss what has happened and LISTEN to what they have to say. Ask guiding questions and repeat your appreciation for how it made them feel and refer to how it has made you feel.
– When having lengthier conversations with a child about their behaviour, end with restating what they did well.
– In the Classroom, end the day on a high note by giving a minute to everyone reflecting on what one positive thing happened that day. Let that be their “exit ticket” at home time.

It is also important for you to encourage kindness and positivity in the words the children use to speak to you and others. Give some time to practice HOW we say things, how we use our words and explore how that makes us feel.

At the end of the day, we must remember that positive language leads to positive self-esteem. If a person has positive self-esteem, than they are likely to have a more even temperament and a healthy balance of the stress hormone, cortisol. Negative self-esteem keeps a person at a heightened stress point with high levels of cortisol which keeps them in the constant moment of fight, flight or freeze.

How positive is your language? Challenge your class and yourself this week, change one thing you say in a negative way and make it a powerful positive phrase. Let the child’s actions speak for themselves.

Note: In addition to positive language, one must also consider the importance of body language. (To be outlined in another post shortly.)

Mindfulness in the Classroom- Top Mindfulness Tips for Supply/Substitute Teachers

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Being a supply/substitute teacher is not an easy gig. Many times you are walking into an unknown classroom filled with children that may find Ann known teacher distressing or a license to test the behaviour waters. A supply/substitute teacher needs to have a tool kit of quick and easy ways to support calm across the classroom. Many mindfulness activities can do just that!

Here are my Top Mindfulness Tips for Supply/Substitute Teachers:

1- BREATHE! Within the first few minutes, teach the children how to do Deep Mindful Breathing. Start off by explaining you are teaching them how they can trick their brain to believe they are calm. Explain the science of this technique. The strategy can be found here.
(You could even tell them it is a secret trick and show them one of the themed Breathing strategies.)

2- MEDITATION MUSIC Have a USB drive that you have downloaded a significant number of meditation songs or, better yet, download a 3-4 hour meditation music compilation from YouTube. Keep the music handy to play in the background while children are doing independent work. It will help to keep a sense of calm. More about this strategy can be found here.

3- MINDFUL DOODLING  Children are usually told NOT to doodle. Explain to them that this Doodling is special and will help them to remember what they have been taught today (relaxes the mind to allow the learning make connections in the brain. Play the meditation music in the background. The strategy is explained here.

4- MINDFUL LISTENING Explain to the children that the Headteacher/Principal has a special mission for them today. When they hear a special bell ring, they are to stop, close their eyes and just silently listen to all the things they can hear inside and outside the classroom. Then when you say stop, they are to quietly write the sounds down and go back to work. At the end of the day, all the lists are collected and given to the Headteacher/Principal. (You must give to the Headteacher/Principal as the children WILL as them!) You can find a special bell here.

5- GRATITUDE Throughout the day, get the children to stop, take three mindful breaths and silently write one thing they are thankful for on their special GRATITUDE LIST. By the end of the day, the list will be long and filled with happy thoughts. Send it home with the children to share with their parents. More information on Mindful Gratitude can be found here.

Sometimes it is the simple things that have the greatest impact.

End the School Year with Mindful Gratitude

 

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I’m sitting here on a Sunday afternoon in the sunshine contemplating the last three weeks of the school year. There is so much to do. Reports have been finished but still need to be printed and signed, the end of year performance is in it’s last days of prep, school trips are being prepared along with the million of things to prepare for the new school year that begins in only two months time. Children are tired, staff are tired and parents are waiting anxiously for the “tag you’re it” hand over that will be coming shortly. We can get lost in the whirlwind of the last few days.

Thankfulness leads to increased well-being and, especially, positive moods by increasing our general happiness that is lasting. The residual effects of happiness stay with us, particularly if we are mindful of the happiness and choose to “waddle” in happiness.

Participating in Mindful Gratitude could be a great way to tackle the end of the year. Spending some time reflecting on the wonder of the year, the achievements, the changes and the time that has passed can offer a respite to the chaos the end of year brings.

Take a look through the Gratitude ideas that may be the perfect solution to celebrating the end of an exciting year.

Thankful Wall– Each day until the end of the year, give each child a post-it note and have the children write one thing they have been grateful for his year. It could be big like mastering multiplication or small like getting to be in the same class as their best friend. Watching the gratitude grow gives children a visual link to gratitude.

Gratitude/Thankful diary– Each child has their own diary that they write, draw or glue in things they are thankful for in their lives. In times of upset, they can look through their diaries to remind themselves of all the things that make them thankful.

Thank You cards or letters– Old school! But, it is a powerful tool allowing children a tangible outlet to show gratitude to the people who have made a difference in their lives!

