Mindfulness for Children- Top Mindful Sleep Tips For Parents

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A common concern for parents is the lack of their child’s ability to fall asleep and/or stay asleep. According to research by the National Sleep Foundation, sleep deprivation  in children results in:

  • Poor concentration leading to a fall in academic performance.
  • Chronically sleep-deprived teenagers become more impulsive leading to risk-taking behaviours.
  • Sleeping problems increase the risk of disorders such as depression and attention deficit hyperactivity disorder (ADHD).
  • Children start getting negative feelings which may lead to depression.

How Much Sleep Does a Child Need?

National-Sleep-Foundation-recommendations

A study showed that an increase in sleep time by approximately 30 minutes every night for 5 nights had an immediate impact on emotional ability and restless-impulsive behaviors of children in school. (1)

With this in mind, how can you, as a parent, support your child in getting the right amount of sleep each night?

Top Sleep Tips 

  • Bed Time:  Have a set bed time or wind-down time to bed time. Set patterns trigger the habit of sleep.
  • Mindful Breathing:  The breathing changes energy from tension to relaxation. It does this by turning off our sympathetic nervous system that produces stress hormones. This then turns on our parasympathetic nervous system, which turns off the stress hormone pump. So, deep breathing relaxes the body, decreases the heart rates lowers the blood pressure and creates the feeling of calmness.
    • Belly Breathing– Sit or lay comfortably. Place your hands on your belly and take a deep breath in for four counts, blowing up your belly like a balloon. Hold the breath for one count and then slowly exhale for five counts, deflating the balloon in your belly. Continue to do this for a few minutes until you see or feel calm and relaxed. (With young children, have them place their soft cuddly animal on their tummies to do this exercise.)
  • Mindful Gratitude– Once the child has relaxed with the mindful breathing, have them think of one thing they are thankful for or made them happy during the day. Have them imagine what it felt like, encouraging them to close their eyes and see it in their mind and smile.
  • Meditation Music:  Sometimes silence is worse than noise and can keep children awake. Playing soft meditation music can help children relax as they listen and drift off to sleep. (You can find several free options on my YouTube channel that can be found here.)
  • BEDTIME – GUIDED MEDITATIONS for Children:  Turn off the lights and play one of the following guided meditations (or find your own in my library of sleep meditations found here.)

If, after a period of time, this does not help your child drift off into a peaceful sleep and get the recommended sleep time, I suggest visiting your family doctor for support and advice.

(1) Gruber R, Cassoff J, Frenette S, Wiebe S, Carrier J. Impact of sleep extension and restriction on children’s emotional lability and impulsivity. Pediatrics. 2012 Nov;130(5):e1155-61. doi: 10.1542/peds.2012-0564. Epub 2012 Oct 15.
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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.

Talking Heads: Tammie Prince

This week I shared my thoughts on leadership with Talking Heads. If you are an educator and considering going into leadership, this is a great place to read what practicing leaders have to say.

Here are my thoughts. Click on the Talking Heads link below for the full article.

Talking Heads

Leadership Biography

Name: Tammie Prince

Phase: Primary

Sector: Maintained

Region: Yorkshire

Years Served in Education: 26 years

Years Served as a Headteacher: 9 years (I have just started my second headship in April.)

Leadership Journey:

  • Went to university in USA and taught there for 10 years.
  • Hillside Primary School, Leeds- EYFS/KS1 Leader
  • Bankside Primary School, Leeds- AHT
  • Kinsley Primary School, Wakefield- DHT
  • Green Lane Primary Academy, Leeds- Principal
    • Designated NLE (continues)
    • Led Teaching School Alliance
    • Executive Principal
  • Newlands Primary School, Wakefield- Headteacher
    • Continuing as NLE
  • Leadership Coach/Mentor/Inspiration: There are far too many to name.  I tend to look at all leaders and take what I think is the best from them all to make my own style.

Twitter Handle: @Ed_Tmprince

Blog: educationsvoice.wordpress.com

Leadership Reflections

Why did I become a teacher?

Like most teachers, my desire to become an educator sprung from my love of learning. My fascination with the way…

View original post 1,125 more words

A Mindful Ofsted -Top 5 Tips

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Just the word OFSTED, uttered in a whisper, can set the heart rate rising across an English school. ( Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages. However, it is also synonymous with the inspection regime that grades schools from outstanding to inadequate.) Even the mentioning of Her Majesty’s Inspectorate (HMI), sends some of us into a cold sweat. The fight or flight impulse is strong and causes countless amount of stress for educators up and down the country.

I applied to become the Headteacher of my new school knowing that Ofsted was imminent. It was discussed when I viewed the school for the first time. It was discussed when I interviewed for the job. It was discussed when we decided I would start earlier than expected in order to get a head start on getting a grip on what the school needed and putting plans into place sooner rather than later. It was the journey I had chosen to take.

None the less, when we received that 11 am call informing me that the inspectors were going to be visiting the next day, I had to say that I had a few moments of shock. You see, it was day 11 of my new headship. Not only was it day 11 but it was also SATs Week (UK national standardised testing for primary schools) and we had an EYFS (Early Years and Foundation Stage) moderation of final assessments scheduled for the Friday.

What followed was typical for spending the next 21 hours preparing for the visit with gathering documents, discussing details with governors and prepping staff. But, the most important thing was preparing myself.

Here are my Top 5 Tips for a Mindful Ofsted.

#1
Prepare before you have to prepare.- Developing your own understanding of mindfulness and use of mindfulness practice allows you to automatically shift into Mindful gear when you get the call. A good way to begin Mindfulness Development is to try a number of mindfulness strategies over a period of time. Why not try #MonthOfMindfulness which is 30 days of 30 simple mindfulness strategies? They can be found HERE.

#2
Learn to Breathe!– Learn how to use breathing techniques to trick yourself into a state of calm. You can learn more HERE. After, you receive the call, allow yourself a few minutes to just clear your mind and breathe, focusing on the breath as the cool air enters your lungs and the feel of the warm air as you exhale. Allow yourself relax. This is important for you and your team. Continue to have those moments of solitude before, during and after the inspection.

#3
Meditate – Ensure you have a favourite guided meditation ready to use when the time comes. My favourite for these kind of occasions is a nice walk on the beach which can be found HERE. Allow yourself to have this time to yourself before the day begins and again at the end of the day as go to bed.

#4
Keep Hydrated– We all know that we function best when we are hydrated. Ensure that you have a jug of fresh water is on your desk with your favourite glass. Then, make sure you drink it! Use this Water Meditation to enhance your Calmness.
Water Meditation
– Pour yourself a glass of plain water. (It can have ice.)
– Sit down with your water and allow yourself to be aware of drinking the water.
– Take a sip. Allow the sip to linger in the mouth. Notice the temperature of the liquid against your tongue, cheeks, gums and palate. What can you taste? Is there a sweetness, bitterness, acidic or even slightly salty taste?
– Notice the sensations of the water being swallowed and flowing down your throat and into your stomach.
– Continue to be mindful of each sip; allowing yourself to be in the very present moment of drinking your water.

#5
STOP!- 10 Second Mindfulness
This is a simple but effective strategy to refocus our attention.
S– Stop what you are doing.

T– Take a deep breathe. Breathe in for a count of 5, hold for a count of one and exhale for a count of 8.

O– Observe what is happening around you at this moment.

P– Proceed with what you were doing.
Do this as often as you need during the day. Those few mindful moments can change your reaction to what is happening around you leading to a better positive response that changes the course of events.

Conclusion:

The key to surviving an inspection is to stay in control of your emotions rather than letting them control you. Your team will feed off of your reactions and follow your lead. If you stay calm, they will be calmer.  Also, by being mindful, we can be more clear about what we want inspectors to see and know about your school.

The end result for me was a positive one, mainly because I felt in control of a situation that was out of my control. I realise that not all inspections can or will be positive. However, by using mindfulness strategies before, during and after will put you in control of your own health and well being during a stressful time.

So now, BREATHE and carry mindfully on.

Mindfulness in the Classroom- Every Little Bit Counts

Design

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!

Mindful Listening – Top Tips For Leaders

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During the day, whether you are the Headteacher, class teacher or office manager, you have many conversations. These conversations with children and adults range from fleeting to lengthy and form important parts of our lives.

Using Mindful Listening strategies can make those conversations more positive and productive. The strategies are not difficult; but, they may take some practice.

Mindful Listening Top Tips for Leaders

1- STOP! What people want from these conversations is to be listened to with full interest and intention. Take a deep breath, look them in the eye and LIsTEN to what they are saying. Don’t allow your mind to wonder and don’t start formulating a response before they finish talking. To them, what they have to say is extremely important and, many times, they don’t expect a full answer straight away and will usually appreciate the pause that will be required to formulate your response when they are finished talking.

2- CONTROL– Control your reactions. Notice your body’s response to what is being said, particularly if what is being said goes against your own feelings about the situation. Notice any rise in your own stress levels and take action immediately. Take deep steady breaths, relax your shoulders and continue to focus on what is being said.

3- NO PROMISES – Never make any promise you are not perfectly sure you can keep. Promises are an easy out of difficult conversations or situations. However, broken promises can destroy trust and make your life as a leader more difficult. What you can promise is that you will continue to listen to them, consider their opinion and make decisions based on what is best for the needs of the children. If you do make a promise, ensure that you follow through!

4- PROCESS– After conversations, allow yourself a moment to process what had been said between the people involved, make your plan of action and then allow the conversation to be put to bed. Obsessing over conversations will not do you or anyone else any good. It will not change what was said and steal time from your busy day. If you find yourself obsessing, take a Mindful Minute and then proceed.

Remember, that, as a leader, you will not make everyone happy with your decisions. However, they will respect those decisions if they know they have been listened to and given the time for consideration.

Take a deep breath, hold it and then exhale slowly. You can do this!