Gratitude Video– Get the children to work in small groups to make a series of videos acting or telling everyone in a creative way the things they have been thankful for this past year as part of a “Welcome to Your New Class” video for the next year’s class.

ABC Gratitude Book– As a class or as small groups, create an ABC Gratitude book with each letter being something they are thankful for. Have the children illustrate and make into a book to share with younger children.

#WeekOfGratitude– This is a five day activity to help yourself and your children mindfully focus on the good things in life. It is all explained here: https://educationsvoice.wordpress.com/weekofgratitude-mindfulness-development/

Maybe you have a great idea! Share it with us in the comments below and help us all end the year being Mindfully Thankful. It will make us all feel good and focus on the important things in life.

Mindfulness in the Classroom- Calm Down Box

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Some children find it more difficult than others when being able to control their emotions. Sometimes they need some additional support in focusing themselves in using mindfulness strategies to calm down.

Calm Down Boxes help to encourage children to a more peaceful state when they are the most anxious by occupying them with tangible, mindful inducing objects. The boxes seem most effective for children with autism (or autistic tendencies), ADHD or Attachment Disorder.

These boxes should contain objects that appeal to the senses; look, touch, smell and sound.

The best boxes are ones that are tailored to the individual child and should have input into what are they have.

You will need:
– A box with a lid that is the size of a shoe box or smaller.
– A variety of sensory objects that the child can choose from. I suggest that they choose 5 different objects to begin with and then, slowly over time, allow them to add to their box later on.

Examples of objects:
– glitter bottle
– soft, squeeze ball
– harder, spiky ball
– stress ball
– play dough
– soft pipe cleaners
– sparkly pipe cleaners
– small, soft cuddly toy (I like to add a few drops of lavender oil.)
– textured cloth
– sea shell
– bendy straw
– small bean bag (add a few drops of lavender oil)
– tangle toy
– chew toy
– smooth river stones (worry stone)
– worry dolls
– stretchy toys
– small pin wheel
– small bottle of bubbles
– tissue paper
– photos of a favourite person or animal

 

How to use:

Encourage its use when the child begins to become anxious. As they are using the objects, encourage Deep Breathing to enhance the effects of the sensory objects and refrain from talking to them until they are visibly more calm and ready to put the box away.

Note: The objects should stay in the box when not being used to calm down.

Mindfulness in the Classroom- Every Little Bit Counts

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This past week has been a busy one for many Primary schools across England. It is collectively known as SATs (Standard Assessment Tests) Week for Year 6 children. The instructions for giving the tests are strict and must be given at specific times on specific days. Over a period of four days they take six different tests. Anyone who works in a primary school or is a parent of a Year 6 child, will know about the overwhelming stress that this puts on the children; particularly as they have become much harder over the last few years.

This year has been no different, except that I felt helpless with supporting the Year 6 children at my new school. The tests were scheduled for my third week of school! The school had not been teaching any of the strategies for mindfulness and it made me sad that I may not be able to help this group of children properly prepare themselves mentally to face the challenges the tests would present.

After some discussion with the class teacher, I decided to teach the children a few basic mindfulness strategies.

First, we discussed how they were feeling about the tests, considering the emotions that were attached to these feelings and how our body responds. Of course, what they told me was of no surprise; nervous, scared and anxious. We discussed how this was normal and then I explained what was happening in their body with the brain triggering stress hormones to set off the primitive “fight or flight” response. I then asked them if they would like to trick their mind and body into believing it was clam. They whole heartedly agreed.

We discussed three basic strategies:
(Click on each strategy to take you to details of the strategy.)

1- Basic Deep Mindful Breathing– Including the One Minute Meditation
2- Starfish Meditation– To support those more active and sensory based children
3- Guided Meditation, particularly Visualisation- We used The Magic Shell Meditation in full and used their “magic shells” each day of testing to hold on to their worries and concerns during the testing so the wouldn’t bother them.

During the testing week, in the morning before the tests began, I spent time on the first two days of the tests with the class, supporting them through some breathing and visualisation exercises they had learned. On day three and four, I was unable to do this because Ofsted (Office for Standards in Education, Children’s Services and Skills) decided it was time to inspect the school (In my third week at the school! This is were my own mindfulness was significantly used and is featured HERE.). However, the staff had paid close attention to my modelling and continued to use the strategies with the children the last two mornings.

The result?
I will let the children explain. (I received these letters and cards.)

Will this positively impact on their final results? I am not sure. It was only a few weeks. But, I do know that they have quickly learned a life long skill that has supported their mental health and well-being this past week and, with that success, many will continue to use the strategies as they move into secondary school.

Mindfulness, every little bit counts!